Apples Eat Themselves, Law421

Article Review LAW 421 March 25, 2013 University of Phoenix Material Article Review Format Guide MEMORANDUM UNIVERSITY OF PHOENIX DATE: March 25, 2013 TO: Timothy Morris FROM: Debra Aguilar, Brady Benton, Karena Busch, Stephanie Hudson, and Rachel Wichert RE: Apples Eat Themselves ARTICLE SYNOPSIS A review of the legal battles between Apple, a computer company and Apple, a record company, are discussed in this article. Both share a similar logo (an apple) and since 1991, the companies have gone to court to claim the Apple logo should only be unique to one company.In 1991 the Court agreed for each company to continue to use the Apple logo but now, the record company has accused the computer company of not conforming to the terms of the agreement. In 1980, George Harrison noticed an apple in an ad for computers. He thought this infringed upon Apple, the Beatles Record company trademark and filed suit. In 1981, Apple Computer agreed to stay out of the music business. In 1991, Apple Corp . filed suit against Apple Computer for trademark infringement again and settled out of court for 26. 5 million dollars. The two companies divided up the apple universe, indicating where each could use the apple symbol.In 2001, Apple Computer introduced online iTunes Music Store which had a huge impact on the music retail industry. In 2003, Apple Corp. again sued Apple Computer stating music was being stolen from them. Apple Computer was protected because downloads of music are comprised of digital data, and the distribution of digital entertainment content is permitted in the 1991 agreement. Apple computer, now looking from the other side of the dispute, may have issues protecting its own trademark because of current legal action that would force them to share copyright protection software with other companies.The Computer Giant would be forced to make downloads sold on their site playable on any device, not just its own iPod products. This would result in wide open competition, so mething Apple Computer has not faced before. The reason Apple Corp sued Apple Computer over thirty years ago was to protect its trademark, and now Apple Computer may find itself in the same situation. LEGAL ISSUE Apple Corp and Apple Computer have had their share of trademark issues. It’s been about thirty years that Apple Corp and Apple Computers litigated a dispute involving the use of the â€Å"Apple† name as a trademark and its association with music.In 1978 Apple Corp filed a law suit against Apple Computers (Apple Inc) for trademark infringement and eventually agreed to a settlement about two years later with Apple Computer paying out a mass amount to Apple Corps. The legal issue Apple Corps raised is that Apple Computer is involved in the music business and that in the 1991 agreement Apple Computer agreed to stay away from the sound recording industry, committing trademark infringement. In 2001 Apple computer released the iPod as a hardware device that can be us ed to download and play software like music from iTunes.ITunes was released in 2003. Apple Corps claims that Apple Computer is involved in the sound recording industry by the use of the iPod and the music downloads from iTunes that is in violation of the 1991 agreement in which Apple Computer would not have any business dealings that had to do with the sound recording industry. The High Court ruled that, â€Å"The Apple Computer hadn't breached the terms of the agreement and could continue to operate their computer business as usual. †(BBC News, 2006). For years Apple Inc has battled with Apple Corp over trademark issues.In 2007, they finally reached a settlement that determined Apple Inc. would own all trademarks and logos related to the name â€Å"Apple† and would license them accordingly to the Apple Corps music company (Tibken, 2012). During the time of the agreement, Apple’s CEO Steve Jobs commenting on the settlement stated â€Å"We love The Beatles, and it has been painful being at odds with them over these trademarks. † Jobs added that â€Å"it feels great to resolve this in a positive manner, and in a way that should remove the potential of further disagreements in the future. MANAGERIAL PERSPECTIVE The legal issues in this article can affect the business deeply. The main factor is the loss they can occur in sales due to the music company saying they are not following the contract they have put forth. This shows customers and people of the world that their company is not trust worthy in all aspects of their business. In many circumstances this can stop people from buying their products until the situation is over and they find out the truth. The issue is that it could take weeks or months to finish the lawsuit.The problems that have happened with Apple the computer company could have been avoided if they took the correct steps allocated in their agreement with Apple the music company. The first step they should have taken was to sit down and have a business meeting with the representatives from the music company and explain to them what they wanted to do so that the contract could be altered. Instead they did it without coming to an agreement first, which disrespected the music company. Legally this is what should have happened so that the contract was followed and no one broke the contract illegally.References Macklem, K. (2006, Apr 10). Apples eat themselves. Maclean's, 119, 30-30. Retrieved from http://search. proquest. com/docview/218528830? accountid=35812 Tibken, S. (2012). Apple now officially owns Beatles' Apple Corps logo. Retrieved from http://news. cnet. com/8301-13579_3-57540017-37/apple-now-officially-owns-beatles-apple-corps-logo/ BBC News. (2006, May 08). News: Front Page. Retrieved March 20, 2013, from Beatles lose News: Apple Court Battle. Retrieved from http://www. bbc. co. uk/2/hi/entertainment/4750533. stm

Stefan’s Diaries: The Craving Chapter 17

The reception was held in a different grand hall. My brother, Lydia, Bridget, and I formed a receiving line by the entrance to thank and greet our guests. Damon put it on a bit, bowing and pretending to know people he didn't. Compelling them into thinking he was an old friend, no doubt. While Bridget showed off her ring, Lydia gave everyone warm kisses or handshakes or smiles, whatever their relationship dictated. She even laughed when Bram tried to snatch a â€Å"farewell† kiss. Bridget stood by her side, beaming with what looked like genuine joy. â€Å"Thank you for coming today,† I said time and time again, the words tasting like chalk on my tongue. â€Å"We're so glad you could come celebrate with us. My thanks for being here today. Pleased to meet you, thank you so much for being here.† â€Å"Stefan Salvatore?† demanded a matron in an almost unmoving thick gray silk dress and pearls, holding on to my hand for longer than was strictly necessary. She pronounced the e at the end of my last name and fixed me with an eye as stony as her skirts. â€Å"Yes, ma'am,† I said, giving her as warm a smile as I could. â€Å"Of the Florentine Salvatores? Prince Alessandro?† â€Å"I'm not rightly sure, ma'am,† I answered, trying to keep my smile. â€Å"When my father came to this country he declared himself an American. He didn't keep up with our old relations.† Her eyes widened and her grip on my hand became loose. â€Å"An immigrant. How charming.† She didn't smile and pulled her hand out of my grasp, moving on. Several hundred people later we finally got to sit down. The bride and groom's table was festooned with palm fronds and garlands of huge flowers, and was covered with every expensive delicacy you could want to eat – or show off that you could afford. There was a seafood appetizer of oysters and other delicacies including Scottish smoked salmon and Russian caviar. Then came a main course that consisted of an absolutely staggering number of dead animals: roast beef, quail, venison, pheasant, woodcock, duck, lamb, roast pork, hot and cold, braised and grilled, minced and sauteed, sliced and in pies. It was all crowned off by a wedding cake, five tiers of the finest fruitcake covered in fondant and decorated with scrolls, swoops, columns, and sugar birds. The black-jacketed waiters poured glass after glass of champagne, and everyone chatted gaily. But my muscles were tied in knots. The â€Å"wedding† was officially over. Damon and I were legally married into the Sutherland family. It was only a matter of time before he began the next phase of his plan – whatever that ended up being. â€Å"Darling, get me a glass of water, would you?† Lydia was asking my brother, touching him tenderly on the cheek. â€Å"In some ceremonies, it's the lady's place to love, honor, and obey. Shouldn't you be getting one for me, little wife?† he smiled, but in a way I didn't like. â€Å"Of course! Anything for you, dear,† Lydia said. â€Å"Water, wine†¦Ã¢â‚¬  â€Å"Blood?† Damon prompted. Lydia laughed. â€Å"If you wish, it's my command.† Bridget didn't eat any of the expensive repast, leaping up from the table constantly to talk to her friends, holding out her hand and showing off her ring. I spent most of dinner nervously pushing very expensive food around a very expensive plate with a very expensive, very heavy silver fork, never taking my eyes off Damon. As dessert came out, Bram took pity on me and sat down in Bridget's place for a moment. â€Å"Congrats, old chap,† he said, shaking my hand. â€Å"You and Damon snagged two of the best New York has to offer.† I nodded miserably. â€Å"Mr. and Mrs. Sutherland are just terrific. And Margaret†¦ well, she's a spitfire, but I trust you'll be able to win her over eventually.† My head snapped up. â€Å"Have you noticed anything, er, odd about Margaret?† Bram had known the Sutherlands since he was born. Perhaps he had some insight into what made Margaret able to withstand Damon's charms. Bram scratched his floppy black curls. â€Å"Odd?† â€Å"Yes, she's different from the others. Stronger,† I said leadingly. Bram let out a rueful laugh. â€Å"That's for sure. One time when we were younger, I stole her favorite doll to use it as a nurse in a war game with my brother. I swear, the look she gave me! She didn't even have to touch me to send a painful shock through my entire body. Needless to say, I never played with her toys again.† â€Å"She was able to hurt you without touching you?† I pressed, trying to put the pieces together. But just then, Winfield tapped me on the shoulder and nodded toward a back room. Damon came with us, a mock-serious look on his face. As we quietly filed past the guests and down a side corridor, I strained to look out the windows. Through trees and towers I could see the mighty Hudson and the Palisades, a golden sun shining down on the sparkling river, the green forests, boats and barges parading slowly up and down the water. I almost did feel like a king surveying his countryside, since marrying into this family set me into the top of New York's highest society. We entered a dark-paneled smoking room, and Winfield immediately set about pouring some ruby-red sherry. Damon pulled out a silver flask and right there in front of Winfield spiked his drink with blood. Human blood. â€Å"To marriage eternal,† Damon said, raising his glass. Winfield agreed energetically. â€Å"To marriage.† I just nodded and tossed back the drink, hoping the cool liquid would sate my thirst. â€Å"There's a serious matter I need to talk to you lads about.† Winfield settled his frame into a large desk chair. Damon leaned forward expectantly. I tensed in my seat, ready for whatever would come next. â€Å"The matter of a dowry.† I squeezed my hands together. Damon grinned, exposing his gleaming canines. He threw himself on to a velvet couch. â€Å"Just what I was going to ask you about, Father. You don't mind me calling you that, do you?† â€Å"Not at all, my boy,† Winfield said, offering Damon a cigar. My brother took it, carefully trimming and lighting the end in a matter so professional I wondered where he picked up the habit. The two sat puffing for a moment, releasing large clouds of smoke into the tiny room. I coughed. Damon, enjoying my discomfort, took the effort to blow a smoke ring my way. â€Å"Now here's the thing. I want you two boys to be able to stand on your own two feet. My girls deserve real men, and if anything should happen to me, I want to make sure they're taken care of.† â€Å"Of course,† Damon said, out the corner of his mouth, around the cigar. â€Å"I have several mines in Virginia; one is gold. They could use some managing. And then there are the railway shares I've bought into†¦Ã¢â‚¬  My brother widened his eyes. I looked away, unable to bear watching him compel this poor man. â€Å"I would prefer cash,† he said. â€Å"All right, that seems reasonable,† Winfield said without pause or even blinking. â€Å"An annuity, then? A living salary?† â€Å"Up front. All of it,† Damon said pleasantly. â€Å"One twentieth of my estate, capital, and holdings, then?† Winfield asked politely. â€Å"More like a quarter.† An automaton, Winfield mindlessly agreed to everything Damon suggested. But I couldn't figure it out – would this keep Winfield safe? Would Damon just keep him around, ordering whatever he pleased out of him? â€Å"I'm glad you're so concerned about taking care of my girls in the manner to which they have been accustomed,† Winfield said, but his voice sounded hollow, as if somewhere some tiny part of his mind knew something was terribly wrong. The poor man drew out some checks and a pen. In a moment it was done, and Winfield presented me with a check with so many zeroes on it, it was barely readable. Damon bared his teeth in something that was less a grin than a rictus of victory. He stood up, holding his glass of blood-laced sherry next to me. The smell was intoxicating. It took every ounce of my strength not to leap up and drain the cup. And then Winfield said the most amazing, banal thing in the world. â€Å"Those checks will take a while to clear,† he apologized, unaware of how those eight words might have just saved his life. Damon glowered, thunderheads in his eyes. It was a look of angry frustration that was famous in Mystic Falls, and something no one wanted to be responsible for causing. It was a dangerous thing to disappoint my brother. He crumpled the check in his hands. â€Å"You didn't mention that before,† he growled, waving the sherry under my nose. I stiffened, my thirst making my fangs burn. â€Å"I'm going to have to sell a great deal of my estate, capital, and holdings to get the cash to back this,† Winfield answered so plaintively it made me sick. â€Å"So do it!† Damon ordered. But I was no longer paying attention. I had to get out of the room. My Power reacted to my hunger – to my anger – and I felt the beginnings of a change. â€Å"I have to†¦Ã¢â‚¬  I didn't even bother making up an excuse. I pushed my way out of the room, past my evil brother and our sad father-in-law, out of the castle, and into the black night where I belonged.

Biography of General Douglas Haig

One of the worst ones was when he sent a lot ot troops to an unsuccessful offensive on the Somme River in July-November 1916, which lead to 420,000 British casualties. The Battle of the Somme was one of the largest battles that happened in World War 1 and it was the bloodiest war that happened. HIS strategy of attrition (â€Å"kill more Germans†) also resulted in enormous numbers of British casualties. Yet another flawed plan had been hatched by General Haig in an attempt to defeat the Germans on the French and Belgian Flanders in 1917. This attack was also known as the Third Battle of Ypres.It was a significant attack and a rather large one for It was estimated that 4. 5 million shells were fired from 3,000 guns from the British side. This attack resulted In huge amounts of casualnes for the British. Haig's original plan for this attack was to push across the Gheluvelt Plateau, take the village of Passchendaele. and then break through to open country. But his attack was not s uccessful and the heavy rain that happened generally slowed the attack down. The thick mud in the trenches clogged up rifles and immobilised tanks.Also the fact that he drainage systems there were mainly destroyed due to the bombing that took place there made everything worse. It was believed that the third Ypres offensive was mixed with his personal teelings. General Haig wanted to achieve a British victory without the help of the French because he wanted to embarrass PM David Lloyd George, who had humiliated him earlier and he wanted to prove that the days of the cavalry had not passed through that attack. In general his talth tor cavalry didn't do him a lot ot good, also he was slightly too traditional for he said that the machine gun was a much over rated weapornHowever, his reputation as a great military leader was not wrong. He had lead amazing battles and allowed the British to progress slowly to their victory In 1918. He did exactly this during his attempt to defeat Germans in July-November 1917; though he had only weakened the Germans. it had paved the way for the final assault. He also naa an amazing sense Tor war. He was one 0T tne Tew people wno naa Knew was going to be a long and terrifying war. But his sense had helped him and his country tremendously when he was able to finally defeat the Germans and brought the war to a conclusion before the end of 1918.

Movie review Example | Topics and Well Written Essays - 1750 words - 1

Movie Review Example the audience to rethink their perceptions on faith healing, and want to believe the ease by which a person can be healed without the use of any form of medication. In addition, it gives non-believers the idea that faith healing is not dependent on the form of faith, but the faith itself, meaning that a person does not need religious faith to be healed; a little faith is enough. Henry Poole discovers that he has a terminal disease during a routine check-up, gives up hope in life and buys a house in the suburbs in his home area, where he can die in peace after wasting his life on drinking. This retreat into suburbia shows that Poole had given up hope on life, and all he wanted to do with his life is to waste it before he died. To ensure that he lives in solace, Poole buys a house in a busy suburb that resembles many others, and since people will be too busy minding their own business, he will not be disturbed. However, this is not to happen as he finds out that he had a nosey neighbour, Esperanza, who insists that a stain she saw in his house was the image of Jesus, and it has healing power. While dealing with Esperanza, Poole meets with Millie; the daughter of Dawn became taciturn and lost her speech when her father left them. Millie touches the stain and her speechlessness is cured, and Poole’s neighbours start insisting that he was in that house fo r a reason and the stain could heal him (Henry Poole Is Here). Poole did not believe this, and in anger, he smashes the wall due to the frustration of believers insisting on imposing their faith on him, even though there is nothing wrong with their insistence or his resistance. However, denying the apparition means that Poole consciously thinks he does not believe in faith healing, though later events in the film show that he believes but at a subconscious level. Smashing the wall intensifies Poole’s relationship with his neighbours, especially since Millie’s healing had an effect on him. He knows that he touched

RHETORICAL ANALYSIS Essay Example | Topics and Well Written Essays - 250 words - 1

RHETORICAL ANALYSIS - Essay Example Firstly, this bumper sticker is not particularly clear. Yes, the exact words it says are clear, and exactly what they mean are clear, but one is left wondering what the broader interpretation should be – are you arguing against automated answering services? Is this a political stance that English should be the National Language? Do you dislike buttons in general for no particular reason? This bumper sticker’s fundamental point is not clear. Though this bumper sticker fails on the clarity test, it does actually pass the simplicity one. Everything is simple about this, perhaps too simple, which impedes clarity. But one cannot argue this is too complex for a bumper sticker. Finally, a successful bumper sticker has to be amusing. Usually good bumper sticker includes some kind of joke or pun, something that will make someone actually happy they paid attention to it. This bumper sticker is in no way interesting. If someone walks up to you and tells a joke, you will be inclined to listen to it. If someone walks up to you and says â€Å"I shouldn’t have to press 1 for English† you will be mad at them for wasting your time. This bumper sticker, by not being interesting, wastes your

Ivan Ilyich Paper Assignment Example | Topics and Well Written Essays - 500 words

Ivan Ilyich Paper - Assignment Example Once, an accident changed his life by learning the true meaning of life. After a physical injury, Ivan found the realities of life by analyzing his family members and the services of his servant Gerasim. Before the accident, Ivan did not care for his children and his wife and ever criticized them, but after the accident he felt love and sympathy for his family. Changing in the behavior of Ivan is because of caring and loving attitude of his servant, who take cares him without any reward. Caring behavior of Gerasim describes the lesson of love and kind of humanity that goes to the love of death rather than fear of death. There is a lesson for readers that artificial life never comforts the human to live a stress free life. Genuine and simple lifestyle helps the people to care each other in difficult times and love for the family members. Spiritual satisfaction is better rather than materialistic life. The story is about the process of Ivan’s death by facing different phases in the society. The lesson of the story is great about death that love of humanity decreases the pain of death for the deceased persons and his concerned persons too. Ivan was a great gentleman before death, but an accident changed his social status. Everyone ignored him and did care him, but only a servant took care for himself. When Ivan was living a luxurious life, he was afraid of death as he never faced any pain because of materialist life. Pain made easy the sense of deceased feelings. The death of Ivan also made easy the lives of his juniors to promote at his left seat and also a relaxed life for his remaining relatives (Maude, 1886). In the story, there are two sides of life, which were faced by the main character Ivan Ilych. In the first phase of his life, he was a successful person by not having any problem. He spent a great life with his friends and his professional life and he also did not care for domestic life anytime. But, an accident

Homosexuality-theories compared and contrasted Research Paper

Homosexuality-theories compared and contrasted - Research Paper Example Two theories have been advanced to explain the origin of homosexuality; both are scientific theories though the social scientists have also contributed to the explanation by stating that it results from a social and environmental factor. In my view homosexuality is a human act that results from peer influence and the need to adventure and acquire knowledge of what is perceived to be against the norm (Lester,pp 123). 1.0 The Genetic theory This theory states that homosexuality as a human behavior is a culmination of the genetical constitution of a human body. It argues that’s there are genes that are responsible for the occurrence of homosexuality, these genes it states are homozygous in a recessive situation, and in the case of heterozygous case it will only be manifested if there is a diploid cell formation from another heterozygous situation (Bret,pp 243). This explains the reason as to why it is said to be hereditary and can be traced in a lineage. The genes are said to occupy the same locus in the genomic sequence (William,pp 229). This theory has been ignored for the obvious reasons that its assumes that only one gene is responsible for determination of sex in human beings, which is an obvious understatement 2.0 Theory of Neurohormonal His theory tend to explain the influence of hormones in homosexuality though different reports gives conflicting statements rendering the theory less efficacy on its explanations, its states that the prenatal hormones in association with the nervous system under a conducive environment during the gestation periods at the second to fifth month may results into a homosexual person, the theory proposes that when the nervous system comes into contact with hormones such as testosterone,estradial and some other sex hormones during neuro organization, then homosexuality results. The theory gives more weight to testosterone hormones as being critical during gestation period as being responsible for the development of homosexuality, this theory on the same principle explains the situation of monozygotic and that of dizygotic twins (Bruce,pp 198). Comparison of the two theories Its worth noting that the two theories have concurrence at some point, they all apprecia te that homosexuality is controlled by innate factors, the genetic one being that its controlled by the genes while that of the neurohormonal one is influenced by the hormones, in this way the theories tend to believe that the external environment actually do not plays any role in influencing the sexual orientation of an individual (Lester,pp 23). The theories also confirms that the status of homosexualism is hereditary and that it can be passaged from one generation to the next provided that the genitical materials of the homosexuals are constant, also for the neurohormonal theory, the presence of the hormones will dictate the occurrences of homosexuality, In addition to those both the theories also acknowledge the role of the environment in homosexuality, in this sense both accepts that for a homosexual individual to occur a enabling environment is necessary Which is correct? The question of which of the theories that explains homosexuality can be banked on has led to a ragging de bate as all have shortcomings: certainly all are not mutually

The Underground War in Gaza Essay Example | Topics and Well Written Essays - 1000 words - 1

The Underground War in Gaza - Essay Example In this work, the author was targeting people with plans to encourage peace at Gaza and those who love current affairs. This work creates an understanding of what is happening in Rafah. For instance, it is revealed that depart their residents for worry of being destroyed by the Israelites who destroy houses to demolish tunnels and enemy hideouts. For the lovers of the current affairs, the work informs them on how Gaza war is ongoing. For example, one understands why Israel continues with the destruction of homes. The essay organization reflects what I am doing with the purpose. For example, the essay begins with an overview of the war at Gaza. Next, a thesis is developed as to why this war has continued despite the peace efforts from different countries. In the essay quotes have been used to strengthen the essay. For example, the word Israel has been quoted to imply that it is regarded as the main enemy in the Gaza war. This is because this assumption has been developed by the civili ans of Gaza and thus it has not been proved. Also, quotes have been used in indicating expert’s opinions regarding the Gaza war. The writer’s strategy of presenting his work as comic is what interested me. This is because the strategy helped in reaching different audiences who are convinced to read this work due to its comical nature. I have also addressed the author arrangements. For example, he came up with conclusions after conducting interviews and making comparisons with news.

Obsessive compulsive disorder Essay Example | Topics and Well Written Essays - 4000 words

Obsessive compulsive disorder - Essay Example Obsessive compulsive disorder (OCD) is a psychological experience considered an Axis 1 mental illness in the DSM-IV-TR (American Psychiatric Association [APA], 1994). According to the DSM OCD is defined as either a person being obsessed with a topic or concept or compelled to think particular thoughts or to undertake particular actions. Obsessions can be defined as recurrent and persistent thoughts, images of impulses that are experienced during the OCD experience, and these are perceived as being intrusive and inappropriate and generally cause distress and or anxiety to the person experiencing them (March, 2006; Salkovskis et al., 2000; Wroe & Salkovskis, 2000). Common distressing thoughts, actions or verbalizations may be sexual in nature (10%), moral/religious/blasphemous (11%), aggressive (29%), contamination-disease (46%), or to do with symmetry and sequence (27%) (Matthews, Reynolds, & Derisley, 2006). These excessive thoughts, impulses and images are not just over stressing about day-to-day life, for as the person tries to suppress or dispel such thoughts, impulses or images or attempts to supplement them with other thoughts, images or actions, they cannot suppress or dispel their experience. ... nuously checking that a door is locked, or repetitive mental acts, such as praying or counting, results in the person feeling driven to undertake the behavior of thought according to a rigid set of rules (Rosack, 2004). The behaviors and mental acts prevent or reduce the anxiety and distress that is experienced, alternatively, the thoughts and behaviors may inhibit a dreaded event from occurring. Obsessions and compulsions cause significant distress, can take up much of the person's time during the day, and can dramatically interfere with their normal routine in everyday life, such as inhibiting them from carrying out their work role or attending to academic studies (Simonds, Thorpe, & Elliott, 2000). Experiences also negatively affect their ability to engage in social activities or to have fulfilling relationships. Additionally, if another Axis 1 mental illness is present then the content of the obsessions and or compulsions may not be restricted to it; for example, being preoccupied with food when an eating disorder is also present. Hollander, Cohen and Stein (2005) categorises one type of OCD experiences as repetitive behaviors that are driven by pleasure or arousal, such as pathological gambling, as the act of gambling involves risk and reward. In a study by Anholt and colleagues (2004) a comparison of the dysfunctional beliefs of those with diagnosed OCD and participants diagnosed as pathological gamblers or panic disorder, and a group of normal controls. Beliefs were measured using the Obsessive-Compulsive Beliefs Questionnaire-87 (OBQ-87). It was anticipated that the pathological gamblers would have similar cognitions to the OCD group; and have high levels of OCD symptoms. The results showed that the OCD group and the gambling group had similar OBQ-87 scores;

Thermoset plastic Essay Example for Free

Thermoset plastic Essay In this project I will design an apparatus which will hold a test-tube, basically as a showpiece. Even though test tubes are usually used to hold variables in science, I will be using it as a flower holder. My new boss at the company has asked me to make a flower vase, and has decided that the newest item in the store will be a test-tube flower vase. He has asked me that it has to be commercially viable, which will totally depend on my target audience. My main target audience in this project is the general female adult, because it would be the best area to sell a flower vase. This is because showpieces in stores are mostly bought by the female adult who wants to make a place look good by its presence. Im choosing this audience because they are the ones that most commonly use vases, and it is the place where I can make the most money. In order to do this, I will go through a whole process which is in this project. I will start of with researching existing examples, researching materials and I will go on to survey a group of people and I will go on to use the results in order to plan my design. I will go on to create my design and then I will evaluate my whole project. Overall, I will follow the design cycle in this project to create my flower vase. The tools and materials that I will use will all come from the DT lab. Materials Research In this project there are three main materials that we have the option to use, these being wood, metal and plastic. Below is some detailed information on all these types of materials: Wood: Wood is a main source of creativity, because it can be shaped and even manipulated in some cases. It is a primary way of creating apparatus/tools because it used to be abundant. Nowadays, there is a threat of it becoming rare, but because it is already such a used material it is not something that is hard to stop, especially because of the reason that the universal population will never decrease over a period of time. There are three main types of wood, namely hard wood, soft wood and man made wood. All types of wood must be seasoned before they are used, meaning that the moisture must be removed so that it is a solid. Soft Wood: Soft wood mainly comes from evergreen or conifer trees (right). They also come from trees like pine, cedar, fir, hemlock, spruce, yew and redwood. Softwoods are mainly softer than hardwoods; however there are some exceptions i. e. yews are much harder than hardwoods. Softwoods are categorized differently from hardwoods because of their different microscopic structures. There are two main elements that form the structure of softwood, namely tracheids and parenchyma. Uses: It is the main wood source used by man, because of the variety of uses it has. Softwood is the main material construction of buildings, in furniture, in windows, in mouldings, in doors and a lot of other millworks. Also, it is used for the production of paper and is turned into man-made wood i. e. MDF. Hard Wood: Hard wood trees on the other hand, mainly come from deciduous trees (right) . However, there is a group of hardwood trees that arent deciduous, known as angiosperm trees. Conducted experiments show that hardwoods are higher in density than soft woods but it has to be kept in mind that there are some examples of both groups that considerably overlap, i.  e. hardwood Balsa is softer than regular softwoods, and yew is in the opposite direction. Hardwoods can be differentiated from softwoods because of the following Characteristics. They have broader leaves   The contain enclosed nuts/seeds i. e. acorns Compared to softwood, hardwoods have a much more varied existence of species, almost a hundred times more. This also means that hardwood is used a lot more than softwood, especially in exterior work. It is also used to make day-to-day utensils, as flooring, for constructing buildings, for furniture and a variety of different things. Man-made wood: There are three main types of man-made wood, MDF, maisonette and plywood. MDF boards are known as Medium-density fibreboards. It is made by first breaking down softwood to wood fibres, and then two substances called wax and resin are combined with it. This is then used to form panels by applying on it pressure and high temperature. It is a material mainly made up of sawdust. Plywood, another example of man-made wood is created from thin sheets of wood veneers. Each of these sheets are then stacked together in a method called cross-banding. Again, they are bonded under heat and huge amounts of pressure. One of the reasons why plywood is favoured over plain wood is that it is resistant to warping, cracking, and shrinkage and is very firm. Maisonette wood is mostly used in the constructing of houses, which is why maisonette houses are existent today. Maisonette houses are basically houses connected to apartments (above right), which is where the maisonette wood is used. Metal: Metal is derived from the Greek word Metallon and is a readily formed element with positive ions which make up metallic bonds. On the periodic table, a diagonal line from polonium to boron divides up the metal elements (left). Elements below the line are metals and elements above the line are non-metals. However, elements along the line are known as metalloids or semi-metals. Ferrous and Non-Ferrous Metals: There are mainly two types of metal, known as ferrous metal and non-ferrous metal. The word ferrous is derived from the Latin word Ferrum which means containing iron. This shows that ferrous metals are the ones that contain iron whilst non-ferrous dont. This is a common way of dividing metal because it is the easiest way to decide which kind of metal you need, because the differences between these two groups are clear and obvious. Ferrous metals are the ones that usually rust, and they are the stronger and heavier. On the other hand, non-ferrous metals are the ones that dont rust because they dont contain iron, and are lighter and softer. Non-ferrous metals are those which are a mixture of metals (known as alloys) and do not have iron. Examples of them would be copper, aluminium and brass. Brass is an example of an alloy because it is a combination of copper and zinc. Examples of ferrous metals include: tin plate, cast iron and mild steel. Plastic: Plastics are a general group of apparatus that are created by the combination of oil, salt, air and water. Plastics are defined as a group of (natural) organic or synthesized materials that can be shaped when soft and later when they are hardened. The word plastic is derived from the word plasticity because of the fact that many of them malleable. In other words they are capable of being extended or shaped by the force of some kind of pressure. When applying plastic, there are two main types: thermo-set plastic and thermo plastic. Thermoplastic: Thermoplastics are characterized as being soft and pliable when heated. This means that it will melt when heated and it will turn into a glassy, brittle state (like that of ice) when cooled down sufficiently. Thermoplastic heat can easily be shaped by heat. This kind of plastic is usually used for packages, especially ones like PBS, polyethylene, polystyrene and acrylic (right). Thermoset plastics: Thermoset plastics on the other hand, are the complete opposite. They are stronger, much harder and heat resistant. They cannot be shaped with the use of heat, but at the same time they are very brittle pieces of apparatus. These kinds of plastics are usually in the form of a liquid or powder before being designed and moulded. Compared to thermoplastics, thermosetting plastics are harder and are best suited to higher temperatures. Like thermoplastics, thermoset plastics cannot be recycled by re-melting or remoulding the plastics. Examples of thermoset plastic include: polyester sine, poxy resin and melamine (right).

Reflective Practice And The Effect Education Essay

Reflective Practice And The Effect Education Essay This essay aims to examine the extent that secondary school teachers understand and involve themselves in reflective practice and the effect of this for their professional development. I will discuss the term Professional Development in order to demonstrate that a change in practice is an important part of development. In the Literature Review I propose to explore a) teachers understanding of professional development, b) how they partake of reflective practice, c) the changes that can be brought about in their reflective practice and d) the issues that are associated with these changes. I believe that the knowledge that secondary teachers acquire is not sufficient in itself and that they should continually strive for professional development so that they can also encourage effective learning by their pupils. I then propose to look at the methods and questions that teachers should ask themselves so that they can identify any discrepancies between espoused theories and theories in use. This ensures that change and development can be addressed, as this identification plays an important element for professional development in which teachers can monitor any changes in practice. Espoused theories have restrictions in not being able to assess the thinking processes that teachers use to revise and change practice. This is due to the processes which are reinforced in the unconscious (theories in use). A teacher may not be aware of these processes (theories in use), and what we espouse when investigating practice, may not be similar with any actions. Espoused theories provide a structure to engage in professional exchange in order to identify discrepancies between espoused beliefs and theories in use. This applies to a large extent on the expertise in which the teacher can reflect on his or her own abilities and also helps another to reflect, question, understand and analyse classroom behaviour which concerns teaching. Beauchamp and Thomas (2009:178) have found the following statement a useful starting point in the overall perception of teacher development: Developing an identity as a teacher is an important part of securing teachers commitment to their work and adherence to professional normsà ¢Ã¢â€š ¬Ã‚ ¦ the identities teachers develop shape their dispositions, where they place their effort, whether and how they seek out professional development opportunities, and what obligations they see as intrinsic to their role. (Hammerness, Darling-Hammond, Bransford, 2005, pp. 383-384) Professional Development has been defined by Evans (2002:132) as the process whereby teachers professionality and/or professionalism may be considered to be enhanced. She defines professionality as an ideological based stance on the part of an individual in relation to the practice to which she/he belongs, and which influences her/his professional practice(2002:131). Professional Development is about becoming more expert. Stenberg(2010:331) refers to the process as extending self- knowledge. It is about questioning and changing habits that were developed in order to cope in certain situations. Mason (2002:1)notes it is a form of personal enquiry in order to broaden and deepen professional sensitivities to notice and to act. We need to understand, therefore, what constitutes the developmental process what must happen in order for teachers to develop. Evans (2002) further identifies within the term professionality, two elements which can be identified, namely Attitudinal Development and Functional Development. Attitudinal Development is the process where teachers attitudes to their work are modified ( p.132). This features an ability for the professional teacher to be reflective/analytical , and also to show elements of motivation e.g. towards a variety of aspects of their work. Clearly, reflection is at the heart of what it means to be a professional(Goodson, 2007:129) and at its best, I believe, that any outcome of reflection is always at the heart of valid self-reflection. Pollard (2005:15) states that reflective teaching implies an active concern with aims and consequences as well as means and technical competence. It is therefore clear that there are particular skills and dispositions associated with being a reflective practitioner. Reflection is widely regarded as a meaningful way for teachers to achieve a deeper sense of self (Beauchamp Thomas, 2009) Functional Development is where teachers professional performance may be improved (p132). This combines changes in the methods that teachers apply to their teaching and also the changes that teachers make in the process of improving their professional performance and as a result a change in their practice. I would argue that these two developmental features are interconnected with teachers not being able to develop one component in relation to one and not the other. Evans'(2002)definition, nonetheless, refers to both of the processes outlined above for promoting professional development( intellectual features) and to the outcomes which come out of this development (changes in processes and productivity). Days (1999)definition of professional development has considerable breadth and depth and: is the process by which, alone and others, teachers review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking planning and practice with children young people and colleagues through each phase of their teaching lives.(p.4). All learning experiences, according to Day (1999), contribute to educational quality in the classroom and are part of the professional development of teachers. They are critically reflective professionals in their on-going development throughout their teaching careers. According to Bolam (2002), former Professor of Education at Cardiff Universitys School of Social Sciences, professional development is an on-going process in education, training and support activities which is aimed mainly at promoting learning and development of teachers professional knowledge, skills and values and also to help decide and implement valued changes in their teaching and learning behaviour so that they can educate their students more effectively (p.4). For Bolam, professional development is a process that is on-going whose aim is to encourage professional knowledge, values and skills. Professional development will, therefore, result in valued changes in teaching and pupils being educated more effectively. Clearly, reflection is at the heart of what it means to be a professional, (Goodson, 2007:129) and at its best, I believe, that any outcome of reflection is always at the heart of valid self-reflection. Pollard (2005:15) states that reflective teaching implies an active concern with aims and consequences as well as means and technical competence. It is therefore clear that there are particular skills and dispositions associated with being a reflective practitioner. Reflection is widely regarded as a meaningful way for teachers to achieve a deeper sense of self (Beauchamp Thomas, 2009) Reflective practice is fundamental to teacher professional development as it is a core activity within the profession. Teachers who engage in reflective practice need not only to have competencies but also attitudes. When Dewey defined reflective action as behaviour which involves active, persistent and careful consideration of any belief or practice in light of the grounds that support it and the further consequences to which it leads (1910:9), he believed that the attitudes of a) open-mindedness, b) responsibility and c) wholeheartedness were necessary for suitable reflective action (1910:29,34). These then were adapted by Pollard (2003:17), and accepted as a major component of professional commitment. Wholeheartedness. Aspiring to develop professional development thereby enabling engaging in reflection and aspiration towards reflection in order to progress in our professional capacity. Open-mindedness. This attitude makes us consider different ways of reflective teaching by investigating other practices rather than relying on their own. I would suggest that, however open-minded we are, we should examine critically whether another practice would suit our own educational goal in our teaching. Responsibility. Professionals who accept responsibility of their action also accept accountability for their enhanced performance which produces better outcomes. Together, these three attitudes need to be demonstrated by teachers whose objectives are to be reflective teachers. In the work of Zeichner and Liston(1996:6)this responsibility for professional commitment is clearly linked to reflective practice: When embracing the concepts of reflective teaching, there is often a commitment by teachersà ¢Ã¢â€š ¬Ã‚ ¦.to take responsibility for their own professional development. This assumption of responsibility is a central feature of the idea of the reflective teacher. Day (1999) constitutes change as part of planning and professional thinking which contribute to changes in practice because teachers planning and thinking will certainly lead to reflection in what they will do in their classrooms. For Calderhead(2012:11) , planning is not a rational or linear process but a much more creative, interactive, problem finding and problem solving process where a teacher might start with an idea and through various multi-faceted strategies of reflexivity, eventually come to form a classroom activity or activities. Consequently, the major outcome of professional developmental planning is change in practice and, I believe, is a direct function of the adeptness of teachers. Any change is founded upon personal ethical values. We are what we do rather than what we say we are (Bolton 2005.) It is difficult to gain clarification regarding ethical issues expressed in practice, its much easier to say what we believe. Argyris and Schà ¶n(1974:6-7) developed theories of action which demonstrate how changes in behaviour could be achieved. They note that there are two types of theories of action, namely espoused theories and theories in use. Espoused theories represent what we say we believe, we mean to do or actually do. In contrast, theories in use describe what we actually do and the beliefs and theories which have determined what we do. Another contribution by Argyris and Schà ¶n(1974:19) is the difference between single loop learning and double loop learning. Single-loop learning involves enabling people to develop knowledge and skills appropriate to and defined by present circumstances while, in contrast double- loop learning involves redefining the nature of problems faced by an individual and learning how to cope with the new understanding. In single loop learning, the teacher will strive to learn more skills to further increase class control but will not address the fundamental problem that his theory in use is not working. He may consider that maintaining such strict control is disadvantageous to his own effectiveness as a teacher. If he does so, he may now strive to acquire skills that allow for the development for more inclusive teaching styles, greater pupil involvement and a deepening of the learning experience. Such a response can be seen as double loop learning learning that the original theory in use was ineffective and then acquiring skills to modify the theory in use to bring it more in line with the espoused theory with a focus that is deeper and broader than they had previously attempted. Tomlinson(1995:72), nonetheless, recommends us to be alert to the possibility of deskilling ourselves when we try to perform consciously and deliberately actions and skill that are intuitive through experience. For Er aut(2004: 51)its reflecting critically upon that evidence, without necessarily having to explain tacit knowledge that is functioning well. However, if that knowledge is ineffective, the situation has to be reviewed and tacit knowledge subjected to scrutiny. Differentiating between the two theories is central to the work of Argyris and Schà ¶n. One of the main factors which moves the individual from single-loop to double-loop is feedback. The teacher who continues to increase classroom control is unlikely to seek feedback but the teacher who changes his theory-in-use is far more likely to seek feedback from colleagues and pupils when he runs into problems. Tomlinson (1995:26) notes that Schà ¶n and Dreyfus and Dreyfus assume that the acquisition of systematic capabilities like teaching must be seen as requiring assistance from others. One outcome of theory in use is that practitioners are not aware of what their experience has taught them about their practice. They may perform their practice with great expertise but not be able to explicitly describe their actions. The reason being is that actions are supported by theories which are in-built in the unconscious and that cannot be expressed. Teachers may not be aware of all that has taken place while in action or the knowledge about how to perform their practice. According to Osterman and Kottkamp(1993:7) a professional colleague can identify behavioural regularities and also the assumptions that lie beneath them. These behavioural regularities refer to our patterns of behaviour which become second nature to us despite perhaps being ineffective. This, I would argue, are the inconsitencies between espoused theories and theories-in-use that we, as reflective educators, are unaware of. Schà ¶n(1987) uses the term knowing in action in order to show that people know what to do while in action and stresses that knowing in action is implicit. The knowing is in the action (1987:25). However, what this model neglects, according to Thompson and Pascal (2012), is what they refer to as reflection-for-action. This is an aspect of reflective practice that Schà ¶n did not discuss. It refers to the process of planning, thinking ahead about what is to come, so that one can draw on experience (and the professional knowledge base implicit within it) in order to make the best use of the time resources available. While discussing reflective practice in Higher Education, Brockbank and McGill (1998:72) have also noted that even if they are clear as regards the process they follow in order to enable students to learn, there may be an entire range of unintended actions on their part as well as their students. Its only when this application of their practice is brought to their attention, that they are aware of it. One outcome of the unconscious existence of theories in use is inconsistencies between theories in use and espoused theories or between actions and outcomes. Many educators have theories in their head (espoused theories) and yet they behave in ways which are quite dissimilar (theories in use). Is this because they are unaware of the theories- in- use in our unconscious? Teachers may have an idea in their conscious about their actions which may differ from their theories-in-use and even though the outcomes of their actions are inadequate, they may keep applying the same approach with the hope that this approach will, at some time in the future, produce desirable outcomes. These theories-in-use are so deep-rooted within peoples unconscious, that they take them for granted and therefore cannot measure them and cannot see the relationship between their actions and the unacceptable outcomes. Awareness of theories-in-use can be realized when people describe their own actions. Osterman and Kottkamp (1993) define reflective practice as a means by which practitioners can develop à ¢Ã¢â€š ¬Ã‚ ¦a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development (1993:19). Personal reflection may not lead to any significant change and as a result theories-in-use run the risk of remaining implicit. Dadds(1993:287) perceives that we are more likely to remain open to further learning and professional development if we have the support of acquaintances that can help us through the potentially dangerous processes of self-evaluation. However, Eraut(2004:49) notes that the purpose of a reflection episode is not always clear, and may differ among the participants. Sometimes an individual can reflect rather vaguely or if other members of the group have very different agendas. Any positive outcome will depend on having sufficient time, the quality of the relationships within the group and the expertise of any facilitators. Educators can also espouse a broad range of beliefs. Teachers beliefs or conceptions about teaching and learning influence strongly how they teach and what pupils achieve. Belief must be inferred and because it can be problematic to uncover teachers beliefs, most of the research in this area has been case studies as quantitative methods would not be able to compare without difficulty. Pajares ( 1992) proposed that beliefs can be defined as : An individuals judgement of the truth or falsity of a proposition, a judgement that can only be inferred from a collective understanding of what human beings, say, intend and do (1992: 316) According to Calderhead (1996:719) there are five main areas in which teachers have significant beliefs. These are : i) Learners and learning. This belief looks at how pupils learn and how likely they are to influence how teachers approach teaching tasks and their interaction with their pupils. ii) Teaching. This belief refers to the learning environment and the purpose of teaching. iii) Subjects or curriculum. This belief refers at the content of the curriculum, the effect of knowledge within these subjects and the aptitude by teachers in carrying out tasks within their subject. iv) Learning to teach. This belief refers to professional development and how educators learn to teach. v) About the self and the nature of teaching. These are the beliefs that teachers have about themselves and their roles in teaching. Calderhead implied,also, that : à ¢Ã¢â€š ¬Ã‚ ¦such areas, however, could well be interconnected, so that beliefs about teaching, for instance, may be closely related to beliefs about learning and the subject(1996:719). There seems to be a recurring theme that what teachers believe in one area of instruction impacts on practices and conceptions in the other domains. My belief of assessment, for example, is shaped by my conceptualisation of learning and teaching and therefore, affect the way that I teach and assess. In order to produce as many espoused beliefs as possible, questions must be asked about beliefs in all of Calderheads five domains. As educators we need to ask questions of a more extensive nature which refer to our beliefs, goals and values. By reflecting on these questions, espoused theories can be elicited. Our responsibilities, therefore, as teachers, is to make the tacit explicit. Shulman (1988:22) also points out that teachers will become better educators when they begin to have explicit answers to certain questions. Osterman and Kottkamp (2004) suggest: Why did events take place as they did? What ideas and feelings prompted my actions? Did my actions correspond with my intentions? Did my actions lead to the outcomes I intended? (2004:49) Shulman(1993:34) says that answering such questions not only makes a teacher become skilled but it also requires a combination of reflection on practical experience as well as theoretical understanding. Ghaye (2011) suggest the use of value statements where information is collected about espoused beliefs and which can begin with the words I believeà ¢Ã¢â€š ¬Ã‚ ¦ followed by the word becauseà ¢Ã¢â€š ¬Ã‚ ¦ The first half of the statement is concerned with the what, while the second half focuses on why, or the rationale for the what . (2011:102) Convery (2001:139) maintains that reflection can only be developed in social and emotional circumstances. This is in contrast with Schà ¶ns lack of attention to the role of dialogue in teachers learning as reflection is also a social process requiring, what I would emphasise as collaborative discussion, to allow the development of a critical perspective and also that cognitive skills are developed as a means of improving practice. Cognitive skills refer to espoused theories and beliefs, values, actions and attitudes. Emotional aspects denote feelings. Osterman and Kottkamp (1993:20) note that feelings are essential because actions are influenced by feelings as well as actions. Teachers could be asked to describe feelings that encouraged certain action, in order to further explore the theories-in-use where people can become aware of how unconsciously expectations reinforce their actions when they are forced to reflect on their feelings and deliberate how certain feelings make them think and behave. Osterman and Kottkamp (1993) note that only by understanding the personal reaction of ourselves and others can we come to a full understanding of the problem and develop appropriate solutions. (1993:24). This is also endorsed by Brockbank and McGill (1998:85) who maintain that part of the skill in facilitating reflective learning though reflective dialogue is to grapple with that tendency for inter-personal collusion. Any self-reflection needs to be supported and supplemented by dialogue by a professional colleague which will add to the potentiality for reflecting over and above that which one would undertake on his own. Brockbank and McGill suggest that this form of questioning can encourage teachers to look at traits of behaviour that they might be oblivious to. Indeed, asking professionals to explore aspects of their teaching processes, which could have been easily overlooked, can be helpful in their professional development. This is because teachers would be required to express areas of their practice which they would never have reflected on without inspiration from their co-workers or critical friendships'(Day, 1995:123), which increases the possibilities of moving though stages of reflection to confrontation of thinking and practice within professional development to reinforce a sense of responsibility by affirming confidence in teachers professionalism ( Day, 1995: 124) As a result, discrepancies are easily identified between actions and outcomes. Another way of noticing discrepancies between espoused theories and theories-in-use is to question or compare expectations and perceptions held by the person who is describing the practice and those who listen. Loughran (2006:57) notes that working with colleaguesà ¢Ã¢â€š ¬Ã‚ ¦provides the opportunity of gaining advice and feedbackà ¢Ã¢â€š ¬Ã‚ ¦and of continuing to push to make the tacit explicit. Livingston and Schiach (2010:85-86) note that a collaborative approach will result in better outcomes by bringing together different perspectives and having the opportunity to develop mutual understanding to create new knowledge and meaning. Listening to assumptions of other teachers about what strengthens a particular teachers practice can improve the identification of discrepancies of behaviour. As a result, the teacher can reflect whether what he espouses about practice is similar with others thinking of what is happening in action. As a result of this, any discrepancies between actions and outcomes are revealed and one can ask whether these assumptions are appropriate for what we aim to achieve in our practice or whether we should discuss other alternative interpretations for a different outcome and improvements. Once these improvements in our practice are put in place , once can reflect further on the nature of these improvements(Ghaye and Ghaye, 1998). One can examine whether the method to achieve these improvements has taken place as espoused where there is a discrepancy between beliefs and action, or whether the level of these improvements is the expected where there is a discrepancy between actions and outcome s. Consequently, personal growth and development is possible when an awareness of the nature and influence of an action is developed. As a result, does a teachers action lead to preferred outcomes, or are those actions associated with espoused theories? These discrepancies can be identified either between espoused theories and theories-in use or between actions and outcomes. Academics agree that engaging in reflective practice is neither a direct process nor a process with a predetermined conclusion. It is a process that is recurring (Argyris and Shà ¶n, 1974; Day, 1999; Osterman and Kottkamp, 1993; Pollard, 2002). When educators involve themselves in reflective practice they aim to bring about substantial changes in practice in which they will achieve their long-term goals and their aim of developing professionally. This can only be achieved if they become aware of their underlying theories-in-use and being able to recognize the discrepancies between espoused theories and theories-in-use. This process gives them the opportunity to move between different stages of reflection. They may have taken on board a colleagues recommendations, for example and begun to identify discrepancies of behaviour. This would make them aware of other aspects of their practice before reflection on new ways of action. As a result, the cycle of reflection begins again. To conclude, this essay has attempted to take an overview of professional development through reflective practice in terms of the literature, what is meant by reflection, the key Theorists associated with Reflection, and its practical use in professional practice. Change in practice plays an important part in professional development and, while I believe that self-reflection is important, it can only be achieved by reflecting with other colleagues where espoused theories and theories in use can be identified and developed to further professional development where the objective is to identify discrepancies between espoused theories and theories in use.

How certain characteristics are transmitted from one generation to another

How certain characteristics are transmitted from one generation to another Rules of Mendelian Genetics Mendels Law is the study about how a certain characteristics are transmitted from one generation to another in an organism. This study was derived from an Austrian monk, Gregor Mendel (1822 C 1884) who is considered as the father of genetics. He believed that natural laws such as those that govern inheritance could be explained as mathematical relationships. In his experiments, Mendel used ordinary pea plants to study the traits, he pair these pea plants with considering the control over each reproduction to prevent the pea plant from self fertilizing. The traits that are being observed are the colour of a plants flower, the location on the plant, the shape and colour of the pea pods, the shape and colour of the seeds and the length of the plant stems. Pea plants are used because they are easily available and can be manipulated in large amount within a short period of time. (Starr, Evers Starr, 2010) Mendels approach for his experiment was to transfer pollen from the stamen (which is the male reproductive organ that contains male sex cells) and to the pistil (the female sex cell which contain female reproductive organs) of another pea plant. In the first experiment, he took two pea plants with true breeding variant; one with round seed and another with wrinkled seed. The offspring that were produced in the first generation (F1 generation) had all round seeds. This shows that the pea plant will only take the dominant trait that is the round seeds. Next, Mendel crossed two of the F1 generation plant together, he obtained a result of 75% of the plant is round seeds whereas 25% of the pea plants are wrinkled seeds. Based on this result, a ratio of approximately 3:1 will be deduced for the traits in F2 generation. As a result of these experiments, Mendel was able to state three generalizations about the way characteristics are transmitted from one generation to the next in pea plants. (Science Clarified, 2010). From this pea plants experiment, Mendel derived 3 theories that support on genetic inheritance ? Mendels first principle of genetics, the law of segregation states that the sex cell of a plant or animal may contain one factor (allele) for different traits but not both factors needed to express the traits. Each offspring, however, would only display the characteristics of one parent and not a blend of the two different characteristics of the parents. ? Mendels second principle of genetics, the law of independent assortment states that characteristics are inherited independently from other characteristics. Any trait in a generation is independent of other traits if the parents of the generation have two or more traits that vary from each other. ? Mendels third principle, principle of dominance states that each inherited characteristic is determined by two heredity genes, one from each parent which determines whether a gene will be dominant or recessive. This means that the trait of one parent must be dominant over the trait of the other parent, and so the dominant trait would be displayed by the offspring. (Minnesota State University, 2010; Nigel, D. P.,2006 ). Introduction to traits of family There have been variations in different characteristic in my family genes. The variations of the genes are mainly caused by inheritance from my parents who carry a genotype of certain traits; this trait is passed on from one generation to another. The dominant allele of the traits of the genotype would be the phenotype of the offspring. I have chosen to look into the appearance of one-sided dimples and blood types in my family genes. Cheek dimples occur when the muscles underneath the surface of the skin are shorter than the skin on top, so when you smile, the muscle pulls the skin at its attachment point, thus folding the top skin as it is pulled back. Chin dimples are actually a cleft chin in which the bones do not fuse completely and the outer skin lies on top of the cleft bone, revealing the structure underneath. In most cases, facial dimples appear on the cheeks, and they are typically not visible until someone smiles. However, some people only have a dimple on one side; this physical trait can actually be rather endearing (Smith, S. E., 2010). The look of dimples can also vary; as an inherited trait, unusual dimples can be passed on through multiple generations of a family. Dimples occurrence can be relatively related to genetic inheritance, dimples are dominant trait that will be pass on from the parents (K-show, 2008). If you inherit the genes for dimples, there may be other factors during your developmen t that could lengthen the muscles, or allow full closure of the cleft chin. Next, all humans can be typed for the ABO blood group. There are four principal types: A, B, AB, and O. There are two antigens and two antibodies that are mostly responsible for the ABO types. The specific combination of these four components determines an individuals type in most cases (Dennis ONeil, 2010). Every individual inherits one blood type allele from each their biological mother and their biological father. Based on the alleles of a person, the blood group genotype of the person can be determined. The O allele is the recessive allele amongst the blood group alleles. A person with blood group A can have either IA IA or IA IO as their genotype. Type B blood is produced when an individual has either genotype IB IB or IB IO. Genotype IO IO results in type O blood while type AB blood results from genotype IA IB (Windelspecht, 2007). Analysis Based on the phenotype occurrence in my family, I have come out with a research based on the traits on genotypes in my family. In this research, Ive taken consideration of the variation in traits from my parents and siblings; my brother and sister. One-sided dimples In my family, my father carries the gene of one-sided dimple, my mother do not contain dimple, my sister contains one-sided dimple and my brother and me do not contain dimple. Based on the data I had collected, a pedigree chart is drawn to illustrate the traits in my family. Figure 1 : pedigree chart on one-sided dimple of my family Since one-sided dimple is considered to be an autosomal dominant traits. From this pedigree chart illustrated above, my father have a phenotype of one-sided dimples, he would be either be carrying a homozygous dominant (DD) or heterozygous dominant (Dd) genotypes. On the other hand, my mother would be carrying the homozygous recessive (dd) genotype. My sister also carries the one-sided dimple trait; therefore she also be either having the genotype of DD or Dd. My brother and I do not have dimples, therefore why we would have carried the dd trait. Since, allele of our genes cant be seen; therefore we could only predict which of the possibility outcome the genotype of each individual belongs to. Based on the different possible allele, I have built a Punnets square to list out all the possibility outcomes of the genotypes outcome of the offspring from my parents depending on which genotype my parent possesses. D d d Dd dd d Dd dd D D d Dd Dd d Dd Dd ( ii ) ( i ) ( ii ) Figure 2 : Punnet square based on parents genotype? Based on the Punnet square ( i ), the possibility of homozygous dominant allele is being used. From this point of view, the outcome of a mixture of DD and dd would result in a Dd gamete. Therefore, based on the result, the offspring produced would be heterozygous dominant (Dd). The probability of the offspring produce by my parents to be heterozygous dominant would takes up 100%, this means that there would not be any possibilities of any offspring not having one-sided dimples. In addition, no offspring would also me homozygous dominant to one-sided dimples. On the other hand, in Punnet square ( ii ), heterozygous dominant (Dd) allele is being used, the possibility outcome of allele from the combination of Dd and dd would result in a Dd or dd offspring. The probability of a heterozygous dominant (Dd) gamete would be 50%, whereas the probability of the homozygous recessive (dd) gamete would also be 50%. There would not be any homozygous dominant offspring with one-sided dimple being produced. After analysing both the Punnet square, I came to conclusion that that my family follows the genotype of Punnet square ( ii ). This is because in my family, among the siblings, we have a variation between having one-sided dimples and not having dimples. Therefore, from the possibility of Punnet square ( i ), all the offspring would have dimples. Nevertheless, in my family, my brother and I do not have dimples whereas my sister have one-sided dimple. So, it can be said that the possibilities in Punnet square ( ii ) would be much more accurate. It shows that there are variations between gametes which have and have not got one-sided dimples. This could clearly explains why the occurrence of one-sided dimples only on my sister. Blood type A blood test had been carried out to determine our blood type in my family. From the result, it is shown that my father is tested to be blood group O, my mother is tested to be blood group A, my brother is tested to be blood group O, my sister is tested to be blood group A and lastly I am tested to be blood group O. Based on the data I had collected, a pedigree chart is drawn to illustrate the traits in my family. Figure 3 : Pedigree chart of blood group in my family From the pedigree chart, my father has blood group O, the possible genotypes for his allele would be IoIo. This would also apply to my brother and I, we both also contain the possible genotype allele of IoIo. On the other hand, my mother has blood group A, the possible genotypes for her allele would be IAIA or IAIO. My sister also has blood group A, she would also have the possible genotypes for her allele is IAIA or IAIO. By sorting out the possible genotypes in the allele, the data will be analysed into a Punnet table for a clearer outlook on all the possibilities from the combination of both the genotypes from my parents. The Punnet square will show the different combination that will result in a variation of offspring. IO IO IA IOIA IOIA IO IOIO IOIO IO IO IA IOIA IOIA IA IOIA IOIA ( i ) ( ii ) Figure 4 : Punnet square based on parents genotype Based on the Punnet square ( i ), the genotypes of my fathers allele is IOIO , whereas my mothers possible genotype is stated as IAIA . The outcome of this mixture results in the possibility of an offspring with only IOIA, which is blood group A. The probability of the offspring becoming a blood group A would then be 100%. None of them would be of blood group O. In Punnet square ( ii ) the genotype of my fathers allele is IOIO, whereas my mothers possible genotype is IAIO . The possible genotypes of the offspring produced by this combination of alleles will be genotype IOIO and genotype IAIO. The offspring could have a variation of blood type O or blood type A. The possibility of getting blood type O is 50% and the possibility of getting blood type A is also 50%. After analysing both the Punnet square, I can conclude that my family follow the genotypes as stated in Punnet square ( ii ). This is because in my family, among the siblings, we have a variation between blood group A and blood group B. Therefore, from the possibility of Punnet square ( i ), all the offspring would result in having blood group O. Nevertheless, in my family, my sister has blood group A whereas my brother and I have blood group O. So, it can be said that the possibilities in Punnet square ( ii ) would be much more accurate. It shows that there are variations between gametes which have the different group type. This could clearly explain why the occurrence in variance of different blood type within different people. ? Conclusion The study of Mendels Law leads us to enhance more on our genetic inheritance. Knowing our inheritance may help us to study a large range of different traits; like hair colour, iris colour, dimples, and eyes. We will be able to notify and recognize the different genetic variation, which will also help in preventing certain disorder from spreading through reproduction. A few of the disorder that are genetically inheritance are like Downs syndrome, Turner syndrome, sickle-cell anemia, colour blindness and haemophilia. Prevention towards this kind of disorder will widely safe many misfortune life of infants. Mendels Law do not only emphasis on human trait, it is used in many agricultural field to improve the production of crops. The seeds of the corn plant is modified and paired genetically to improve its taste, colour, quantity and quality. These seed are being paired to obtain better traits from different types of fruits. The seasonal fruits can be planted all year round now, the fruits are mostly seedless; all these are from the discovery of genetic inheritance. Not only that, Mendels law had also helped me in this research regarding the genotype of different traits in my family. For one-sided dimples, Ive found out from the Punnet square that, my father is heterozygous dominant pairing with my mum with homozygous recessive that will result in a mixture of heterozygous dominant and homozygous recessive offspring. For the blood type, Ive found that my father is is IOIO, whereas my mothers possible genotype is IAIO. In conclusion, Mendels law can be used to illustrate inheritance traits; the Punnets square can help us visualize all the genotype of the traits. This enables us to learn our genotypes based on our phenotypes shown, that is the one-sided dimple and blood type. It is important for us to study and understand our patterns of inheritance.

From Boy to Man in Flight, by John Steinbeck and The Bear by William Faulkner :: Faulkner Bear Essays

From Boy to Man in Flight, by John Steinbeck and The Bear by William Faulkner Flight, by John Steinbeck and The Bear by William Faulkner were both stories that dealt with the journey from boyhood to manhood. They were alike in many ways, a particularly interesting way was that in both stories, the journey to becoming a man was assisted by others, but ultimately it fell on the lone boy becoming a man on his own. The two boys in the story became men, but in two very different ways. In Flight Pepe is forced to make the transition to manhood as a result of his killing a man. He has to face up to the consequences of his actions, and he becomes a man by facing up to his actions. In The Bear, Faulkner portrays the journey to manhood as a less traumatic experience. The boy in the story hears about the legend of the great Bear, and is consumed by a boyhood longing to become a "man" by killing the Bear. His journies through the woods and his proficiency as a woodsmen are metaphor's Faulkner presents as an allegorical representation of a persons journey through life, exp eriencing and mastering the different skills within the "journey". When the boy has finally become wise enough to confront the Bear, he realizes that what the Bear stands for is far more important than his killing of the Bear ever could be. He realizes that anyone could attack the Bear and kill it, but in the restraint of the boyhood urge for glory and respect he finds that he has preserved these virtues in himself and the Bear as well. Steinbeck and Faulkner both portray the defining point of manhood as the point at which a boy must decide between restraining the urge to grasp the respect associated with manhood or grasping for that respect at any cost. Pepe grabbed for the respect when his manhood was challenged, he killed a man, and had to admit he was wrong before he could become a man. The boy from The Bear on the other hand chose not to grab for the respect and glory of manhood when he decided not to shoot the bear, and became a man as a result of that decision.

Solar Energy Essay example -- Environment, Solar Panels, Solar Water S

Solar energy can be used in different ways during the construction of houses in order to conserve energy. Solar energy comes as a gift of nature and this makes it even more economical to use in our buildings. It is not only free but unlike other sources of energy; it also limits the amount of pollution caused to the environment. When building our houses the goal according to David Johnston and Scott Gibson is to create a house that consumes at least fifty-two percent less energy than one built conventionally with a corresponding reduction in the heating and the cooling cost.(Johnston, Gibson 252)This can be done through use of solar panels, solar water systems and photovoltaic. The above all rely on one source: solar energy which comes as a gift of nature. Solar energy can be used to determine different things about our housing,† Solar energy figures out where our houses are to be located, the orientation towards the southern sun, where different rooms are and the size and placement of window overhangs.†(Johnston, Gibson 250)This small factors can determine how heated up our houses are or how easy it will be to cool our houses. It can also determine the amount of lighting that reaches our houses. â€Å"Sizing south glass to capture as much sunlight as possible. Blocking summer sunlight with roof overhangs, shades and trees or vegetation. Choosing building materials for their mass and their potential to store solar heat in winter and to keep houses cooler in the summer.......† (Johnston, Gibson 252) Solar water systems can be used to reduce the amount of energy used in the production of electricity in our homes. It is commonly used in countries like Australia, Japan and China. They are usually made in such a way that they del... ... of the government especially in the developing countries. The governments in some countries are trying to control this problem by giving rebates and tax returns to people who install energy conserving equipment. The cost of their installations may sometimes prove to be a major drawback. However, the actual benefit is realized as the years pass by because the electric bills will decrease significantly. In conclusion, solar energy is being used in production of electricity in our homes. It is also being used in different ways to try to minimize any energy use. There are both the advantages and drawbacks of using this source of energy but the pros usually out do the cons. Solar energy should be viewed as one of the sources of energy that we can rely on the future because unlike other sources, it will never be depleted the only thing we have to do is to apply it.