Financing Polynomials Essay

The assignment that I will be discussing is financial polynomials. The use of financial polynomials is used in the real world all the time. Financial polynomials are really important because it is an easy way for you to figure out how much you need to be able to plan a trip, retirement, or a college fund. Using the formula p (1+r/2) ^ (2) we could compound the interest semiannually. In this assignment I’m going to solve and demonstrate my knowledge of each problem, how and why it is applicable to my everyday life, state if there is another way division could be carried and worked out and incorporate each of the five vocabulary words into my discussion. Before I start my problem using the formula p (1+r/2) ^ (2) I’m going to have to rewrite the formula without the parenthesis. P (1+r/2) ^ (2) Formula (1+ r/2) (1+r/2) Since it is squared you have to write it 2 times 1+r/2+r/2+r^ (2) /4 Using the foil process (1+2r/2 +r2/4)Combining like terms P (1+2r/2+r2/4) Bring the p down it is still in parenthesis P +2/2 pr + r2p/4 Next I’m going to multiply p by each term P+2/2Pr +r2P/4 is rewritten without parenthesis is not in descending order P=200 and r=10%/100 =. 1 200+2(. 1) (200)/2 + (. 1) ^ (2) (200)/4 I plugged in 200 for P and . 1 for r. I solved the equation and got = $220. 50 Dividend Next I’m going to do the same thing for P=5670 and r=3. 5% 5670+2 (. 035) (5670)/2 + (. 035) ^ (2) (5670)/4 I plugged in 5670 for P and . 035 for r and I solved the equation. = $5870. 18 Dividend Using this formula could be very important in my everyday life If I wanted to put money to the side to plan a trip or a college fund. I would know exactly how much money I would need to put to the side to do so. (-9x^3 +3x^2-15x) / (-3x) Next I’m going to divide -3x by each term -9x^3/-3x 3x^2/-3x -15x/-3x -3 is the Divisor -9x^3/-3x =3x^2 3x^2/-3x = cancels out and becomes a –1 or –x -15x/-3x=5x 3x^2-x+5x I do not know of another way that division could be approached and worked out. In conclusion, I stated why financial polynomials are very important in my everyday life. I demonstrated my knowledge and solved each problem. I stated that I did not know of another way that division could be approached and worked out. I incorporated each of the five vocabulary words into the discussion.

Hw assignment revised Essay

Culture includes everything about a particular group’s way of life; from high art to the most ordinary behavior (what we eat for breakfast, for example). It is defined as the manner of life for a whole society and the sum of socially transmitted behavioral patterns and can be classified into values, norms, institutions and artifacts. The set of distinctive features of a society or a social group, which includes emotional, spiritual and intellectual, can be called as culture. It encompasses the community’s ways of existing together, its value systems, customs and ideals. Everything we do, from our food to our behavior can be considered as culture. From the essay, â€Å"From Culture to Hegemony, culture is defined as the norm of life. Barthes who used the model of linguist de Saussure, sought to uncover the latent meanings of the norms. He tried it from boxing to little things. Transmission of culture is done through language, material objects, customs, institutions, and art, passed from one generation to another generation. Usually, this transmission remains intact and â€Å"pure†; however, when foreign influences set in either through cultural diffusion and/or assimilation, naturally, the native culture will have become irreparably modified. In â€Å"From a Native Daughter†, Haunaini-Kay Trask, bemoans the rape of her native lands culture. How the haole invaded their land and proceeded to change their history. For her historians like the missionaries from whom she had her education, were a part of then colonizing horde, one part colonized the spirit and the other the mind. She believed that any outsider were to understand them, one should first know their language, their songs, their chants, their customs, and their bond with the ‘aina (the land). She said, â€Å"This bond is cultural, it can only be understood culturally†¦Ã¢â‚¬  IDEOLOGY: Ideology includes the underlying ideas that shape culture. These ideas are often what we take for granted, i. e. they are unconscious. For example, the idea that success is gained through going to college and getting a high paying job seems so obvious as to be truth. However, it is part of an ideology. A trick in identifying ideologies is to look for undefined terms in a statement. What does â€Å"success† mean and where did that meaning come from? Ideology is the organized collection of underlying ideas that shape the culture. Being unconscious, they are often taken for granted. They are abstract thoughts applied to reality and every society has an ideology on which they base their actions on. From Marx’s Ideology as quoted in Subculture: the meaning of Style by Dick Hebdidge, ideology is defined as a set of common beliefs that lie beneath the awareness commonly known as â€Å"common sense†. This common sense, although transparently, validates ideas. These taken for granted phenomena can function as signs, which in turn, will reflect the reality of the culture and can be analyzed through mapping them on a range of potential meanings. Power and class are parameters which extends and vary ideology thus making it achievable to have different levels of divided labor. Our education system is the one who is responsible in instilling the ideology into the individuals of the society. In other words, the ideologies are maps of probable meanings which serve to have persons think their way into positions of power or subordination. HEGEMONY: A form of power usually built on ideologies. Instead of bullying (i. e. using coercion) to get your way, it’s easier and more sustainable to make your victim believe that your way is the right way. For example, car makers don’t have to force us to buy new cars at gunpoint; it’s easier to make us think that getting a new car every couple of years is simply what one does. The underlying ideology might be that newness equals human progress. Hegemony is the subtle almost undetected authority of one individual over another and/or one group of people over another group. This dominance however doesn’t use threats or force. Naturally, the dominant party in our society has their advantages. For example, a dominant party can dictate the terms of trade to its advantage. Moreover, our cultural perspectives became in favor of the dominant group. It controls the way ideas are discarded or neutralized. It happens in a process where hegemony alters our notions of common sense of a given society. According to the Gramsci, hegemony is the association of social groups exerting total social authority through coercion, imposition of thought or shaping consent. Familiar examples of this include the selling of cars where you coerce your buyers to buy because it is only right that you get yourself a car and thinking that it is simply what one does after a few years of using an old car. It may also because of the ideology that’s behind it is that a new car means an improvement in your lifestyle. Hall is also quoted in Subculture: the meaning of style, in the chapter, From Culture to Hegemony, Hall (1977) was cited saying, â€Å"hegemony refers to the situation in which a provisional alliance of a certain social group exerts total social authority over other subordinate groups not only through coercion or by the direct imposition of ruling ideas but by winning and shaping consent so that the power of the dominating class appears to be legitimate and natural†¦ â€Å" DEFAMILIARIZATION: Lastly, defamiliarization, also called â€Å"ostanenie† is a method of forcing the audience to see common things in an unfamiliar way. It is done in order to improve the insight of the familiar. Religion is a tried and tested way of bringing order to a world of chaotic events. In the article, World View and the Analysis of Sacred Symbols, from the Antioch Review by Clifford Geertz wherein he describes how religion is composed of sets of symbols that are in turn composed of meanings that can only be stored in the symbols. He says that a people’s ethos is the way they dress or their movements and the way they talk. In general it is the quality of their lives while the world view is the cognitive aspect reflects how the people view the natural order of things as they are found in their world. All of these things are in some way or another affected by the religion of the people. Geertz considers the wajang as the clearest illustration of the relationship between the metaphysical (i. e. religion, belief etc†¦) and the people of Java’s actual values. The wajang is the ritual shadow play using puppets that usually lasts all night and well into the early morning. The gamelan is the director musician and storyteller all in one. The most famous characters in the wajang are the Pendawas and the Korawas, and their endless wars. The Pendawas represent the five senses that must always work together to come up with just and good decisions. They represent calm detachment from the everyday events of life which is the way these myths are interpreted and translated into the actual culture that is in the peoples of Java. The Korawas on the other hand represent passion and indiscretion. They are the representative icons that depict the capacity of religion not only to set the standards of ideal living but also delineate the workings of evil and destruction. Just like the Navajo looks at everything that is good and productive as in the form of a circle and thus evokes the circle in everything they do, so does the Javanese in their quest to detach themselves from the passions of everyday life to transcend into inner serenity and peace. Their world views affect their ethos and in turn dictate how they view their reality and consequently how they react to it. The concept of defamiliarization as defined above is also effectively illustrated in the article by George Orwell, Shooting an Elephant. In this article he tells the readers how he had to kill the elephant not because he had to do it to save the people, or because it is truly a danger, in spite of it having killed a â€Å"coolie†, he says that he killed the animal to save himself from looking like a fool it is expected of him to not be afraid, to be consistent (and thus consistent in his initial impulse to kill the elephant). His nationality and the empire he represents have created such a concept that as a member of the empire he is expected to conform to. Thus his actions no matter how mundane and ordinary they are will not have correspondingly simple interpretations at least as far as the natives are concerned.

Classroom Scenarios Essay

Mrs. Ross has her fourth grade students move their desks together into groups of 2 to do a group activity. She instructs them to pair with anyone they choose. Teresa raises her hand, â€Å"I don’t want to pair with Megan again because she doesn’t do any of the work. Can I have someone else? † Megan who is soft-spoken just looks down at the floor as the class waits for the teacher’s response. Mrs. Ross asks Teresa and Megan to come with her outside and instructs the class to carry on with the activity. 1. What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? A high level a mutual respect exists between students and the teacher in this scenario. Mrs. Ross had to trust the students at least a little bit in order for her to believe they could handle moving their desks around to do group work. Teresa showed respect for Mrs. Ross by raising her hand to properly voice her concern about her partner. Not only did she raise her hand, but she respected and trusted the teacher enough to feel safe expressing her feelings. Although soft-spoken, Megan could have found some way to negatively reply to what Teresa said. However, I believe she respected Mrs. Ross enough to know she could trust her to act in a fair and kind manner, so Megan waited quietly for her response. Mrs. Ross showed respect for the two girls when she asked them to come with her outside. She didn’t just ignore the issue or thoughtlessly assign another partner for Teresa. Mrs. Ross took the time to acknowledge their thoughts and feelings in private where she could assess the situation better without putting either of the girls on the spot. Finally, Mrs. Ross showed respect for the class when she trusted them to carry on with the activity while she stepped out of the class with Megan and Teresa. The class showed respect for Mrs. Ross by continuing to work while she steps outside the classroom for a moment. Mutual respect affected the whole classroom dynamic in a positive way. There was a feeling of cooperative learning. I am pleased with the high level of mutual respect shown in the classroom and find no need for improvement. 2. How well did the teacher handle herself in the scenario? What student-teacher interactions worked well and what did not work? How would you handle the situation? The teacher handled herself very well in this scenario. She could have chosen to react immediately to Teresa’s comment with disappointment and frustration, but instead she calmly asked the two girls to come with her outside. She even thought of the rest of the class and took the time to instruct them so they weren’t left hanging while she went out with Teresa and Megan. Teresa raised her hand, but did not wait to be called on before calling out to the teacher. It was good that she felt safe enough to express her concerns, but not good that she made Megan feel badly in front of the class. I hope, if I was a teacher given the same situation, that I would be able to handle myself in a similar manner. I would want Teresa to know in front of the class that she is to wait until she’s called on to speak, but discussing the rest of the details in front of the class would only put Megan even more in the spotlight and add to her discomfort. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? I could not see any communication roadblocks in this classroom. It appears to me that the teacher communicated well with the students, and the students felt comfortable communicating with the teacher. To resolve this situation, I would remind Teresa specifically, as well as the class in general, to raise their hands and then wait to be called on before speaking. I would also ask my class to pay attention to all the instructions. The instructions Mrs. Ross gave told students they could choose their own partner. There was never a need for Teresa to comment on not wanting to be Megan’s partner as Mrs. Ross had already told students to pick their own partner. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The conflict in the classroom was between Teresa and Megan. To resolve the conflict I would bring the two students together and have them work cooperatively on the issue with my guidance. I would want both students to feel free to speak their mind, feel listened to, and feel that they are an important part of the solution. I would want them to understand that they both need to be respectful, listen to each other, and try to understand the others’ point of view. As part of the process I would also expect them to work together to come to an agreement they both feel good about. I would not use peer mediation methods in a fourth grade class. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? I don’t see any changes I would make, but something I would talk to the class about to make the classroom become more of a community would be respect. I would plan a mini lesson on respect and how we treat others for another day. It would be important to help the class develop into a community because community members care about each other, look out for each other, and help each other when needed. I would want my class to work together cooperatively and build a positive learning environment where everyone would feel valued. Tenth Grade Classroom Scenario The bell has rung and Mr. Dunn’s tenth grade math class has settled into their seats. â€Å"Good morning! Let’s begin by having everyone pass their homework to the front of the class. † Tom walks into class 5 minutes late. Mr. Dunn asks, â€Å"Tom, do you have your homework? † Tom looks down at the floor when he answers, â€Å"No, I didn’t finish it. † Mr. Dunn asks, â€Å"Why not? You knew it was due today, right? † Tom just shrugs. Mr. Dunn asks the rest of the class, â€Å"Who else did not turn in their homework today? † Pamela did not do her homework, but is afraid to raise her hand. Mr. Dunn says, â€Å"Good job, class! I appreciate everyone who worked hard to get their work turned in on time. † Daniel chimes in, â€Å"Which is everyone except Tom! † The class laughs. Tom angrily gets out of his chair and storms out of the room as he says, â€Å"I’m sick of this stupid class. † 1.What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? There exists no mutual respect between the students and the teacher. Mr. Dunn’s only attempt at positive enforcement was telling the class â€Å"good job to those who did turn in their homework†. While this seems like praise to those who complied, those who didn’t are left feeling like failures. By Mr. Dunn singling Tom out and embarrassing him, he created a classroom of disrespect and the other students felt free to tease and laugh at Tom. Tom will now view Mr. Dunn as being indifferent if not an enemy and other students may fear if they do anything wrong they will be chastised and humiliated as well. We can see this playing out in the case of Pamela feeling afraid to admit she didn’t do her homework either. Students will not thrive in an environment where they do not feel comfortable and safe and where they risk public ridicule by their peers for not doing their work. To encourage mutual respect teachers should never single out a student in front of the class, but rather talk with him privately at a later time such as after class or when students are busy working. Before making any decisions about consequences for late work seek to understand the reason the student failed to follow through. Show concern and understanding when they are facing difficulties at home or otherwise. Use encouragement rather than negative words and discuss ways you can help them, such as creating a study plan. Make mutual respect a classroom rule that is enforced by consequences for violation. Never allow students to laugh at or embarrass another classmate or group of classmates. 2. How well did the teacher handle himself or herself in the scenario? What student–teacher interactions worked well and what did not work? How would you handle the situation? The teacher did not handle himself well in this situation. The student-teacher interactions were negative and the students were not willing to admit difficulties or problems to the teacher. None of the interactions described worked well. Tom left class because it was so negative. The teacher should handle this situation by having in place a policy for tardiness. The teacher should not waste time bringing attention to tardy students. Students should know what to do when they enter a classroom even if they are tardy. One way to handle tardiness – especially for older students like these ones is to have a required slip students must fill out when they are tardy explaining the reason. They should then have a place they put slips for the teacher to look at later. There should also be a policy for not having homework completed. If the teacher setup these policies at the beginning of the year he would not need to say anything when a student walks in late, the student would know what to do. The teacher put Tom on the spot by singling him out in front of his classmates, and then showed further disrespect by asking him why he didn’t do his homework. It is unnecessary to ask â€Å"you knew it was due today, right? † This statement doesn’t help the situation and is only demeaning to Tom. Most likely he knew the assignment was due and if he had forgotten he would have remembered as soon as Mr. Dunn asked for them. He should not dwell on something Tom cannot go back and remedy. The appropriate thing would be to talk to Tom privately and ask if he is having trouble remembering his assignments. He should show care and concern by offering to help Tom get organized and devise a way to remind himself to do the work. This teacher did not even take the time to find out why Tom had forgotten his homework. He may have had a very good reason in which case Mr. Dunn should consider allowing Tom to make it up. If Mr. Dunn had handled himself appropriately, Tom would not have been so upset as to get up and leave the classroom. Students should not be left feeling worthless and disrespected. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? There were several communications roadblocks in place in this classroom. The biggest problem is that the teacher and students had no respect for each other. As stated before, if a teacher models respect for his students and sets in place policies for behavior and academics, his students have clear expectations and are more likely to respect one another. This saves teachers time having to deal with problems as they arise. After the rest of the class has received necessary instruction and direction, the teacher should talk privately with Tom about tardiness and missing homework. The teacher should take time to listen and allow Tom to maintain his dignity. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The main conflicts in this classroom are created by the teacher. The teacher publicly humiliated a student in front of the class because he was late and did not turn in his homework. The teacher also created an environment where it is ok to belittle your classmates. To resolve the conflict the teacher should talk to Tom individually and apologize for the way he handled the situation. Mr. Dunn should let Tom see that teachers make mistakes too and that they should not be exempt from apologizing. He should address Tom’s homework including why Tom didn’t finish it and what plan they can come up with that would help Tom remember in the future. He should then talk with the entire class and admit his mistake, emphasizing the rules of mutual respect. He should remind the class it is inappropriate to make fun of or embarrass a fellow student. There is not any real need for peer mediation with the students if the teacher is more respectful the students will be also. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? The most effective way to create a community in the classroom is to set the tone the first day of class. Allow the students to get to know each other, have group activities and team work projects. Allow and teach students to respect individual differences and celebrate the multitude of talents and cultural practices among classmates. When students feel like they are part of a group they perform better in school, are supported by their peers to do well and do not miss as much school; learning in this environment can be enjoyable and fulfilling. Students should learn to help and encourage one another. Set specific rules that the whole class can decide on together. Ask students what they think a caring, respectful classroom looks like. Brainstorm class rules with them and have them vote on which ones they feel are the most important. Have the students sign their names to a pledge that they will abide by the rules and work together to make the class a nice place to be. Enforce consequences of violation of these rules with consistency. Never put students down or make them feel incompetent – especially in front of others. Listen to students’ needs and treat them with respect if that is what you expect from them. Emphasize promoting positive behaviors rather than fixing negative ones. Help students learn moral values and develop a good work ethic rather than doing things simply because they are told. Rather than punishing for poor behavior, look for ways to correct problems by discussing consequences and choices.

Significant Others Assignment Example | Topics and Well Written Essays - 500 words

Significant Others - Assignment Example Because of the support Rivera give to her Kahlo, she returned the same support to him. She thought that her husband was the greatest painter of all times, referring her as â€Å"architect of life.† However, Kahlo did not want to compete with Rivera as she would talk about her artwork in diminishing terms, as though they were an amusing pastime. She would defend the artwork of Rivera passionately against all detractors (Chadwick & Courtivron 123). Since Rivera was an older and more experience than his Kahlo, his influence in the art industry assisted Kahlo’s art to be recognized worldwide. The legacy of their partnership is their approach to birth, shared pre-occupation their country with the death. Both Kahlo and River in their paintings included delineations of pre-Hispanic art. Moreover, the central subject of their paintings in that they addressed each other. When Kahlo painted Rivera, she would depict him as her husband and the one she loved. Similarly, Rivera painted his wife by depicting her as a political figure or symbol. For an instant, in Rivera’s 1928 Insurrection, he painted her as an eager political activist; dressed in a red-work shirt emblazoned with a red star (Chadwick & Courtivron 132). The social media that I belong to and is most significant in my life is Facebook. Facebook helps me to connect quickly with my family and pals across the world in a relaxed manner. I am able to know how each of my Facebook friends is failing and passing news to them at will. Sharing of photos, images, status and videos is easy in Facebook. In addition, I am on Twitter as it helps me to meet different people and organizations in a casual environment. With the hashtags in Twitter, I am able to know what the different parties are conversing about. My mother is the most important person in my life. She supports me in my education and career as an artist. She gives me moral support as she has a place for my

Problems In Financing Education Assignment Example | Topics and Well Written Essays - 750 words

Problems In Financing Education - Assignment Example A preliminary analysis of the breakup of 2000 students based on past records show that the bulk of the students need make-up coaching in Math- there are two sections with a seating of 1400 students, comprising 70 percent of the total 2000 students. As compared to this, there is just one section each for Reading English and Writing English respectively and that in turn comprises 10 and 20 percent of student total. At the moment the teachers are not paid any additional amount for these classes. Meanwhile, you have just been informed that there has been a 10 percent cut in funding and must find ways to deal with this new reality.My first strategy would be to increase revenues for these classes by charging additional amounts for the use of school facilities like the basketball court, swimming pool, the computer lab and the science laboratory. This would form a broad base for earning additional amounts and moreover could be implemented for the long term without many negative effects. Usin g facilities such as the pool, the science lab, and the basketball court could be made optional but the use of the computer lab would be fundamental for all disciplines. A letter written to all parents stating the inevitability of these measures would have to be prepared, stating the additional amounts to be charged and expected date of implementation. It would also be mentioned that a lot of private schools have adopted this policy in the past, out of sheer necessity and in order to keep up with the rising costs of education. Strategy 2 My second strategy would be to hire part-time faculty comprising of retired English and Math teachers and professors from the local community to take these classes, aided by the adjunct staff for administration etc. This group of retired teachers and professors represents a readily available resource pool that is often unused by our communities. The compensation offered would be minimal and many would be grateful for an opportunity to make a contribution to the institution even after their retirement. This would also have a favorable impact on the school, principal and the teachers involved. Strategy 3 I would also try to raise revenues by asking philanthropists like Warren Buffett, Bill Gates, Larry Page, Sergey Brin and Mark Zuckerberg to support the cost of teaching a class for the entire duration of a particular make-up session. This would include the salaries of teachers as well as other incidental and administrative costs. Since there are five classes in total, this could be achieved comfortably. The name of the contributor would be emblazoned on the door of each class and a photograph of the door as well as the class in full session sent to each contributor as a sign of the good work they have done by sponsoring this course (Sorenson & Goldsmith, 2006). It would similarly be good for the principal, teachers, and students involved in the project. Strategy 4 Often the students lose interest because the regular teachers are in a hurry and do not have time to give individual attention and guidance to a backward

Topic Selection Assignment Example | Topics and Well Written Essays - 500 words

Topic Selection - Assignment Example The purpose of this paper is to illustrate the dangers of identity theft and how to prevent identity theft. The purpose of this topic is to illustrate the dangers of identity theft and how to prevent it. It will provide guidelines through which one can prevent identity theft and other crimes that are usually accompanied / associated with identity theft. It may be difficult to prevent this crime completely, but there are ways to contribute to its reduction. Identity theft can go for several days or even months unnoticed. This is due to the advancing of technology and skills. Victims of identity theft can be greatly affected financially, emotionally and sometimes physically. This is because once one is able to impersonate his victim, they can do whatever they want to them. Cases of identity theft need to be dealt with to prevent this stress. Thieves have discovered a way of accessing their victim’s emails and details which enable them to monitor their daily routine. In 2010, an article â€Å"Cyber Crime Made Easy" illustrated and brought out clearly how hackers used malicious software to access their victims details. There are several types of identity fraud; the most common type of them is credit card fraud. This is a short term fraud as the thief will be recognized faster by the credit card issuing company even before the owner knows about it (Keene, 2009). The internet contains a wealth of information. This is because of its versatility as it is used as a tool in performing social and economic activities. It is for this reason that the internet has been found to play a major role as a root for identity theft as hackers use it to acquire their victims’ personal information. In the past years, the rate of online shopping has been increasing. This has made it even easier for hackers to obtain peoples personal information such as; financial records, social security numbers, credit card numbers and

Portfolio Management based on Market Share and Market Growth Assignment

Portfolio Management based on Market Share and Market Growth - Assignment Example It was initially formed as a joint venture with Daimler-Benz AG of Germany. The company received a breakthrough by the launch of its first passenger car, The Tata Indica, in 1998. The company is headquartered in Mumbai, India. The company’s global recognition can be established by the fact that it is the fourth largest truck maker and third largest bus manufacturer in the world. The first Tata car was rolled out in the year 1954. Most of the production facilities of the company are located in India itself. Globally, Tata Motors have significant operational presence in UK, South Korea, Thailand and Spain apart from the market presence in Europe, Africa, Middle East, South America, South Asia and South East Asia. (Tata Motors, 2011) Some of the big ticket acquisitions and joint ventures inside and outside the country have helped Tata Motors to grow at a higher rate. Some of the big acquisitions made by Tata Motors are South Korea’s Daewoo Commercial Vehicles Company, acqu isition of 21% stake in Spanish bus maker Hispano Carrocera and UK’s Jaguar Land Rover. Some of the notable joint ventures of Tata Motors are Tata Fiat in India, Tata Marcopolo and Thailand’s Thonburi Automotive Assembly Plant Company. Tata Motors has also made impact by introducing the world’s cheapest car Tata Nano in 2008. Even during such tremendous growth period, Tata Motors is highly impacted by globalisation. Globalisation has impacted Tata Motors in many ways. Increased competitions, technological advancement, marketing challenges, etc. are some of them. This essay will make a closer look into the various impacts of globalisation on Tata Motors. II. Theoretical Framework The impact of globalisation on Tata Motors can be analysed based on the various theories and models. Some of the models that can be used in this case are Pestel Framework, SWOT Analysis, 4 P’s, Porter’s Diamond Model and Boston Matrix. Using these tools will help to look cl osely into the globalisation issues of Tata Motors. Pestel Framework: Pestel framework will help to analyse Tata Motors regarding the challenges like political, economical, social, technological, environmental and legal factors. It can be said that most of the impacts of globalisation can be discussed under any of these six environmental factors. â€Å"By using the PESTEL framework we can analyse the many different factors in a firm's macro environment.† (Oxford University Press, 2007) Understanding the factor(s) that has the most impact is important to formulate future strategies for the company. Therefore, a PESTEL analysis will help to identify which factor(s) cause the most impact on the businesses and operations of Tata Motors. SWOT Analysis: SWOT analysis is important in this case because it will help to identify the internal and external advantages and disadvantages for Tata Motors. â€Å"SWOT is the overall evaluation of a company’s strengths, weaknesses, oppo rtunities, and threats.† (Wang, 2007) Understanding the strong and weak areas of a company is extremely important in order to decide how well it can make use of the market

Attributes of A Leader Essay Example | Topics and Well Written Essays - 750 words

Attributes of A Leader - Essay Example Malcolm X was a renowned black civil rights leader. He dedicated a majority of his life to creating racial pride in his black listeners. Many things led to his strong feelings against white domination, including his family life and his experiences as a young adult, this created his dreams and goals and followed up with his many accomplishes as a civil rights leader. Malcolm X was born in Omaha Nebraska. Growing up his family was constantly harassed by whites who didn't like his father, Earl little because he was an organiser for the "Back-to-Africa" movement. His father was murdered when Malcolm was just six years old. Shortly after his father died his mother had a nervous breakdown and the rest of his family was split up by welfare agencies. Malcolm continued to go to school with dreams of someday becoming a lawyer or a doctor until his eighth-grade teacher told him he should learn carpentry and just forget his dreams because he was black. He dropped out of school that year and he supported himself for a few years as a hustler. Malcolm cheated his way through his young adult life until he was put into jail for burglary While in prison Malcolm adopted the Islamic religion. He believed that blacks all over the world should join forces and fight against racism. In his mind, white people had broken up his family and ruined his life all because of racial tension. Above all, he stressed strong ethical conduct among blacks, in other words, a strong racial unity. Malcolm believed that one day blacks would be repaid for all the loss and suffering caused by whites. Malcolm made it his goal to convince fellow blacks to speak out against racism; he dedicated the rest of his life to this task (Robin 1999 p 12). He never lagged with a gap between his thoughts and his actions. Whatever he desired he went and attempted, and continued until all options were exhausted. Only his goal was not to improve his standing in life, but to improve his peoples', he must be respected as they are because of his commitment to his goal The population recognized his creativity and freshness behind these ideas. They realized that like other ideal Americans in history, Malcolm had new theories, but more importantly that he new how to use them. His thoughts were unlike past notable Americans, but they were just as creative and original as those men and women who were considered ingenious role models. Malcolm's ability to implement these new ideas on the population affects the world around him. He sets out to change the world with fresh, new ideas, and succeeds in gaining

The glass menagerie Research Paper Example | Topics and Well Written Essays - 1000 words

The glass menagerie - Research Paper Example In the production notes , Tennessee Williams says that ‘The Glass menagerie’ is a memory play This statement refers to a major theme of the play , namely , all the characters getting stuck up in memories of their past. He himself confesses that the play is string of memories ‘of his own youth. It follows the events and people in William’s true life experience in St. Louise between the years of 1934 and 1936. His mother, his sister, his job in shoe factory, and the glass menagerie were all part of his’ earlier life†. Besides Tom Amanda also live in constant pursuit of her bygone youth. She was extremely well-liked and cute young lady but she lost her chances. Now the realities in front of her are consciously ignored y her. The way she treats Tom and Laura is another evidence of her fanciful life. She prevents these two from becoming responsible young people by treating them as children. Without accepting the reality, she insists Laura to imitate her youth and hopes to recreate what she missed in life through her daughter. Thus Laura is bound to her mother always. The glass menagerie Laura lulls the infantile world with the glass menagerie. Thus she is also not raised to the level of a woman. Another character hounded by his memory is the father, who had left the family to travel long distance. The whole family lacks a father who supports them. The absence of such a father figure adds something more to their memory, the love and care of a father is also a memory to the children . Thus memory prevents all the characters to live in present and also to lead a happy life. Through Tom Winfield, Tennessee Williams was portraying himself as a young man. According to Presley â€Å"No one has even reviewed the bare details of his biography can overlook the obvious similarities between the record of his early life and the events described in The Glass Menagerie†. There are many similarities between his life and Tom’s lif e. Tom says â€Å" I am the narrator of the play , and also a character in it. The other characters are my mother, Amanda, my sister, Laura (1147). Thus the first resemblance between Tom and Williams is, he stands for the writer, who tells the story. Tennessee dropped out of the school according to his father’s instruction. After that he went to work in a shoe factory. The reaction of Tom in the play is relevant here... Tom says, â€Å" Listen ! You think I am crazy about the ware house! You think I am in love with the Continental Shoemakers? You think I want to spend fifty-five years down there in that Celotex interior!! With Fluorescent tubes...†. Like Tennessee, To also liked to write poems and plays during leisure times. â€Å"He called me Shakespeare (1168). The mental stress that Tennessee suffered is shown by his narrator character Tom also, and that lead both of them to write poems and plays. Tennessee William’s father was a salesman who always tried t o keep away from home. The father character presented here was also a telephone man who loved to travel. The children were brought up by their mother. The place where Tennessee lives is similar to what Tom explains in the play.† The apartment faces an alley and is entered by a fire escape.’ (1146). Tennessee was unwilling to remain in St. Louise school. In the play we can see Tom’s mother advises him to attend night –school course in accounting at Washington –â€Å" U Just think what a wonderful thing that would be for you son(1162). Another similarity we can see is the relation between Tennessee

The European Enlightenment Essay Example for Free

The European Enlightenment Essay The scientific revolution is more of a new or modern way of thinking about nature. While science already had a presence prior to the 16th century, the teachings were based more on practical applications, rational thought and magic. s of science, 3elements permeated it – empirical practice, magic and rational thought which continued for thousands of years until the 16th and 17th century. With the scientific revolution, rational thought was enhanced through methods which can be the sole explanation for any phenomena of nature. Refute with reason but overwhelm by experiment. (Hall xvi). We think of Galileo as the first of the moderns because he broke the strangling hold of the traditional authorities – Aristotle, Ptolemy and Galen – upon scientific thought. He supported the Copernican hypothesis. He boldly countered errors of traditionally accepted beliefs and appealed to something new through the evidence of experiments. His system was enhanced by philosophers such as Francis Bacon and Rene Descartes who called their subject natural philosophy in an attempt to give a systematic explanation to the natural. With the entry of Sir Isaac Newton and the â€Å"invisible colleges†, discoveries and inventions came one after the other. Whereas religion used deductive reasoning in the arrival of its conclusions, the revolution brought on inductive reasoning which begins with a hypothesis that were tested using quantifiable data and methodical experimentation. By 1690, science had developed a philosophy – experimental and a method – mathematical and a goal – the improvement of the lot of mankind. (Baker ix, x). There came a paradigm shift in how the physical world was investigated. Reason slowly robbed magic of its power as it is an element of the irrational. Reason is initially used but compounded by experiment. The widely-believed Ptolemy system was anthropocentric based with an immobile earth is the center of the universe. While it was being discarded through deductive reasoning, i. e. , the world is vile and corrupt and therefore not worthy to be the center, the rational thinkers using the Copernicus hypothesis as reference and with observed facts and physical using reason, terrestrial mechanical phenomena, qualitative observation and quantitative observation by recalculating orbits went on to prove their heliocentric theory that the earth is only one of several planets that revolve around the sun. It also killed the Greek animism of appetites, natural tendencies, sympathies and attractions. Instead, explanation must be in terms of description of processes, mechanisms, interconnection of parts (Hall xvi, xviii). For Aristotle and his followers, bodies continually move so as to fulfill their natures. All matter is goal-oriented. They are of a teleological nature, which makes them animistic as they attributed soul-like properties. Modern natural philosophy used the machine metaphor, i. . the inner workings of a being are like the mechanism of a clock. They refer to their practice as mechanical philosophy. The development of mechanism gave rise to the view of matter-as-passive and is central to mechanical natural philosophy (Shapin 24-44). Traditional philosophies had been integrated into the teachings of the Roman Catholic Church which was the only Christian religion at that time. The Copernican theory was said to be contrary to the Holy Scripture and utterly heretical. It ran contrary to a decree in 1616 which was issued after the burning of Giordano Bruno for teaching the plurality of worlds or universes outside our own. As well, the present academe were slow in accepting that they have given their lives blindly to the defense of errors. The attitude in the middle ages was that where reason was incompetent to decide, faith should pronounce and that in many instances faith must prevail over reason. (Hall 74-75, 103-105). The medieval church had originally set its feet against and systematic scientific enquiry on the grounds that man was not intended to know the mind of God as interpreted by himself. Even Protestants stressed that all knowledge must come form the Bible. Bacon popularized that God actually intended man to recover its mastery over nature. In his text Instauratio Maga (The Great Instauration), the Book of Daniel was quoted in its cover, â€Å"Many shall pass to and fro and science shall be increased† (Shapiro 120). Thus, scientific enquiry became legitimate and prepared the way for scientific revolution. Later, there came about a new religious fervor in Deism, a name for the rationalized faith leading to the worship of the â€Å"divine clockmaker† which distrust anything mystical. It is based on the reasoning that if the universe was created by God, and the universe is a rational place then God was rational. (Baker x). Sir Isaac Newton in 1687 presented fundamental arguments of the mechanical universe in his book Principia Mathematia which basically summarizes the conceptual change brought about by the scientific revolution and the path it would take: mathematical models are accurate descriptions of the universe the universe moves rationally and predictably one need not appeal to revealed religion or theology to explain any aspect of physical phenomena\all planets and other objects move due to a physical attraction called gravity The universe concept is based on Inertia: every object remains at rest until moved by another object and stays in motion unless stopped or redirected by another object (Hooker).

Reflection on Assessment Feedback

Reflection on Assessment Feedback Examine and critically reflect upon the feedback given on your first assignment and draft a response to the feedback that demonstrates improvement on your work. In this feedback, Ill be analysing and examining ways I could improve my first assignment. This is the overall feedback I received for my work. You have discussed the principle of separate legal personality and provided examples from cases and academic opinions, but you have not provided your own analysis and opinion about the reform. Various spelling errors also detracts the flow of the essay. In order to improve, you need to summarise the position and form your analysis based on the research that you have made, so that you can critically evaluate the question that you are asked. Having corresponded this feedback this that of my assignment, I have noticed and indicated that areas that these errors occurred and have carefully examined and analysed ways that I can improve that assignment. After the introduction, I went on to the body of the assignment, to discuss the main principles by which unfortunately, I made a repetition of what I previously stated in my introduction. With my next assignment, I will be sure to keep the introduction short and a subtle description of what I will be discussing, without going into a lot of detail as that will only lead to a repetition. Another key factor of my feedback was that, although I did very well to talk about the work with all the relevant articles and legal cases to back it up but unfortunately, I didnt provide enough of my own analysis to demonstrate that I understand the work and my knowledge about the topic. I could have gone into my depth about the Principles of Salomon and the importance of separate legal personality. [1]Lightman J in Acalos and Hutcheson plc v Watson [1995] 1 BCLC 218 well-thought-out that, the principle of separate legal personality must be upheld, except there was to be a precise statutory provision to say otherwise. He said,[2] outside these exceptions (the company) is entitled to organise and conduct its affairs in the expectation that the court will apply the principle of Salomon v A Salomon Co Ltd in the ordinary way. The essential perception of corporative nature, is something that is very much regarded. That is why if the Salomon decision was to be disregarded now, its presence plays a key influence and without it, there could be damaging effects on those individuals such as the shareholders, the creditors and the economy. Little modifications to the corporate model will be essential in entailing a vigilant deliberation for the inadvertent penalties, that it may cause in what is a considered a vastly multifaceted zone. Salomon v Salomon Co Ltd, is without a doubt a landmark case in company law, with the most important decision that was made by the courts, influencing the legal system. It is important that, the principle of Salomon to be sustained and to be engaged in the law, at least until some alternative yet effective methods of reform has been established. Until then, this will be the most effective way to go in helping with decision making, in case laws. [3]It cannot be precisely said when or in what case/situation the courts may decide that they will lift the corporate veil, and to seek whether to look aside from the separate legal personality of the company. In this case, it will be better if this situation of not incorporating the separate legal personality only applied to situations where the courts are sure that this doctrine will be used for unfitting resolutions. It is important that company directors become very vigilante and careful with how they control and manage their businesses, to avoid in future legal battles over their assets. Do not forget that the courts can be very resourceful to find ways and means of a defence to prevent the use of the separate legal personality of the cooperation, so that it can deal with any unlawful effort to use this as any means of an excuse. The corporate veil shouldnt be pierced if it is thought that the company may be using this as an opportunity to cover up their true purpose by using a veil as a means of avoiding any liability that may be to come. Demonstrated in the case of [4]Adams v Adams Industries Plc [1990] Ch 433 which is about separate legal personality and limited liability of shareholders. The case additionally tended to long-standing issues under the English clash of laws in the matter of when a business would be inhabitant in a remote purview with the end goal that the English courts would perceive the international courts over the business. The decision made in [5]Lubbe v Cape Plc [2000] UKHL 41 by the House of Lords and the historic choice in [6]Chandler v Cape plc [2012] EWCA Civ 525 holds that, an immediate obligation might be owed in tort by a primary business to that of the person injured. The significant findings were that the secondary verdict was, Cape plc had presumed obligation for the health a nd safety of its employees and, those affiliates about asbestos. There are many factors from reflecting on my previous assignment along with my feedback, that will benefit me in my future assignments. I know that for my next assignment it is very essential that I apply more of my own opinion with backing articles and legal evidence to support my statements, rather than to state facts only. I also noticed that I made two spelling errors in my first assignment, that I was blindsided by. I have taken a vigilante note of this for my upcoming assignments, to make sure that I give myself enough time to read over my work, before handing in my assignments. Bibliography Books Bourne N, Bourne on company law (4th edn, Routledge-Cavendish 2010) 11 McLaughlin S, Unlocking company law (Routledge 2015) Wild C and Weinstein S, Smith Keenans company law (Pearson Education 2016) Websites Adams v cape industries plc: CA 2 Jan 1990, (Company, 13 July 2016) accessed 20 December 2016 Lubbe and others v cape Plc: CA 24 Aug 1999, (International, 6 July 2015) accessed 20 December 2016 BAILII, Chandler v cape Plc [2012] EWCA civ 525 (25 april 2012) (2012) accessed 20 December 2016 Cases Hutcheson plc v Watson [1995] 1 BCLC 218 Adams v Adams Industries Plc [1990] Ch 433 Lubbe v Cape Plc [2000] UKHL 41 Chandler v Cape plc [2012] EWCA Civ 525 [1] Nicholas Bourne, Bourne on company law (4th edn, Routledge-Cavendish 2010) 11 [2]  Ãƒâ€šÃ‚   Nicholas Bourne, Bourne on company law (4th edn, Routledge-Cavendish 2010) 11 [3] Susan McLaughlin, Unlocking company law (Routledge 2015) [4] Adams v cape industries plc: CA 2 Jan 1990, (Company, 13 July 2016) accessed 20 December 2016 [5] Lubbe and others v cape Plc: CA 24 Aug 1999, (International, 6 July 2015) accessed 20 December 2016 [6] BAILII, Chandler v cape Plc [2012] EWCA civ 525 (25 april 2012) (2012) accessed 20 December 2016

Pollen and Stigma Interaction in Plants

Pollen and Stigma Interaction in Plants Introduction Cells of multicellular organisms must communicate not only for development to occur after fertilization but also for successful survival and reproduction of the offspring. There are different forms of signals that cells can received and the signal being received is either from another cell or from change in the environment surrounding the cell. Communication between cells is therefore either chemical or environmental driven where plants usually use chemicals for signaling. Pollination and then fertilization process of flowering plants involves complex events with highly regulated cell-cell interactions and signaling between the pollen and the pistil. The success depends on series of events such as delivery of pollen to a stigma, pollen hydration, germination, growth through the pistil to the ovary, and, finally, fertilization [10, 11]. In a compatible pollination, pollen grains that have arrived on the stigmatic surface will easily undergo the three initial steps: adhesion, hydration and germination to the stigmatic cells form pollen tubes. The actively growing pollen tubes are often capable of penetrating the stigmatic cell walls to grow down through the style and finally reach the ovary to deliver sperm for fertilization. In self-incompatible pollination, these steps may be blocked having recognized as pollen from related plant source. In doing so out-crossing is favored between unrelated individual plants there by inbreeding related problems like in breeding depression minimized. Therefore, understanding of pollen to stigma compatibility and self incompatibility is fundamental for pollination and fertilization in plants in general and for plant breeding in particular. To this end, the mechanism of pollen to stigma interaction which determines compatibility or self incompatibility is reviewed. Compatibility and Self incompatibility The first artificial pollination date back to third century though not recognized by scientists until 1682 when stamens of the flower as the male organ and the pollen as necessary for fruit production are known in science [9]. Later in 1824, an Italian scientist observed that pollen tube on stigma and he later anticipated that the pollen tube carried the sperm cells to the ovule for fertilization. After 17th century, the maternal involvement in embryology became clear and several basic researches have been undergoing in the last three decades which contributed a lot to science in the area of pollination and fertilization. Commonly, pollen and stigma from distant species are not compatible while there is 30 to 50 % of flowering plant showed self incompatibility [19]. In a compatible pollen-pistil interaction, all steps from pollen capture and adhesion to the final entry of the pollen tube into the ovule and discharge of the pollen grain is complete, resulting in double fertilization to form zygote and endosperm. Self incompatibility occurs when pollen tube dies if at all germinates on stigma of the same plant while pollen of the same species from different plant can germinate and produce functional pollen tube on stigma [2]. The self pollen rejection response can occur at any stage between pollen contact to stigma and pollen tube growth in the stigma which results no ovule fertilization and embryo development. This phenomenon enabled todays flowering plant to exist successfully in different environment. Genetically, such self incompatibility is classified as gametophytic and sporophytic [7, 10, 11]. Gametophytic self incompatibility is common in binucleate pollen which is characteristics of wet stigma whereas sporophytic self incompatibility is the case of trinucleat pollen and it is characteristics of dry stigma [1]. Nonetheless, examples of exceptions for this correlation are grasses with dry stigma and three nuclei exhibiting gametophytic; hetromorphic self incompatibility in some species which is rare in occurrence arises due to two or three flower morphs exist in population. Among these three, gametophytic is more common although detail study at molecular level is yet to be made. It is agreed that the stigma type and micro-ecology are influential to the nature of stigma-pollen interaction rather than the type of self incompatibility [6]. It is also reported that gametophytic self incompatibility occur when incompatible pollen tube is in side of style whereas sporophytic occur m ost of the time before a pollen tube penetrate the stigma [6]. Again exception is due to poppy and grasses in which gametophytic and stigmatic inhibition of incompatible pollen occur. Stigma structure Stigma in general is classified as dry and wet type which is correlated with pollen structure. Species with dry stigma possess pollen having three nuclei while those with wet stigma are with two nuclei pollen [6]. The surface cell of wet type releases secretion with proteins, polysaccharides, lipids, and pigment while the dry stigma type is with intact surface cells covered by cell wall, a waxy cuticle, and a proteinaceous pellicle [3]. The secretion is primarily lipidic or aqueous and carbohydrate-rich. Both secretions contain a wide range of protein and found to be available on stigma in later development internal from the reservoirs and vesicular activity at the stigma epidermis. In dry stigma where there is no stigmatic secretion, initial adhesion of pollen to stigma depends on the pollen wall. Tryphine, lipid-rich pollen coating, is found to be important in adhesion to the dry stigma. Stigma-pollen specificity The fate of pollen grain on stigma depends on the type of stigma (wet or dry) on which pollen lands. The very first step of pollination, adhesion of pollen on stigma, occurs on wet stigma fully with out discrimination because the availability of liquid surface is the only requirement. The surface of such stigma is with carbohydrate and lipid rich secretions that hydrate pollen none selectively as a result of this, the incompatible pollen is prevented at later stage of development. However, adhesion of pollen to dry surface stigma type is species specific in the way that only pollen from specific species is allowed to adhere and get hydration. Pollen type unrecognized by stigma is not allowed to deplete the female tissue resource for further development. Self incompatible specificity determinants were identified both in pollen and stigma. To pollen side, the gene called SP11/SCR (S-LOCUS CYSTEINE-RICH) is responsible for specificity which is completely expressed during pollen developm ent and understood to encode cysteine-rich protein. The stigmatic s-locus linked molecule which is self incompatible determinant is called S-locus receptor Kinase (SRK) [18]. This female determinant of self incompatible is located in plasma membrane. Another determinant which does not directly affects specificity is S-locus glycoprotein. This soluble protein located in the cell wall only contributes to increase the strength of self incompatibility phenotype. This first step of pollination is divided in to Pollen capture, pollen stigma cross linking and pollen hydration. Pollen capture requires nothing than exine wall and it is free from lipids and proteins [21]. In the cross linking phase lipids, carbohydrates, and proteins from each side (stigma and pollen) mix to generate the adhesive forces. In the pollen hydration stage pollen receive the nutrients and liquid required to activate metabolism and initiate pollen tube elongation. In contrast to flowers with wet stigma where pollen grains are surrounded by stigmatic exudates flowing easily into pollen grains, fluid movement in dry stigma is not passive and usually depends on the conversion of pollen coat at the point of stigma contact. Hence, for successful pollen capture, diffusion of extracellular pollen coat along the stigma cells and then pollen hydration, pollen-stigma signaling is required. Pollen-stigma signaling Communication of plant cells are either molecules or physical (environmental) that one cell sensing on the neighboring cell may affected in different ways such as inhibiting the cells growth. There are different classes of molecules that are involved in signaling. These molecules are located either in the extracellular surface or within the underlying cell walls. The signal molecules can be ions or metabolites one cell supplies for another; can be hormones or they can be cell wall bound macromolecules. The source of these molecules is both from stigma and pollen grain. Pollen grains consists the inner layer cell wall called intine and the outer network cell wall called exine. The inner pollen cell wall is mainly cellulose while the outer pollen cell wall is rich in sporopollenin, a highly stable, mixed polymer containing long-chain fatty acids and phenolics [21]. Factors affecting adhesion of pollen to stigma is not known; however it was indicated that adhesion in Arabidopsis is exine dependant more than pollen coat [14, 15, 20]. Lipids, as medium of water up take in pollen hydration, is provided by the stigma and pollen coat. In some species where stigma exudate is mainly aqueous, the significance of lipids for pollen-stigma interaction is not determined but lipids are present in the pollen kit which still indicates the importance of lipids. In addition to lipid, glycine rich protein from pollen coat plays role in pollen hydration. Next to hydration is germination in which the pollen tube grows into the cell wall of the papillae toward the transmitting tissue. Germination is mainly regulated by Rop, a member of GTPase large family of hydrolase enzymes that can bind and hydrolyze guanosine triphosphate [10]. Research finding in Arabidopsis indicated that Rop1 over expression in wild type helps in pollen germination while rop1 mutant inhibits pollen germination [8]. Germination on the stigma means pollen tubes initiated in an Extra Cellular matrix (ECM) that is usually a combination of both pollen coat secretions and stigmatic exudates. In stigma type of Solanaceae, stigmatic lipids are found to be essential for pollen tube growth toward the style by creating a gradient of water. In other stigma type like that of lily, pollen tubes must be guided in the style. It was indicated that peptide stigmatic secretion of lily is involved in pollen tube guidance in the style [10]. Fertilization next to pollination is achieved after the tight control mechanisms operation that restricts mating of inter and intra species. As described above, fertilization in flowering plants needs to be in a well cellular coordination so that the sperm cells which are devoid of flagella go through flower tissues towards the ovules. The internal signaling networks regulating pollen tube growth and development in flowering plants is highly conserved. However, no pollen-stigma signaling pathway reported so far that is common between species with wet and dry stigmas. Even with in these two broad divisions, there appeared to be differences in the ways that pollen and stigma interact to create compatibility. However, regardless of the type of stigma, pollen-stigma interactions in general requires lipid at the pollen-stigma interface, water as initial directional cue for pollen tube growth , and small cysteine-rich proteins are involved. Molecular basis of self incompatibility As described above self incompatibility is the means of preventing inbreeding and a tool for species diversity. Self-incompatibility is genetically controlled which depends on a number of complex cellular interactions between the self-incompatible pollen and stigma. The way Self-incompatibility works in rejecting self incompatible pollen varies greatly from species to species. The self-incompatibility system in some plants is morphological in which flowering plants produce distinct flowers in such a way that the positions of the reproductive organs within a flower create an extra barrier in addition to the existing barrier within species [2]. In some species, the system is caused by the phenotype of the pollen not morphological character of the flower. The self incompatibility in flowers of the same morphological character is genetically controlled by S-locus and as mentioned earlier, classified as gametophytic and sporophytic. In the gametophytic systems, the self-incompatibility phenotype of the pollen is determined by is determined by its own haploid genotype where the developing pollen synthesizes its own pollen S product, whereas in sporophytic self-incompatibility systems, the self-incompatible behavior of the pollen is determined by the parental genotype. Brassicaceae from mustard family is an example of Sporophytic type of self incompatibility. The important gene product called serinethreonine kinase (SRK) interact with peptid ligand cysteine-rich protein (SCR) which creates signals that lead to rejection of self pollen [10]. Molecular mechanisms are unknown but it was indicated that ARC1, a novel U-box protein that binds to the SRK kinase domain, found to be effector for SRK [16, 17]. It was indicated that a component of hetro-oligomeric protien complex, Exo70A1, interacts with ARC1 which determines the fate of pollen up on arrival on stigma. In transgenic Brassica and Arabidopsis thaliana, the loss of Exo70A1 resulted rejection of pollen by stigma which were compatible in non transgenic [13]. Gametophytic self incompatibility is widespread system of self incompatibility. The system in Papaveraceae (poppy family) is and the Solanaceae (tobacco family) are examples of gametophytic self incompatibility. In poppy, small S-proteins secr eted by the stigma interact with the S-gene product in the pollen tube, causing the capture of incompatible pollen. Growing pollen tubes are known to have high concentration of Ca+2. This concentration is rapidly decreased in self incompatible pollen indicating the origin the first arrest of pollen tube [4]. The self incompatibility in Solanaceae is that the protein from S-gene is ribonucleases inhibitor that recognizes and inhibits S- ribonucleases in incompatible pollen. Conclusion For successful pollination and fertilization, pollen grain should travels all the way to ovule in which pistil acts as both facilitator and barrier. It facilitates by providing guidance and nutrients but it also creates barrier that rejects incompatible pollen. This biological function is highly regulated involving several gene products. Flowering plants are the most successful on earth in terms of the number of species and level of diversity of forms and ecological niches. Due to the fact that compatibility and self incompatibility system is the base for genetic variability and species boundary maintenance, studies in advanced level need to be continued. Studies at molecular level that address determinants of pollination and fertilization will contributor in understanding the basis of species barriers that maintain the enormous diversity seen in flowering plants.

Investigate the Effect of pH on Immobilised Yeast Cells on the Breakdown of Hydrogen Peroxide :: GCSE Chemistry Coursework Investigation

Investigate the Effect of pH on Immobilised Yeast Cells on the Breakdown of Hydrogen Peroxide Safety: ======= * Extreme alkaline and acids are used so must wear gloves, goggles and apron. * Be very careful not to make contact with any of the chemicals, as they will be irritable and some corrosive to the skin and eyes. * There must be no running and any other normal laboratory rules should be followed as usual. * Hydrogen peroxide is corrosive and so should not be touched. * A lab technician should immediately wash up spillages. * Always be careful of the glass instruments as these could break. Background knowledge: In my experiment I will be measuring the amount of oxygen given of in a gas syringe over a certain time period from different pH levels. Hydrogen Peroxide is a chemical compound, H2O2, a colourless, syrupy liquid that is a strong oxidizing agent and an in water solution a weak acid. It is miscible with cold water and is soluble in alcohol and ether. Although pure hydrogen peroxide is fairly stable, it decomposes into water and oxygen when heated above about 80Â °C; it also decomposes in the presence of numerous catalysts e.g. most metals, acids. The properties and factors that effect breakdown of Hydrogen Peroxide are important in this investigation. The reaction of Hydrogen Peroxide forms water and oxygen, which is shown in the equation below. 2H2O2 2H2O + O2 On it’s own this reaction is very slow and normally a catalyst is needed to speed up the reaction. A catalyst is used to speed up reactions without it getting used up. So a biological catalyst such as an enzyme is used to speed up the process in the equation above. In my experiment I am going to do I am using dried yeast, which contains a suitable enzyme ‘catalase’. So therefore I am using the catalase in the yeast to speed up the reaction, the products being produced and the overall results. To explain why enzymes speed up reactions it is based on the collision theory. The enzyme’s, which are immobilised in the yeast-based beads, will give many active sites for the substrate (Hydrogen Peroxide) to bind (‘lock’) with. This will increase the collisions and therefore the rate of reaction. Immobilised enzymes can be washed and re-used. The beads are all relatively the same size so that there is less chance of error on the investigation. Immobilised enzymes are also more stable in extremes of temperature and pH, which it will need for my experiment. A buffer solution is one, which resists changes in pH when small Investigate the Effect of pH on Immobilised Yeast Cells on the Breakdown of Hydrogen Peroxide :: GCSE Chemistry Coursework Investigation Investigate the Effect of pH on Immobilised Yeast Cells on the Breakdown of Hydrogen Peroxide Safety: ======= * Extreme alkaline and acids are used so must wear gloves, goggles and apron. * Be very careful not to make contact with any of the chemicals, as they will be irritable and some corrosive to the skin and eyes. * There must be no running and any other normal laboratory rules should be followed as usual. * Hydrogen peroxide is corrosive and so should not be touched. * A lab technician should immediately wash up spillages. * Always be careful of the glass instruments as these could break. Background knowledge: In my experiment I will be measuring the amount of oxygen given of in a gas syringe over a certain time period from different pH levels. Hydrogen Peroxide is a chemical compound, H2O2, a colourless, syrupy liquid that is a strong oxidizing agent and an in water solution a weak acid. It is miscible with cold water and is soluble in alcohol and ether. Although pure hydrogen peroxide is fairly stable, it decomposes into water and oxygen when heated above about 80Â °C; it also decomposes in the presence of numerous catalysts e.g. most metals, acids. The properties and factors that effect breakdown of Hydrogen Peroxide are important in this investigation. The reaction of Hydrogen Peroxide forms water and oxygen, which is shown in the equation below. 2H2O2 2H2O + O2 On it’s own this reaction is very slow and normally a catalyst is needed to speed up the reaction. A catalyst is used to speed up reactions without it getting used up. So a biological catalyst such as an enzyme is used to speed up the process in the equation above. In my experiment I am going to do I am using dried yeast, which contains a suitable enzyme ‘catalase’. So therefore I am using the catalase in the yeast to speed up the reaction, the products being produced and the overall results. To explain why enzymes speed up reactions it is based on the collision theory. The enzyme’s, which are immobilised in the yeast-based beads, will give many active sites for the substrate (Hydrogen Peroxide) to bind (‘lock’) with. This will increase the collisions and therefore the rate of reaction. Immobilised enzymes can be washed and re-used. The beads are all relatively the same size so that there is less chance of error on the investigation. Immobilised enzymes are also more stable in extremes of temperature and pH, which it will need for my experiment. A buffer solution is one, which resists changes in pH when small

Gewirth and Nagel :: Alan Gewirth Thomas Nagel Rights Essays

Gewirth and Nagel One difference between Alan Gewirth’s defense of absolutism and that offered by Thomas Nagel is that Nagel concedes that it can be wrong to fail to violate absolute prohibitions (or absolute rights) in order to prevent catastrophic consequences whereas Gewirth does not. Explain what you regard as the most important advantages and disadvantages of each author’s position. Which one has the more compelling defense of absolutism? Rights delineate a space around individuals that must be respected. The study of rights is a struggle to understand how rights may be prioritized, and in what cases the interests of someone may overcome the rights of another. Gewirth and Nagel are both asking whether there are rights which may not be overridden, even in the case where it seems that overriding them would serve some greater common good. They call these rights ‘absolute.’ Gewirth is attempting to show that there are such rights, and that respecting them does not conflict with the rights of others. Nagel, on the other hand, believes that some situations require the violation of the rights of one or another, and argues that absolutism can provide important criteria attempts for determining how to evaluate claims in such events. Gewirth’s conclusion rests upon a strict delineation of responsibility, so that a responsible actor can always be identified for a violation of rights, and other actors can always avoid violating another’s absolute right. This formulation appears to be too strong. It is also limited in that it requires the identification of an actor; there are situations in which it offers us no help in evaluating right action. But, while Gewirth’s formulation is problematic in practice, it is powerful in that it offers a coherent, consistent defense of absolute rights. Nagel is not interested in justifying absolute rights, but in articulating actions that are prohibited. His belief is that the world is an imperfect place; that fear and human cruelty will always present difficult moral situations, and that therefore, establishing criteria to deal with these less than ideal situations is essential. He also argues, unlike Gewirth, that one can be confronted with two choices, both of whose outcomes are bad, and for both of which one bears responsibility. Thus, he asks, when both respecting and violating an absolute right are wrong, what is the morally right thing to do?

Health Promotions and Disease Prevention Paper Essay

Elder Mistreatment Elder mistreatment is a widespread problem in our society that is often under-recognized by health care professionals. As a result of growing public outcry over the past 20 years, all states now have abuse laws that are specific to older adults; most states have mandated reporting by all health care professionals. The term â€Å"mistreatment† includes physical abuse and neglect, psychological abuse, financial exploitation and violation of rights. Poor health, physical or cognitive impairment, alcohol abuse and a history of domestic violence are some of the risk factors for elder mistreatment. Diagnosis of elder mistreatment depends on acquiring a detailed history from the patient and the caregiver. It also involves performing a comprehensive physical examination. Only through awareness, a healthy suspicion and the performing of certain procedures are physicians able to detect elder mistreatment. Once it is suspected, elder mistreatment should be reported to adult protective se rvices (HHS fact sheet, 2005). It is estimated that over 2 million older adults are mistreated each year in the United States. Elder mistreatment first gained attention as a medical and social problem about 20 years ago, when the term â€Å"granny battering† first appeared in a British medical journal. Since that time, elder mistreatment has become a matter of concern not only in the United States, but throughout the world. This heightened awareness has followed a growing awareness of child and spousal abuse. Nevertheless, because of differing definitions, poor detection and under-reporting, the extent of elder mistreatment is unknown. These same factors make the collection of data difficult and its accuracy questionable. Published studies estimate that the prevalence of elder mistreatment ranges from 1 to 5 percent (Healthy people, 2010). Most health care professionals are reluctant to address domestic violence. However, physicians are in an ideal position to detect and manage mistreatment, as they may be the only person outside the family/caregiver role who regularly sees the older adult. In addition, the  physician is the most likely person to order the testing, hospital admissions and support services that are sometimes needed to correct elder mistreatment. This paper will discuss the clinical, ethical and legal issues regarding elder mistreatment. The various forms of elder mistreatment are defined, including ways to identify patient and caregiver risk factors, and history and physical findings that suggest a diagnosis of elder mistreatment. Finally, a systematic approach to patient evaluation, documentation and reporting of suspected cases will be reviewed. Reasons elder abuse may be missed or not reported by health care professionals include unfavorable attitude toward older adults (ageism), little information in medical literature about elder mistreatment, reluctance to attribute signs of mistreatment (disbelief),isolation of victims (patient not seen often by physicians/health care providers), subtle presentation (i.e., poor hygiene or dehydration), reluctance/fear of confronting the offender, reluctance to report mistreatment that is only suspected, mistreated person requests that abuse not be reported (patient/physician privilege), lack of knowledge about proper reporting procedure, fear of jeopardizing relationship with hospital or nursing facility Types of elder abuse Physical Abuse- occurs when a person is touched in an inappropriate way, such as hitting, punching, kicking, slapping, and pushing. Physical abuse often leaves marks on the person’s body: bite marks, bruises, welts, and burn marks. Marks are often left on arms, wrists, face, neck, and abdomen area; Emotional/Psychological Abuse- occurs when a person is demeaning to another person. A person may treat the elder like a child or call them names. An elder may seem unusually depressed or may talk bad about themselves; Sexual abuse- among an elder occurs when sexual contact is made without consent. It also occurs when an elder is incapable of making such a decision, and is rape; Financial abuse- occurs when a person or persons take advantage of an elderly person financially. This includes stealing money, lying about how much the elder needs for certain care, or cashing the elder’s checks without permission; Neglect/Abandonment- occurs when the elder is not being properly cared for, such as not being fed, bathed, and properly medicated. This is also when the elder is being ignored. The care  giver refuses to give care to the individual (Physical abuse of the elderly, 2005). Elder Mistreatment: Definitions and Classifications In an effort to increase physicians’ awareness, facilitate accurate detection and promote further research, the American Medical Association published a position paper on elder mistreatment in 1987. This paper proposed a standard definition: â€Å"‘Abuse’ shall mean an act or omission which results in harm or threatened harm to the health or welfare of an elderly person. Abuse includes intentional infliction of physical or mental injury; sexual abuse; or withholding of necessary food, clothing, and medical care to meet the physical and mental needs of an elderly person by one having the care, custody or responsibility of an elderly person† (HHS fact sheet, 2005). Elder mistreatment may take many forms. Types of elder mistreatment are often classified as physical abuse and neglect, psychological abuse, financial exploitation and violation of rights. A major obstacle to prevention of and intervention for elder mistreatment is a lack of awareness on the part o f physicians and other health care professionals (LA4Seniors, 2005). Risk Factors and Prevention Cognitive impairment and the need for assistance with activities of daily living are important risk factors for elder mistreatment. Caregiver burnout and frustration can lead to elder mistreatment. Substance abuse by the caregiver or the patient, especially abuse of alcohol, significantly increases the risk of physical violence and neglect. Psychological and character pathology in the caregiver and patient are also major risk factors. Prevention of elder mistreatment is difficult and depends as much on the social support network as on the medical network. Preventing elder mistreatment involves identifying high-risk patients and caregivers, and attempting to address the underlying issues. Screening patients and caregivers before placement can be helpful, when it is feasible. Helping patients obtain county or state assistance can also help reduce some high-risk situations. Risk Factors for Elder Mistreatment Older age, lack of access to resources, low income, social isolation, minority status, low level of education, functional debility, substance  abuse by caregiver or by elderly person, psychological disorders and character pathology, previous history of family violence, caregiver burnout and frustration, and Cognitive impairment. History- Recognizing mistreatment is often difficult. The older adult may be unable to provide information because of cognitive impairment. The history is sometimes difficult to obtain from the victim, for fear of retaliation by the abuser. This retaliation can come in the form of physical punishment or threats of violence and abandonment. Older adults are often fearful of being placed in a nursing facility, and some may prefer to be abused in their own home rather than be moved to such a facility (LA4Seniors, 2005). The mistreated older adult often presents with somatic complaints. Physicians should ask older patients about rough handling, confinement and verbal or emotional abuse. Subtle or confusing complaints may actually be indicative of mistreatment. It is important to recognize that abuse and neglect are most often discovered during routine visits at the physician’s office or in the long term care facility. Generally, the patient should be interviewed without the caregiver(s) present. Cognitive impairment may limit the ability to obtain an accurate history. It is important to ask general questions about conditions in the home or nursing facility. The physician should try to obtain an accurate view of the patient’s daily life, including meals, medication, shopping and social outlets (HHS fact sheet, 2005). It is also important to ask the patient about the nature and quality of the relationship with the caregiver. It may be helpful to ask questions such as, â€Å"How do you and the caregiver get along?† and â€Å"Is the caregiver taking good care of you?† It is critical to assess the patient’s mental status for indicators of depression or alcohol and substance abuse. A discussion of the patientâ €™s financial situation may be appropriate. If issues of mistreatment are raised, the caregiver should be interviewed as well. The physician must be careful not to over interpret or to make suggestive comments, especially when the patient is cognitively impaired. Essential Features of the History in the Assessment of Mistreated Elders Medical problems/diagnoses, detailed description of home environment (adequacy of food, shelter, supplies), accurate description of events related to injury or trauma (instances of rough handling, confinement, verbal or emotional abuse), history of prior violence, description of prior injuries and events  surrounding them, description of berating, threats or emotional abuse, improper care of medical problems, untreated injuries, poor hygiene, prolonged period before presenting for medical attention, depression or other mental illness, extent of confusion or dementia, drug or alcohol abuse, quality/nature of relationships with caregivers. Physical Examination and Laboratory Tests The physical examination is often used as legal evidence of mistreatment. Laboratory and imaging studies should be performed to confirm any suspicious findings in the history and physical examination. The presence of dehydration and malnutrition can be established with simple laboratory tests such as a complete blood count and measurement of blood urea nitrogen, creatinine, protein and albumin levels. Radiographic studies provide evidence of old and new fractures. Unfortunately, proving that a fracture was caused by abuse can be difficult (HHS fact sheet, 2005). Role of advance nurse and nursing intervention strategies- The nurses can play a vital role as a case finder, manager, advocate, educator, researcher and caregiver to physically abused elderly and family or caregiver in a given community. Inform the decision makers about the magnitude, trends and characteristics of violent deaths; and, evaluate and continue to improve by educating the patient and the care giver, and if is necessary reporting the abuser to the authorities. Nurses should involve the case managers and the social workers, document all the findings accurately and report the mistreatment case as soon as possible. Documentation Documentation of all findings may be entered as evidence in criminal trials or in guardianship hearings. Documentation must be complete, thorough and legible. Such circumstances dictate that there is a â€Å"chain of evidence.† This need mandates a careful collection of physical evidence, which is critical in cases of suspected sexual or physical abuse. Laboratory data and, when possible, photographs should be used for verification of written documentation. Management Management of elder mistreatment first involves discussing the situation with the patient, if feasible. The patient should be allowed to play a role  in the ultimate resolution, if he or she is able to do so. First, the competency of the patient should be determined. Local and state social services have different methods of addressing mistreatment. Social workers from hospitals, clinics or long term care facilities are valuable resources and should be able to assist with these services. Multidisciplinary teams can be very effective. These teams typically include geriatricians, social workers, case management nurses and representatives from legal, financial and adult protective services. Multidisciplinary teams are often more effective in problem-solving and provide a forum for discussion with participants involved in the older adult’s care. Senior advocacy volunteer groups are also helpful. A senior advocate can provide information to the abused person and enable access to resources from community programs and social services. Basic Features of the Physical Examination Head- Traumatic alopecia or other evidence of direct physical violence; poor oral hygiene; Skin- Hematomas, welts, bite marks, burns, decubitus ulcers; Musculoskeletal- fractures or signs of previous fractures; Neurological- cognitive impairment that is a risk factor for mistreatment and influences management decisions regarding competency; Genito rectal- poor hygiene, inguinal rash, impaction of feces; General- weight loss, dehydration, poor hygiene, unkempt appearance (LA4Seniors, 2005). Reporting All health care providers (physicians, nurses, social workers, etc.) and administrators are mandated by law to report suspected elder mistreatment. The laws differ from state to state; physicians should determine the specific requirements in their states. Any other person may also report suspected abuse and neglect. All reporters are immune from civil liability if they act in good faith and without malice. They are also protected from termination of employment. Health care providers can be found to be negligent if they fail to report the suspected mistreatment. Penalties can include fines, imprisonment or loss of licensure. Reports of suspected elder mistreatment should be given to the state or county division of adult protective services. In the absence of such services, the reporter should contact the county extension office or the state’s office of child and  family services. In addition, any Area Agency on Aging would be able to provide assistance in reporting suspected mistreatment. The National Domestic Violence Hotline (telephone: 800-799-SAFE) or the Older Women’s League (telephone: 800-825-3695) could also help. Contacting the police is always an option, especially in an urgent situation (HHS fact sheet, 2005). In the event that the older adult is a resident of a long term care facility, a separate mechanism often exists for investigating suspected mistreatment through the state agency that surveys these facilities. Identifying the appropriate avenue for investigation can be done through the available adult protective service agency or the state department of child and family services (Elder Abuse, 2005). Once suspected mistreatment has been reported, the responsible agency will assign a social worker to investigate the case. The social worker will provide an accurate description of the home or nursing-facility environment. After assessment, the social worker may provide insight into some possible solutions to the problem and information about available resources. Unlike cases of child abuse, if the older adult is competent to make decisions, he or she may refuse intervention. If the older adult is not competent to make decisions, a guardian can be appointed by the state. The guardian can then direct care as needed until the problem is satisfactorily resolved. Injury Prevention- In healthy people there is no precise data specific for elder abuse, but these are related data from that site. The target rate for physical assault by intimate partner is 3.3 physical assaults per 1,000, and the baseline is 4.4 physical assaults per 1,000. The target rate for annual rate of rape is 0.7 rapes or attempted rapes per 1,000 persons, and the base line is 0.8 rapes or attempted rapes per 1,000 (Health people, 2010). Objectives from Healthy People 2010 Reduce injuries, disabilities, and deaths due to injuries and violence, and educating the primary care givers about the signs and symptoms of abuse or mistreatment, and educating them about alternative coping mechanisms. Several themes become evident when examining reports on injury prevention and control, including acute care, treatment, and rehabilitation. First, injury comprises a group of complex problems involving many different sectors of society. No single force working alone can accomplish everything  needed to reduce the number of injuries. Improved outcomes require the combined efforts of many fields, including health, education, law, and safety sciences. Second, many of the factors that cause injuries are closely associated with violent and abusive behavior (Health people, 2010). Violence and Abuse Prevention Violence in the United States is pervasive and can change quality of life. Reports of children killing children in schools are shocking and cause parents to worry about the safety of their children at school, and if the problem is untreated the aggression later on will turn on the parents or older adults. Reports of gang violence make people fearful for their safety. Although suicide rates began decreasing in the mid-1990s, prior increases among youth aged 10 to 19 years and adults aged 65 years and older have raised concerns about the vulnerability of these population groups. Intimate partner violence and sexual assault threaten people in all walks of life (Elder Abuse, 2005). Violence claims the lives of many of the Nation’s young persons and threatens the health and well-being of many persons of all ages in the United States. On an average day in America, 53 people die from homicide, and a minimum of 18,000 persons survive interpersonal assaults, and as many as 3,000 persons attempt suicide (Elder Abuse, 2005). Elderly, females, and children continue to be targets of both physical and sexual assaults, which are frequently perpetrated by individuals they know. Examples of general issues that impede the public health response to progress in this area include the lack of comparable data sources, lack of standardized definitions and definitional issues, lack of resources to establish adequately consistent tracking systems, and lack of resources to fund promising prevention programs. Disparities Adults aged 65 years and older are at increased risk of death from fire because they are more vulnerable to smoke inhalation and burns and are less likely to recover. Sense impairment (such as blindness or hearing loss) may prevent older adults from noticing a fire, and mobility impairment may prevent them from escaping its consequences. Older adults also are less likely to have learned fire safety behavior and prevention information,  because they grew up at a time when little fire safety was taught in schools, and most current educational programs target children (Healthy people, 2010). Opportunities To reduce the number and severity of injuries, prevention activities must focus on the type of injury—drowning, fall, fire or burn, firearm, or motor vehicle. Understanding injuries allows for development and implementation of effective prevention interventions. Some interventions can reduce injuries from violence-related episodes. For instance, efforts to promote awareness in society can help reduce the risk of assault, intentional self-inflicted and elder neglect and abuse. Higher taxes on alcoholic beverages are associated with lower death rates for some categories of violent crime, including mistreatment, abuse, and rape (Healthy people, 2010). Healthy People Objectives This organization encourages the Individuals, groups, and other organizations to use this framework and integrate it into their current programs, events, publications, and meetings, schools, colleges, and civic organizations to undertake activities in order to further the health of all members of their community. It is a national initiative that aims to improve the health of all Americans and eliminate disparities in health. Reducing the prevalence and overall number of people who suffer from different variety of diseases, and increase concerns for the nation’s elderly, and to reduce the overall rate of elder abuse, prevent its associated health problems, and educating the care givers and enhancing their coping mechanisms and alternative modalities to deal with the related stress. Health care providers can encourage their patients to pursue healthier lifestyles and to participate in community-based programs. By following the national objectives, individuals and organizations c an build an agenda for community health improvement and can monitor results over time. Healthy People objectives have been specified by Congress as the measure for assessing the progress of the Indian Health Care Improvement Act, the Maternal and Child Health Block Grant, and the Preventive Health and Health  Services Block Grant. Healthy People objectives have been used in performance measurement activities (Healthy people, 2010). Many objectives focus on interventions designed to reduce or eliminate illness, disability, and premature death among individuals and communities, and to educate the care giver regarding recognizing elder abuse, and prevention modalities; others focus on broader issues, such as improving access to quality health care, strengthening public health services, and improving the availability and dissemination of health-related information. Each objective has a target for specific improvements to be achieved by the year 2010. Together, these objectives reflect the depth of scientific knowledge as well as the breadth of diversity in the Nation’s communities. More importantly, they are designed to help the Nation achieve Healthy People 2010’s two overarching goals and realize the vision of healthy people living in healthy communities (Healthy people, 2010). Interim Progress toward Year 2000 Objectives Numerous objectives addressed injury prevention in Healthy People 2010. Twenty-six objectives were specific for unintentional injuries, and 19 objectives were specific for violence prevention. By the end of the decade, targets had been met for 11 objectives. Unintentional injury objectives showing achievement were unintentional injury hospitalizations, residential fire deaths, nonfatal head injuries, spinal cord injuries, nonfatal homicide poisonings, and pedestrian deaths. Violence prevention objectives that met their targets were, suicide, weapon carrying by adolescents, conflict resolution in schools, and child death review systems. REFERENCES Elder Abuse and Neglect Statistics (2005). In search of solutions. Retrieved on 8/20/05 from http://www.apa.org/pi/aging/eldabuse.html Healthy people 2010(2005). Retrieved on 8/20/05 from http://www.healthypeople.gov LA4Seniors (2005). A public service website for seniors and their families. Retrieved on 8/20/05 from www.la4seniors.com/elder abuse.htm National center on elder abuse (2005). Retrieved on 8/20/05 from http://www.elderabusecenter.org HHS fact sheet (2005). US department of health and human services. Retrieved on 8/20/05 from www.hhs.gov/news/press/2000pres/20000503b.html Physical abuse of the elderly (2005). Physical abuse of the elderly: signs, descriptions, and what you can do about it. Retrieved on 8/21/05 from http://de.essortment.com/physicalabusee_rfjb.htm