Management: Organizational Behavior Study Guide

MGT 341 Exam II Study Guide 1. Force (Article and Book) a. Which means of Power †â€Å"The capacity to impact different results: or The capacity to â€Å"make things happen† or â€Å"get things done† I. People/Groups are attempted to have power dependent on the accompanying variables: * Ability to adapt to Uncertainty * Substitutability †the lower the substitutability the more noteworthy the force. * Organizational Centrality †the more focal an individual/bunch is to an association; the more noteworthy the force. Job and Task Interdependence †if the exercises of an individual/bunch rely upon the exercises of someone else/gathering - > the last is considered to have more prominent control or force. b. Relationship of Power to Authority †Power and Authority are firmly identified with the idea of initiative. ii. Authority †Situations in which an individual/bunch has been officially conceded an administration position. iii. Real Power †once in the past endorsed by association (Contractual) or casually upheld by singular/gathering (Consensual). iv.Executive/Managerial Power †coordinated towards making and keeping up a functioning association †perfect of changing the association to it’s most noteworthy potential. c. Selected versus Developing Leaders (Formal versus Casual) d. Kinds of Power: Yellow = Position Power Red = Personal Power Positional Power †Organization * Appointed pioneers/formal force †**Most Common Form of Power** * Easily constrained by the association. * Attributed to the Position as opposed to the person. * Appointed from upper level administration. 1.Reward Power †The degree to which an individual controls compensates someone else values (Can give individuals things they need; fulfill needs). 2. Genuine Power †Power conceded by righteousness of one’s position. 3. Coercive Power †The degree to which an individual can rebuff or truly/mentally hurt a nother person (do awful things to an individual). Individual Power †Personal/Individual †Emergent (I. e. as the individual becomes accustomed to the earth they may â€Å"emerge† expertly or when there is a gathering that doesn't have a clear head figure, one will â€Å"emerge† normally. Credited to the Individual instead of the association. * Not effortlessly impacted by the association. * Influence is â€Å"earned† or increased subsequent to â€Å"proving ones self. † Expert Power †The degree to which an individual controls remunerates someone else values. (Can give individuals things they need; fulfill needs). 1. Referent Power †Exists when one individual needs to resemble another person r mimics another person. (in view of esteem and regard). e. Situational Variables that can give power. v. Capacity to adapt to vulnerability vi.Substitutability †The degree to which another person in the association can â€Å"Substitute† for another person. (The lower the substitutability the more noteworthy the force). vii. Authoritative Centrality †the more focal an individual is to the assignment or procedures of the association, the more prominent the force. viii. Job and Take Interdependence †If the exercises of an individual or gathering are subject to that of someone else/bunch > the last has the force. f. Initiative Motive Syndrome †The requirement for power must be more noteworthy than the requirement for affiliation.Must avoid being seen as Impulsive, Coercive, or Manipulative. g. Acknowledgment Theory †chief's position is gotten from subordinates' acknowledgment, rather than the various leveled power structure of the association h. Force Gap †Difference between formal positional force allowed and the genuine force required to achieve objectives. ix. The most effective method to â€Å"Fill the Gap† > * Acquiring Information and Ideas * Assess Who has Power * Good Relat ionships * Interpersonal Skills * Networks (power building apparatus) * Create Valued Agendas Image and Track Record 2. Administration: I. Quality Approaches: x. Concentrate â€Early moves toward concentrated on those individual qualities and characteristics physical, mental, and social. The exploration is regularly named the â€Å"Great Person† hypothesis of administration (it was accepted pioneers were not quite the same as normal individuals dependent on character and physical attributes) â€Å"leaders are conceived, not made†. 5 individual qualities appeared to be identified with compelling authority: insight, predominance, fearlessness, elevated levels of vitality and movement, and errand significant information. I. Issues †Relationship between these attributes and proof of successful administration isn't especially solid. On account of every trademark, there have been huge examinations that have either not indicated any relationship with compelling authori ty or found a negative relationship. Consequently, gives an inadequate image of initiative xii. Reappearance of Interest †reappeared as a promising exploration territory, particularly as far as looking at explicit attributes identified with the viability/accomplishment in various authoritative settings.Studies from the 80’s and 90’s recommend there are various characteristics that do add to powerful administration: Drive, initiative inspiration, genuineness and trustworthiness, fearlessness, reverberation, subjective capacity and information on the business. Alone, these don't ensure initiative achievement, yet they can help for progress. xiii. Key Dimensions for â€Å"Magic† or Charismatic Leadership †3 key measurements are imagining, invigorating and empowering. â€Å"Natural Leaders†, empower motivate, imagining make and impart picture, empowering empower others * Linking to Results †Finding the right quality that gives you positive resu lts.The results ought to be adjusted, key, enduring, and sacrificial. This connection among qualities and results enhances our comprehension of the connection between pioneer attributes and initiative adequacy j. Social Approaches: Focused on the different personal conduct standards or styles utilized by various pioneers and the capacities satisfied by these people. xiv. Vote based †Leading through gathering information and dynamic. xv. Dictatorial †Leading by order xvi. Free enterprise Leading through negligible investment by the pioneer and recompense of absolute gathering opportunity xvii. College of Michigan Studies †Research into conduct parts of authority. Were worried about two diverse pioneer directions: one toward representatives and the other toward creation. The outcomes proposed that a solid direction to creation took after the absolutist initiative style, while a solid worker direction was characteristic of the equitable authority style. xviii. *Ohio Stat e Studies †Similar to Michigan examines. Two fundamental variables determined: starting structure and thought for others.See pages 214-215 xix. *Managerial Grid > Concern for individuals and creation, utilizes 5 areas on framework, need administrators to be a 9,9. Most well known Concern for People Concern for People Concern for Results (1,1) = LCP and LCR, (1,9) = HFP and LCR, (9,9) = HCP and HCR, (9,1) = HCR and LCP. 1,9| | 9,9| | 5,5| | 1,1| | 9,1| * Based on a â€Å"Concern for People† and â€Å" Concern for Production† * Includes Motivation xx. Likert’s Linking Pin and System 4 thoughts Likert found that the Traditional View of the executives (close oversight/high structure) just PARTLY clarified the jobs of supervisors. * Believed that administrators are individuals from (2) distinctive workgroups 1. Individual is liable FOR. > Subordinates 2. Individual is mindful TO (Traditional View of Supervision). > Leaders * Power originates from the ca pacity to portion power Upward and Lateral (Peer Managers) * (2) Elements must be taken a gander at: I. Undertaking Component ii. Human Component * Approach comprises of Integrated Workgroups. * Managers are individuals from various Workgroups. xi. Framework 4-(participative)- directors trust their subordinates and objective setting and dynamic are cooperative exercises. k. Possibility Approaches †This viewpoint recommends that there is no â€Å"one best way† to lead in all circumstances; rather, the best style of initiative is unexpected or subject to the circumstance. Possibility speculations consolidate the quality methodology and the social/practical hypotheses to propose the best chiefs are those people who can adjust their styles to the requests of a circumstance, gathering, or qualities xxii.Situational Leadership †(Life-Cycle Theory of Leadership) pg 225 xxiii. Way Goal Model †The pioneer influences subordinates’ execution by explaining the pract ices (ways) that will prompt wanted prizes (objectives). Sorts of pioneer practices: mandate, strong, participative, accomplishment arranged. Situational factor which impact how pioneer conduct identifies with subordinate fulfillment: individual qualities of the subordinates, attributes of condition. xxiv.Vroom-Yetton Leadership-Participation Model †pg 227 xxv. Official Coaching †Private gathering to talk about and deal with individual learning and improvement issues. Criticism instructing (advisor)- giving input and helping individual in building up an activity intend to address need or issues that are watched (360 input; 1-6 months, not very serious) top to bottom training (guide)- closer, personal connection, different appraisals and conversation widely used to create relational abilities, and so forth 6-12 months+) Content instructing (mentor)- give pioneer information and aptitudes for explicit zone (IT, acquisitions, globalization, and so on. ; time changes, however moderately short) l. 4. Substitutes for Leadership †Leadership substitutes: individual, task, and hierarchical qualities that will in general exceed the leader’s capacity to influence subordinates fulfillments and execution. Authority neutralizers: facto

Narrative (fiction) texts Essay

Youngsters should have the option to recognize account writings from interpretive ones. For a youngster to be acquainted with each sort of content intends to have sound communicational, scientific, perusing, and composing aptitudes. DQ 14 It is important that youngsters can recognize explanatory writings from account works of composing. By and large, there are a few highlights which make account and explanatory writings unique in relation to one another. Story (fiction) writings are loaded up with various tactile subtleties. Individual experience is certifiably not an uncommon subject of fiction stories. Fiction scholarly works are normally told from a first person’s see. In numerous examples, the creator of a fiction story will allude to individual understanding of occasions and marvels by utilizing â€Å"I† or â€Å"we† pronouns. Informative (true to life) writings are essentially planned for advising, clarifying, or convincing the peruser. Explanatory writings are not hued with feelings, being composed from a non-individual (frequently impartially objective) perspective, and conveying no tactile subtleties. Explanatory writings are never written in the main individual (Vacca, 1999). Kids ought to have the option to separate interpretive writings from account artistic works. Kids need these aptitudes to peruse and decipher writings, to have the option to look and investigate the necessary data, to pick a right composing style as indicated by the particular composing needs and conditions (Vacca, 1999). The procedure of training requires utilizing either explanatory or account data as the wellspring of information on different educational program subjects. To comprehend the importance of a word, to speak with crowds, to procure new data, and to utilize this data to accomplish individual objectives, kids need to have sound information on what a fiction, and what a genuine book is. The five instances of fiction books: Louis Ehlert’s Red Leaf, Yellow Leaf; Mary Hoffman’s Amazing Grace; Jerry Stanley’s Children on the Dust Bowl; Harriette Gillem Robinet’s Children of the Fire; Marya Dasef’s Tales of a Texas Boy. The five instances of true to life books: DK Publishing’s Children’s History of the twentieth century; Delia Ray’s A Nation Torn: The Story of How the Civil War Began; Anne Millard’s Pyramids; Aliki’s Communication; Russell Freedman’s Children of the Wild West. References Vacca, R. T. (1999). Content territory perusing: Literacy and learning over the educational program. New York: Longman.

Literary Journal Concepts Youre Free To Steal And Make A Reality

Literary Journal Concepts Youre Free To Steal And Make A Reality In perhaps my most Guy In Your MFA opening line ever: Me and another guy in my MFA program have made a pastime of coming up with fake names and concepts for literary journals. Please feel free to make any of these ideas a reality, but do be so kind as to give me some type of honorary title on your masthead. A free copy would also be cool. Anyway, here are a few of the better ones: ZYZZYZA (or simply, ZA) Due to naming similarities, ZAs main competition would probably be ZYZZYVA. A journal of contemporary poetry, fiction, and creative nonfiction, each issue of ZA is delivered to readers printed in its entirety on a pizza box, with a fresh pie included. The inclusion of a one-topping za, plus tip and a delivery fee, would make this a more expensive investment for readers, but imagine scarfing down warm slices of pepperoni pizza in order to slowly reveal a short story by Joyce Carol Oates or a poem by Laura Kasischke. Airhead: A Journal of Poetry Option A: Every poem accepted by Airhead is printed on parchment paper, rolled up inside a biodegradable helium balloon, and released outside of the nearest window. Readership is subject to random gusts of wind and inclement weather. Option B: Each poem is printed on a biodegradable helium balloon and delivered to readers in a colorful bouquet. Imagine, poems could float about your apartment for days. Guy In Your MFA Quarterly A quarterly journal founded and edited by Guy In Your MFA. All poetry and prose included in each issue is written and edited by Guy In Your MFA. Unsolicited book reviews submissions are allowed, but must be positive, thought-provoking criticism on works written by Guy In Your MFA. Billboard Billboard exclusively publishes six-word stories. Each work accepted by Billboard is printed on a random billboard within the authors home state or province. Billboard Review A journal dedicated to publishing the best work that directly or tangentially examines billboards and billboard culture. Emerging and established writers alike are encouraged to submit work. MENU An food-menu-themed aggregator of the best poems, stories, essays, and other writing found online each week. Appetizers could shorter reads, such as flash fiction. Confetti An international journal dedicated to providing exposure for emerging writers at professional sporting events, concerts, New Years Eve bashes, and other major celebrations. Every piece of writing accepted by Confetti is printed thousands of times on recycled paper and promptly shredded, after which it is used as confetti at festivities across the globe. Paper Plane Prose A sister journal to Airhead.

Organizational Behavior Individual Analysis - 2600 Words

Individual Analysis Paper MGMT 320 Organizational Behavior Introduction I want to begin this paper by stating what my initial thought was once I reviewed and analyzed all of the results, I can sum it up into one word – WOW! These results couldn’t be more dead-on than they are; about ninety-five percent of the results hit the nail on the proverbial head. Yes, I disagree with about five percent of the analysis, but overall, it’s amazing how accurate these scores reflect individuals various behaviors and management types and as I took these assessments, I kept thinking, â€Å"quite a few of these questions are somewhat ambiguous.† Understanding your role as an individual within your organization, as well as the role of other individuals and†¦show more content†¦Being positive in these interactions allows for agreeableness, which is the next dimension. My agreeableness score was 78 and I’ll break it down specifically in a minute. One point I absolutely disagree with in this IPIP-NEO report states that â€Å"agreeableness is not useful in situations that require tough or absolute objective decisions.† (IPIP-NEO) I am the policy and procedures manager for our department and these policies and procedures are cut and dry, follow them or risk government penalties. These policies and procedures have to be enforced to the letter of our manual to ensure the safety of everyone involved both the customer and employee. My highest scores within this dimension were morality (97) and modesty (81). I am very candid and frank with everyone I deal with, whether it’s my direct reports, my boss, or the VP of our department. The lowest score within this dimension was sympathy (31). If this score is just relating to the work environment, then I agree with this score, people who get into trouble or don’t complete their work, bring this upon themselves; if not, I vehemently disagree with it. 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Different Strokes For Different Folks Parenting Styles...

Different Strokes for Different Folks? Parenting Styles and Child Outcome Monique Ocanas Governors State University Different Strokes for Different Folks? Parenting Styles and Child Outcome Much emphasis has been placed in the field of child development and the role that early providers possess when it comes to the needs of children at the early stages of life. Whether conceptualizing socialization and priming with Locke’s â€Å"tabula rosa/blank slate† or Rousseau’s â€Å"preassembled moral schema† approach to child development, this â€Å"window of opportunity† is both fleeting and permanent. Every interaction molds the individual into the person they are to become, and the bond that the dependent child forms with the caregiver is a precedent to the numerous relationships and attachments they will create as an adult. Granted that the provider/nurturer fulfills the needs of attachment and attentiveness for the offspring, this will determine the success of progressing through child developmental stages, and leads to a higher propensity of social adaptiveness. Inv ersely, if the aforementioned things are absent in a child’s early years, detrimental effects could occur, including stints in physical, social, and mental development. This is dependent upon the severity and duration of neglect, and has been seen in clinical cases that appears as psychological phenomena to both the general public, and researchers alike. Taking into account all of these factors, great interest hasShow MoreRelatedMarriage Guidance: Summary Notes19959 Words   |  80 Pagesdifferences even further → Conflict situations – woman self-soothe and males become more aroused and aggressive (testosterone) → When in a negative relationship, men withdraw and women become more demanding and complaining. Differences in communication styles and patterns of emotional expression → Woman – use more qualifiers, emotive, better at interpreting verbal and non-verbal behaviour , more attentive. → Men – more factual, less revealing, more competitive Page 2 of 57 Marriage Guidance – Summary Read Morepreschool Essay46149 Words   |  185 Pagesand Performing Arts Physical Development Health Publishing Information The California Preschool Learning Foundations (Volume 2) was developed by the Child Development Division, California Department of Education. This publication was edited by Faye Ong, working in cooperation with Laura Bridges and Desiree Soto, Consultants, Child Development Division. It was designed and prepared for printing by the staff of CDE Press, with the cover and interior design created by Cheryl McDonald. It

Forms of Government Free Essays

Montesquieu holds that there are three types of governments: republican governments, which can take either democratic or aristocratic forms; monarchies; and despotisms. Unlike, for instance, Aristotle, Montesquieu does not distinguish forms of government on the basis of the virtue of the sovereign. The distinction between monarchy and despotism, for instance, depends not on the virtue of the monarch, but on whether or not he governs â€Å"by fixed and established laws† (SL 2. We will write a custom essay sample on Forms of Government or any similar topic only for you Order Now 1). Each form of government has a principle, a set of â€Å"human passions which set it in motion† (SL 3. 1); and each can be corrupted if its principle is undermined or destroyed. In a democracy, the people are sovereign. They may govern through ministers, or be advised by a senate, but they must have the power of choosing their ministers and senators for themselves. The principle of democracy is political virtue, by which Montesquieu means â€Å"the love of the laws and of our country† (SL 4. 5), including its democratic constitution. The form of a democratic government makes the laws governing suffrage and voting fundamental. The need to protect its principle, however, imposes far more extensive requirements. On Montesquieu’s view, the virtue required by a functioning democracy is not natural. It requires â€Å"a constant preference of public to private interest† (SL 4. 5); it â€Å"limits ambition to the sole desire, to the sole happiness, of doing greater services to our country than the rest of our fellow citizens† (SL 5. ); and it â€Å"is a self-renunciation, which is ever arduous and painful† (SL 4. 5). Montesquieu compares it to monks’ love for their order: â€Å"their rule debars them from all those things by which the ordinary passions are fed; there remains therefore only this passion for the very rule that torments them. †¦ the more it curbs their inclinations, the more force it gives to the only passion left them† (SL 5. 2). To produce this unnatural self -renunciation, â€Å"the whole power of education is required† (SL 4. ). A democracy must educate its citizens to identify their interests with the interests of their country, and should have censors to preserve its mores. It should seek to establish frugality by law, so as to prevent its citizens from being tempted to advance their own private interests at the expense of the public good; for the same reason, the laws by which property is transferred should aim to preserve an equal distribution of property among citizens. Its territory should be small, so hat it is easy for citizens to identify with it, and more difficult for extensive private interests to emerge. Democracies can be corrupted in two ways: by what Montesquieu calls â€Å"the spirit of inequality† and â€Å"the spirit of extreme equality† (SL 8. 2). The spirit of inequality arises when citizens no longer identify their interests with the interests of their country, and therefore seek both to advance their own private interests at the expense of their fellow citizens, and to ac quire political power over them. The spirit of extreme equality arises when the people are no longer content to be equal as citizens, but want to be equal in every respect. In a functioning democracy, the people choose magistrates to exercise executive power, and they respect and obey the magistrates they have chosen. If those magistrates forfeit their respect, they replace them. When the spirit of extreme equality takes root, however, the citizens neither respect nor obey any magistrate. They â€Å"want to manage everything themselves, to debate for the senate, to execute for the magistrate, and to decide for the judges† (SL 8. ). Eventually the government will cease to function, the last remnants of virtue will disappear, and democracy will be replaced by despotism. In an aristocracy, one part of the people governs the rest. The principle of an aristocratic government is moderation, the virtue which leads those who govern in an aristocracy to restrain themselves both from oppressing the people and from tryi ng to acquire excessive power over one another. In an aristocracy, the laws should be designed to instill and protect this spirit of moderation. To do so, they must do three things. First, the laws must prevent the nobility from abusing the people. The power of the nobility makes such abuse a standing temptation in an aristocracy; to avoid it, the laws should deny the nobility some powers, like the power to tax, which would make this temptation all but irresistible, and should try to foster responsible and moderate administration. Second, the laws should disguise as much as possible the difference between the nobility and the people, so that the people feel their lack of power as little as possible. Thus the nobility should have modest and simple manners, since if they do not attempt to distinguish themselves from the people â€Å"the people are apt to forget their subjection and weakness† (SL 5. 8). Finally, the laws should try to ensure equality among the nobles themselves, and among noble families. When they fail to do so, the nobility will lose its spirit of moderation, and the government will be corrupted. In a monarchy, one person governs â€Å"by fixed and established laws† (SL 2. 1). According to Montesquieu, these laws â€Å"necessarily suppose the intermediate channels through which (the monarch’s) power flows: for if there be only the momentary and capricious will of a single person to govern the state, nothing can be fixed, and, of course, there is no fundamental law† (SL 2. 4). These ‘intermediate channels’ are such subordinate institutions as the nobility and an independent judiciary; and the laws of a monarchy should therefore be designed to preserve their power. The principle of monarchical government is honor. Unlike the virtue required by republican governments, the desire to win honor and distinction comes naturally to us. For this reason education has a less difficult task in a monarchy than in a republic: it need only heighten our ambitions and our sense of our own worth, provide us with an ideal of honor worth aspiring to, and cultivate in us the politeness needed to live with others whose sense of their worth matches our own. The chief task of the laws in a monarchy is to protect the subordinate institutions that distinguish monarchy from despotism. To this end, they should make it easy to preserve large estates undivided, protect the rights and privileges of the nobility, and promote the rule of law. They should also encourage the proliferation of distinctions and of rewards for honorable conduct, including luxuries. A monarchy is corrupted when the monarch either destroys the subordinate institutions that constrain his will, or decides to rule arbitrarily, without regard to the basic laws of his country, or debases the honors at which his citizens might aim, so that â€Å"men are capable of being loaded at the very same time with infamy and with dignities† (SL 8. ). The first two forms of corruption destroy the checks on the sovereign’s will that separate monarchy from despotism; the third severs the connection between honorable conduct and its proper rewards. In a functioning monarchy, personal ambition and a sense of honor work together. This is monarchy’s great strength and the source of its extraordina ry stability: whether its citizens act from genuine virtue, a sense of their own worth, a desire to serve their king, or personal ambition, they will be led to act in ways that serve their country. A monarch who rules arbitrarily, or who rewards servility and ignoble conduct instead of genuine honor, severs this connection and corrupts his government. In despotic states â€Å"a single person directs everything by his own will and caprice† (SL 2. 1). Without laws to check him, and with no need to attend to anyone who does not agree with him, a despot can do whatever he likes, however ill-advised or reprehensible. His subjects are no better than slaves, and he can dispose of them as he sees fit. The principle of despotism is fear. This fear is easily maintained, since the situation of a despot’s subjects is genuinely terrifying. Education is unnecessary in a despotism; if it exists at all, it should be designed to debase the mind and break the spirit. Such ideas as honor and virtue should not occur to a despot’s subjects, since â€Å"persons capable of setting a value on themselves would be likely to create disturbances. Fear must therefore depress their spirits, and extinguish even the least sense of ambition† (SL 3. ). Their â€Å"portion here, like that of beasts, is instinct, compliance, and punishment† (SL 3. 10), and any higher aspirations should be brutally discouraged. Montesquieu writes that â€Å"the principle of despotic government is subject to a continual corruption, because it is even in its nature corrupt† (SL 8. 10). This is true in several senses. First, despotic governments undermine themselves. Because property is not sec ure in a despotic state, commerce will not flourish, and the state will be poor. The people must be kept in a state of fear by the threat of punishment; however, over time the punishments needed to keep them in line will tend to become more and more severe, until further threats lose their force. Most importantly, however, the despot’s character is likely to prevent him from ruling effectively. Since a despot’s every whim is granted, he â€Å"has no occasion to deliberate, to doubt, to reason; he has only to will† (SL 4. 3). For this reason he is never forced to develop anything like intelligence, character, or resolution. Instead, he is â€Å"naturally lazy, voluptuous, and ignorant† (SL 2. 5), and has no interest in actually governing his people. He will therefore choose a vizier to govern for him, and retire to his seraglio to pursue pleasure. In his absence, however, intrigues against him will multiply, especially since his rule is necessarily odious to his subjects, and since they have so little to lose if their plots against him fail. He cannot rely on his army to protect him, since the more power they have, the greater the likelihood that his generals will themselves try to seize power. For this reason the ruler in a despotic state has no more security than his people. Second, monarchical and republican governments involve specific governmental structures, and require that their citizens have specific sorts of motivation. When these structures crumble, or these motivations fail, monarchical and republican governments are corrupted, and the result of their corruption is that they fall into despotism. But when a particular despotic government falls, it is not generally replaced by a monarchy or a republic. The creation of a stable monarchy or republic is extremely difficult: â€Å"a masterpiece of legislation, rarely produced by hazard, and seldom attained by prudence† (SL 5. 14). It is particularly difficult when those who would have both to frame the laws of such a government and to live by them have previously been brutalized and degraded by despotism. Producing a despotic government, by contrast, is relatively straightforward. A despotism requires no powers to be carefully balanced against one another, no institutions to be created and maintained in existence, no complicated motivations to be fostered, and no restraints on power to be kept in place. One need only terrify one’s fellow citizens enough to allow one to impose one’s will on them; and this, Montesquieu claims, â€Å"is what every capacity may reach† (SL 5. 14). For these reasons despotism necessarily stands in a different relation to corruption than other forms of government: while they are liable to corruption, despotism is its embodiment. How to cite Forms of Government, Papers

Proteins Made From Ribosomes Attached To The Rough Endoplasmic Reticul

Proteins made from ribosomes attached to the rough endoplasmic reticulum enter the lumen of the ER and move to the smooth endoplasmic reticulum. A small vacuole (vesicle) pinches off the smooth ER and carries the protein to the Golgi apparatus, where it is further processed. ------------------------------------------------------------- Mitochondria are bounded by a double membrane. The inner membrane is folded to form little shelves, called cristae, which project into the matrix, an inner space filled with a gel-like fluid. -------------------------------------------------------------- A vacuole is a large membrane-enclosed sac that usually functions as a storage area. Plant vacuoles contain not only water, sugars, and salts but also pigments and toxic substances. The pigments are responsible for many of the red, blue, or purple colors of flowers and some leaves. ------------------------------------------------------------ The green pigment chlorophyll, found within the grana, makes chloroplasts and leaves green. Chlorophyll absorbs solar energy, and chloroplasts convert this energy into ATP molecules. ----------------------------------------------------------- Chloroplasts carry on the process of photosynthesis, in which light energy is used to produce food molecules, such as glucose. Chloroplasts take in carbon dioxide, water, and solar energy in order to produce glucose and oxygen. ------------------------------------------------------------ The energy-related organelles, chloroplasts and mitochondria, convert one form of energy into another. While chloroplasts are unique to plant cells, mitochondria are found in both plant and animal cells. ------------------------------------------------------------- Chloroplasts carry on photosynthesis, during which light energy (photo) is used to produce food molecules, like glucose (synthesis). Chloroplasts take in carbon dioxide, water, and solar energy in order to produce glucose and give off oxygen. ----------------- ------------------------------------------- Mitochondria are often called the powerhouses of the cell: just as a powerhouse burns fuel to produce electricity, the mitochondria convert the chemical energy of glucose products into the chemical energy of ATP molecules. -------------------------------------------------------------- Chromatin, a threadlike material, contains DNA and is found within the nucleus. At the time of cell division, chromatin condenses into rodlike structures called chromosomes. ---------------------------------------------------------- The middle lamellae, a region between cell walls, contains a sticky substance, usually pectin. Lignin is a substance found in secondary cell walls that makes them even stronger than primary cell walls. ------------------------------------------------------------ Autodigestion is important during development. For example, when a tadpole becomes a frog, the enzymes within lysosomes digest the cells of the tail, and the fingers of a human embryo are at first webbed, but they are freed from one another by lysosomal action. ------------------------------------------------------------- Lysosomes, vesicles formed by the Golgi apparatus, contain hydrolytic enzymes that can digest macromolecules. Macromolecules are sometimes brought into a cell in vesicles formed at the cell membrane. A lysosome can fuse with such a vesicle and digest its contents into simpler molecules, which then enter the cytoplasm. ------------------------------------------------------------- Special vacuoles (membrane-enclosed sacs) called peroxisomes are often attached to smooth ER, and these contain enzymes capable of detoxifying drugs. ------------------------------------------------------- A chloroplast is bounded by a double membrane. Inside the structure, there is even more membrane organized into flattened sacs called thylakoids. The thylakoids are piled up like stacks of coins, and each stack is called a granum. There are membranous conn ections between the grana called lamellae. The fluid-filled space about the grana is called the stroma. ------------------------------------------------------------- Inside the chloroplast, there is membrane organized into flattened sacs called thylakoids. The thylakoids are piled up like stacks of coins, and each stack is called a granum. The fluid-filled space about the grana is called the stroma. ------------------------------------------------------------- The nucleus is a large organelle that has a nuclear envelope, chromatin and nucleoli. The nuclear envelope is a double membrane that keeps the contents of the nucleus separate from the cell's cytoplasm. Pores in the nuclear envelope allow large molecules to pass into and out of the nucleoplasm, the fluid interior of the nucleus. ------------------------------------------------------------- Ribosomes are the site of protein synthesis in the cytoplasm. They can be attached to the endoplasmic reticulum or lie free within the cyto plasm. When several ribosomes are making the same protein, they are arranged in a functional group called a polysome. ------------------------------------------------------------ Both plant and animal cells have cell membranes, nuclear membranes, mitochondria, and vacuoles. Chloroplasts are found in plant cells but not in animal cells. ---------------------------------------------------------- All plants have a cell wall, located outside the cell membrane. The primary cell wall Proteins Made From Ribosomes Attached To The Rough Endoplasmic Reticul Proteins made from ribosomes attached to the rough endoplasmic reticulum enter the lumen of the ER and move to the smooth endoplasmic reticulum. A small vacuole (vesicle) pinches off the smooth ER and carries the protein to the Golgi apparatus, where it is further processed. ------------------------------------------------------------- Mitochondria are bounded by a double membrane. The inner membrane is folded to form little shelves, called cristae, which project into the matrix, an inner space filled with a gel-like fluid. -------------------------------------------------------------- A vacuole is a large membrane-enclosed sac that usually functions as a storage area. Plant vacuoles contain not only water, sugars, and salts but also pigments and toxic substances. The pigments are responsible for many of the red, blue, or purple colors of flowers and some leaves. ------------------------------------------------------------ The green pigment chlorophyll, found within the grana, makes chloroplasts and leaves green. Chlorophyll absorbs solar energy, and chloroplasts convert this energy into ATP molecules. ----------------------------------------------------------- Chloroplasts carry on the process of photosynthesis, in which light energy is used to produce food molecules, such as glucose. Chloroplasts take in carbon dioxide, water, and solar energy in order to produce glucose and oxygen. ------------------------------------------------------------ The energy-related organelles, chloroplasts and mitochondria, convert one form of energy into another. While chloroplasts are unique to plant cells, mitochondria are found in both plant and animal cells. ------------------------------------------------------------- Chloroplasts carry on photosynthesis, during which light energy (photo) is used to produce food molecules, like glucose (synthesis). Chloroplasts take in carbon dioxide, water, and solar energy in order to produce glucose and give off oxygen. ----------------- ------------------------------------------- Mitochondria are often called the powerhouses of the cell: just as a powerhouse burns fuel to produce electricity, the mitochondria convert the chemical energy of glucose products into the chemical energy of ATP molecules. -------------------------------------------------------------- Chromatin, a threadlike material, contains DNA and is found within the nucleus. At the time of cell division, chromatin condenses into rodlike structures called chromosomes. ---------------------------------------------------------- The middle lamellae, a region between cell walls, contains a sticky substance, usually pectin. Lignin is a substance found in secondary cell walls that makes them even stronger than primary cell walls. ------------------------------------------------------------ Autodigestion is important during development. For example, when a tadpole becomes a frog, the enzymes within lysosomes digest the cells of the tail, and the fingers of a human embryo are at first webbed, but they are freed from one another by lysosomal action. ------------------------------------------------------------- Lysosomes, vesicles formed by the Golgi apparatus, contain hydrolytic enzymes that can digest macromolecules. Macromolecules are sometimes brought into a cell in vesicles formed at the cell membrane. A lysosome can fuse with such a vesicle and digest its contents into simpler molecules, which then enter the cytoplasm. ------------------------------------------------------------- Special vacuoles (membrane-enclosed sacs) called peroxisomes are often attached to smooth ER, and these contain enzymes capable of detoxifying drugs. ------------------------------------------------------- A chloroplast is bounded by a double membrane. Inside the structure, there is even more membrane organized into flattened sacs called thylakoids. The thylakoids are piled up like stacks of coins, and each stack is called a granum. There are membranous conn ections between the grana called lamellae. The fluid-filled space about the grana is called the stroma. ------------------------------------------------------------- Inside the chloroplast, there is membrane organized into flattened sacs called thylakoids. The thylakoids are piled up like stacks of coins, and each stack is called a granum. The fluid-filled space about the grana is called the stroma. ------------------------------------------------------------- The nucleus is a large organelle that has a nuclear envelope, chromatin and nucleoli. The nuclear envelope is a double membrane that keeps the contents of the nucleus separate from the cell's cytoplasm. Pores in the nuclear envelope allow large molecules to pass into and out of the nucleoplasm, the fluid interior of the nucleus. ------------------------------------------------------------- Ribosomes are the site of protein synthesis in the cytoplasm. They can be attached to the endoplasmic reticulum or lie free within the cyto plasm. When several ribosomes are making the same protein, they are arranged in a functional group called a polysome. ------------------------------------------------------------ Both plant and animal cells have cell membranes, nuclear membranes, mitochondria, and vacuoles. Chloroplasts are found in plant cells but not in animal cells. ---------------------------------------------------------- All plants have a cell wall, located outside the cell membrane. The primary cell wall

The Randle Report essays

The Randle Report essays The Randle Report, by Kevin D. Randle explores UFO research in the1990's. In reading his book I have gained much knowledge of how to determine whether information submitted as proof of extraterrestrial existence is valid or bogus, and the truth (from a scientificstandpoint) about several famous unidentified phenomenoms. Much information is submitted to substantiate extraterrestrial existence. This information comes in many forms but the most common are: video, photography, and sworn testimony. Once this information is introduced UFO researchers have to test the authenticity of the information. In 1995 aman named Ray Santilli claimed to have authentic footage of the allegedRoswell alien autopsy. Although it was very interesting, it was most definitly a hoax. This conclusion came after the data from many tests (performed by unbiased scientists and experts in their respected fields) showed that many things in the film and the actual film did not correlateas they should have. In the film there were instruments that hadnt been invented yet and the film was unlike any from that time period. We as humans have always had a facination with visual displays. In 1987 Ed Walters produced several polaroid photographs, several of which were published in several national newspapers and magazines. Once again these photographs were very appealing to the American public but were proved to be not generic either. Mr. Walters was not only unable to recreate his photographs but after he moved from the residence where he claimed to have taken the photographs at the next tennant to reside in that home found a model of a flying saucer that seems to be the same one that appeared ...

The Randle Report essays

The Randle Report essays The Randle Report, by Kevin D. Randle explores UFO research in the1990's. In reading his book I have gained much knowledge of how to determine whether information submitted as proof of extraterrestrial existence is valid or bogus, and the truth (from a scientificstandpoint) about several famous unidentified phenomenoms. Much information is submitted to substantiate extraterrestrial existence. This information comes in many forms but the most common are: video, photography, and sworn testimony. Once this information is introduced UFO researchers have to test the authenticity of the information. In 1995 aman named Ray Santilli claimed to have authentic footage of the allegedRoswell alien autopsy. Although it was very interesting, it was most definitly a hoax. This conclusion came after the data from many tests (performed by unbiased scientists and experts in their respected fields) showed that many things in the film and the actual film did not correlateas they should have. In the film there were instruments that hadnt been invented yet and the film was unlike any from that time period. We as humans have always had a facination with visual displays. In 1987 Ed Walters produced several polaroid photographs, several of which were published in several national newspapers and magazines. Once again these photographs were very appealing to the American public but were proved to be not generic either. Mr. Walters was not only unable to recreate his photographs but after he moved from the residence where he claimed to have taken the photographs at the next tennant to reside in that home found a model of a flying saucer that seems to be the same one that appeared ...

The Randle Report essays

The Randle Report essays The Randle Report, by Kevin D. Randle explores UFO research in the1990's. In reading his book I have gained much knowledge of how to determine whether information submitted as proof of extraterrestrial existence is valid or bogus, and the truth (from a scientificstandpoint) about several famous unidentified phenomenoms. Much information is submitted to substantiate extraterrestrial existence. This information comes in many forms but the most common are: video, photography, and sworn testimony. Once this information is introduced UFO researchers have to test the authenticity of the information. In 1995 aman named Ray Santilli claimed to have authentic footage of the allegedRoswell alien autopsy. Although it was very interesting, it was most definitly a hoax. This conclusion came after the data from many tests (performed by unbiased scientists and experts in their respected fields) showed that many things in the film and the actual film did not correlateas they should have. In the film there were instruments that hadnt been invented yet and the film was unlike any from that time period. We as humans have always had a facination with visual displays. In 1987 Ed Walters produced several polaroid photographs, several of which were published in several national newspapers and magazines. Once again these photographs were very appealing to the American public but were proved to be not generic either. Mr. Walters was not only unable to recreate his photographs but after he moved from the residence where he claimed to have taken the photographs at the next tennant to reside in that home found a model of a flying saucer that seems to be the same one that appeared ...

Argument Against the Person - Argumentum ad hominem

Argument Against the Person - Argumentum ad hominem The ad hominem fallacy is a class of fallacies which is not only common but also commonly misunderstood. Many people assume that any personal attack is an ad hominem argument, but that isnt true. Some attacks arent ad hominem fallacies, and some ad hominem fallacies arent clear insults. What the concept argument​ ad hominem means is argument to the man, although it is also translated as argument against the man. Instead of criticizing what a person says and the arguments they are offering, what we have instead is a criticism of where the arguments are coming from (the person). This is not necessarily relevant to the validity of what is said - thus, it is a Fallacy of Relevance. The general form this argument takes is: 1. There is something objectionable about person X. Therefore, person Xs claim is false. Types of Ad Hominem Fallacy This fallacy can be separated into five different types: Abusive ad hominem: The most common and well-known type of ad hominem fallacy is just a simple insult and is called the abusive ad hominem. It occurs when a person has given up attempting to persuade a person or an audience about the reasonableness of a position and is now resorting to mere personal attacks.Tu quoque (two wrongs dont make a right): An ad hominem fallacy which does not attack a person for random, unrelated things, but instead attacks them for some perceived fault in how they have presented their case is often called tu quoque, which means you too. It often occurs when a person is attacked for doing what they are arguing against.Circumstantial ad hominem: Dismissing an argument by attacking an entire class of people who presumably accept that argument is called the circumstantial ad hominem. The name is derived from the fact that it addresses the circumstances of those who hold the position in question.Genetic fallacy: Attacking the origins for the position someone is proposing instead of the person or the argument is called the genetic fallacy because it is based on the idea that the original source of an idea is a sound basis for evaluating its truth or reasonableness. Poisoning the well: A preemptive attack on a person which questions their character is called poisoning the well and is an attempt to make the target appear bad before they even have a chance to say anything. All of these different types of ad hominem argument are fairly similar and in some cases can appear almost identical. Because this category involves fallacies of relevance, the ad hominem argument is a fallacy when the comments are directed against some aspect about a person which is irrelevant to the topic at hand. Valid Ad Hominem Arguments It is important, however, to remember that an argumentum ad hominem is not always a fallacy! Not everything about a person is irrelevant to every possible topic or any possible argument that they might make. Sometimes it is entirely legitimate to bring up a persons expertise in some subject as a reason to be skeptical, and perhaps even dismissive, of their opinions about it. For example: 2. George is not a biologist and has no training in biology. Therefore, his opinions about what is or is not possible with regards to evolutionary biology do not have a lot of credibility. The above argument rests upon the assumption that, if a person is going to make credible assertions about what is or is not possible for evolutionary biology, then they really should have some training in biology - preferably a degree and perhaps some practical experience. Now, to be fair pointing out the lack of training or knowledge does not qualify as an automatic reason for declaring their opinion to be false. If nothing else, its at least possible that they have made a guess by random chance. When contrasted with the conclusions offered by a person who does have relevant training and knowledge, however, we have a sound basis for not accepting the first persons statements. This type of valid ad hominem argument is therefore in some ways the reverse of a valid appeal to authority argument.

Interpretative Phenomenological Approach Essay Example | Topics and Well Written Essays - 1750 words

Interpretative Phenomenological Approach - Essay Example They found that interactive environmental activities in an outdoor programme had a significant impact on attitudes and that passive instruction had little impact on retention of knowledge. A scale of this type consists of a series of bipolar adjective pairs (e.g. good-bad, beneficial-harmful) listed on opposite sides of a page, with seven spaces in between. The attitude object is identified at the top of the scale and may be a word, statement or picture. The respondent is instructed to evaluate the attitude object by placing a mark in one of the seven spaces between each adjective pair. Development of semantic differential scales stems from the use of theory of reasoned action to investigate science-related attitudes. This is particularly important in the field of Psychology education where behaviour is a clear objective. In their theory, suggest that attitude measures should focus on a person's attitude toward behaviour rather than on the person's attitude toward particular objects. That is, instead of asking about students' attitudes towards the r researchers should assess their attitudes toward learning about the experience. This method is called the Interpretative Phenomenological Method, which is the approach used in this study in analysing the experience of Zoe, a teenager who has been adopted by a family. Interpretative Phenomenological Approach is a method which is considered as consonant with the picture presented above is introduced. Interpretative phenomenological analysis is a method which attempts to tap into a natural propensity for self-reflection on the part of participants (Abraham and Sheeran, 2001). Obviously the degree to which individuals are used to expressing such reflections, orally or in writing, can vary and some people need more encouraging and facilitating than others. But a central premise of the method is allowing participants to tell their own story, in their own words, about the topic under investigation. However, research is not a simple, singular process and the original account from the participant in the form of an interview transcript or diary entry, for example, then needs to be analysed closely by the investigator. Interpretative phenomenological analysis is about attempting to discover meanings, not eliciting facts, but trying to find out what a person's health condition means to them requires considerable interpretative work on the part of the researcher (Abramson et al., 2003). The resultant analytic account can therefore be said to be the joint product of the reflection by both participant and researcher. This study will provide a brief theoretical contextualisation for interpretative phenomenological analysis and then argues for the particular relevance it has for health psychology. It is worth pointing out that this approach aims to have a dialogue with, and to help enlarge, the discipline of psychology not to attack or stand outside it. As will become apparent, interpretative phenomenological analysis can make a valuable contribution in enriching the way mainstream psychology conceives of the individual's experience of adoption. Method The interpretative phenomenological analysis applied to the social psychology as an application to the study on the experience of the subject Zoe as an adopted in a family. The first example is from a study examining how Zoe feels of him being adopted. The project involves analysis of long semi-structured interviews with Zoe. Because the study is

The Missing Link in Conflict resolution Essay Example | Topics and Well Written Essays - 2250 words

The Missing Link in Conflict resolution - Essay Example IGD also aims to identify differences across the groups brought together and to improve the capabilities of both individuals and groups to achieve social justice (Nagada and Gurin 2007, 35). This paper compares and contrast the conflict processes operative for Northern Ireland, South Africa and the Israeli/Palestinian conflicts. The object is to identify what if any of the IGD theories are reflecting in these three conflict resolution process. The South African Truth and Reconciliation Commission (TRC) is characterized as among the country’s â€Å"most effective† conflict resolution processes to date (Gibson 2006, 409). The TRC has contributed significantly to South Africa’s democratic reforms by influencing a â€Å"more reconciled society† (Gibson 2006, 409). The conflict resolution process in Northern Ireland takes a similar holistic approach in that the conflict resolution process is centered around policies and initiatives designed to foster equality and to â€Å"improve community relations† (Cairsn and Darby 1998, 754). The School of Peace approach to the Israeli/Palestinian conflict resolution is slightly different in that the process aims to heighten individual awareness of the conflict, their part in it and the facilitation of identities via intergroup interactions (Halabi and Sonnenschein 2004, 49). IGDs are built around bringing together between 12 and 16 students once a week for between ten and fourteen weeks. These students convene under the leadership of a â€Å"trained peer† who instructs from a plan that merges several learning initiatives which include â€Å"intellectual and effective engagement†; â€Å"individual reflection and group dialogue†; â€Å"individual intergroup and institutional analyses†; â€Å"affinity-based and heterogeneous groupings;† and â€Å"individual and collective action† (Nagada and Durin 2007, 35). IGD takes the position that the social justice education typically fails to implement tools of intergroup interactions

Classification of Phylum Porifera

Classification of Phylum Porifera The porifera or sponges are marine animals and they consist of loosely organized cells.While all animals have unspecialized cells that can transform into specialized cells, sponges are unique in having some specialized cells that can transform into other types, often migrating between the main cell layers and the mesohyl in the process. Sponges do not have nervous, digestive or circulatory systems. Instead most rely on maintaining a constant water flow through their bodies to obtain food and oxygen and to remove wastes, and the shapes of their bodies are adapted to maximize the efficiency of the water flow. All are sessile aquatic animals and, although there are freshwater species, the great majority are marine (salt water) species. The outer surface of a sponge is lined with thin flat cells called the pinacocytes. these cells are mildly contractlie and due to this the shapes of some sponges changes.In many sponges pinacocytes are specialised into tubelike contractile porocytes. Openings in the porocytes act as pathways for water through the body wall and in this way they can regulate water circulation. Just below the pinacocyte layer of a sponge is a jelly like layer called the mesophyl. The mesenchyme cells also known as amoebiod cells move about the mesophyl and are specialised for reproduction, secreting skeletal elements, transporting and storing food and forming contractile rings around the openings in the sponge wall. Choanocytes also called the collar cells which are below the mesophyl line the inner chamber (s), these cells are flagelatted cells that have a collar like ring of microvilli, surrounding a flagellum.a net like mesh is formed in the collar when the microfilaments connect the microvilli the flagelum creates water currents through the sponge, and the collar filter microscopic food paqrticals from the water. Sponges are supported by a skeleton that may consist of microscopic needlelike spikes called spicules.amoebiod cells form spicules.these spicules are made of calcium carbonate or silica and may take on a variety of shapes.Alternatively, the skeleton may be made of spongin (a fibrous protien made of collagen). The nature of the skeleton is an important characteristic in the sponge taxonomy. Water Flow and Body Types A spongs life is dependent on the water currents the choanocytes create. The flow of the water brings food and oxygen to a sponge and carries away the metabolic and digestive wastes. The way the food is filtered and how the water circulates causes the phylum to have a certain body type. Three types of bodies have been described by the zoologists. Ascon: these are vase like sponges. Ostia are the outer openings of porocytes and lead directly to a chamber called spongocoel. Choanocytes line the spongocoel and water is drawn into it by the flagellar movement of choanocytes through the ostia. Water exits through a single large opening at the top of the sponge called the Osculum. Sycon: in this body form, the sponge wall appears to be folded. Water enters a Sycon sponge through openings called dermal pores. Dermal pores are the openings of invaginations of the body wall, called incurrent canals. Pores in the body wall connect incurrent canals to radial canals and the radial canals lead to spongocoeal. Radial canals are lined by the choanocytes, and the beating of the choanocyte flagella moves water from the ostia, through incurrent and radial canals, to the spongocoel, and out the Osculum. Leucon: sponges have an extensively branched canal system. Water enters the sponge through ostia and moves through branched incurrent canals. Canals leading away from the chambers are called the excurrent canals. Proliferation of chambers and canals has resulted in the absence of a spongocoeal, and often, multiple exits (oscula) for water leaving the sponge. Maintenance and Vital Functions Sponges consume particles that range in size from 0.1 to 50um. Their food consists of bacteria, microscopic algae, protest, and other suspended organic manner. The pray is slowly drawn into the sponge and consumed. Sponges help in reducing the turbidity of coastal waters. A single Leucon sponge, 1 cm in diameter and 10 cm in height can filter in excess of 20 litres of water everyday. Small suspended food particles are filtered by the choanocytes. Water passes through their collar near the base of the cell and moves into a sponge chamber at the opening end of the collar. Suspended food is trapped on the collar and moved along the microvilli to the base of the collar, where it is incorporated into a food vacuole. With pH changes and lysosomal enzyme activity the food is digested. Partially digested food is passed to amoeboid cells, which distribute it to other cells. Sponges are not limited to feed by the filtration method. Pinococytes lining the incurrent canals may phagocytize larger food particles up to 50um. Nutrients dissolved in the sea water can be actively transported by the sponge. Sponges dont have nerve cells to coordinate body functions. Most reactions occur due to individuals responding to a stimulus e.g. water circulation in some sponges is minimum at sunrise and at a maximum just before sunset because light inhibits the constriction of porocytes and other cells surrounding ostia keeping incurrent canals open. Other reactions however suggest some communication among cells. For example the rate of water circulation through the sponge can drop suddenly without and apparent external cause. This reaction can be due only choanocytes ceasing activities more or less simultaneously, and this implies some form of internal communication. The nature of this communication is unknown. Amoeboid cells transmitting chemicals messages and ion movement over cell surfaces are possible control mechanisms. Due to the presence of an extensive canal system and circulation of large volumes of water through sponges, all sponge cells are in close contact with water and so the nitrogenous waste removal and gaseous exchange occurs by diffusion Some sponges host photosynthesizing micro-organisms as endosymbionts and this coalation often results in the production of more food and oxygen than can be consumed. Freshwater sponges often host green algae as endosymbionts within archaeocytes and other cells, and benefit from nutrients produced by the algae. Many marine species host other photosynthesizing organisms.The spicules made of silica conduct light into the mesohyl, where the photosynthesizing endosymbionts live. Sponges that host photosynthesizing organisms are commonest in waters with relatively poor supplies of food particles, and often have leafy shapes that maximize the amount of sunlight they collect. Few sponges are carnivorous. They can capture small crustaceans using spicule-covered filaments. In most cases little is known about how they actually capture prey. Most known carnivorous sponges have completely lost the water flow system and choanocytes. Sponges do not have the complex immune systems of most other animals. However they reject grafts from other species but accept them from other members of their own species. In a few marine species, grey cells act as the guards for the sponges. When invaded, they produce a chemical that stops movement of other cells in the affected area, thus preventing the intruder from using the sponges internal transport systems. If the intrusion persists, the grey cells accumulate in the area and release toxins that kill all cells in the area. The immune systems stay activated for up to 3 weeks or so. Reproduction Most sponges are monoecious but do not usually self fertilise because individual produce eggs and sperms at different times. Certain choanocytes lose their collar and their flagella undergo meiosis and form flagellated sperms. Other choanocytes and amoeboid cells in some sponges probably undergo meiosis to form eggs. Sperm and eggs are released from sponge oscula. Fertilisation occurs in the ocean water resulting in planktonic larvae development. In some sponges the eggs are retained inside the mesophyl of the parent. Sperm cells exit one sponge through the Osculum and enter another sponge with the incurrent water. Choanocytes trap the sperms and incorporate them into vacuole. The choanocytes lose their collar and flagellum; they become amoeboids, and transport the sperm to the eggs. In some sponges, early development occurs in the mesophyl. Cleavage of a zygote results in the formation of a flagellated larval stage. The breaks free and is carried the water carries it away from the parent sponge. After about two days the larva settles in a suited environment and starts to mature into and adult. Asexual reproduction also occurs in some sponges. This involves the formation of resistant capsules, called gemmules which contain masses of amoeboid cells. At the death of the parent sponge in winter, gemmules are released from them which can survive adverse conditions. When favourable condition are observed in spring time the amoeboid cells stream out of a tiny opening, called the micropyle, and organise into a sponge. Some sponges have the remarkable power of regeneration. Though this is possible if the right cells are present in the sponge. A few species reproduce by budding Ecology Sponges are very competitive for living space .Many sponges shed spicules, forming a dense carpet several meters deep that keeps away organism which would otherwise prey on the sponges. They also produce toxins that prevent other sessile organisms such as bryozoans or sea squirts from growing on or near them. Sponges are important ecological constituents of reef communities, but they do not commonly contribute to the construction of reef frameworks. Habitats Sponges are worldwide in their distribution, from the Polar Regions to the tropics. Most are found to be in quiet and clear waters because sediment stirred up by waves or currents block their pores, making it difficult for them to feed and breathe. The greatest numbers of sponges are usually found on firm surfaces such as rocks, but some sponges are found on soft sediment they attach themselves by means of a root-like base. Sponges are more abundant but less diverse in temperate waters than in tropical waters, possibly because organisms that prey on sponges are more abundant in tropical waters. Uses The calcium carbonate or silica spicules are too rough for most uses, but two genera, Hippospongia and Spongia, have soft, entirely fibrous skeletons. Early Europeans used soft sponges for many purposes including padding for helmets, portable drinking utensils and municipal water filters. Sponges were used as cleaning tools, applicators for paints and ceramic glazes and discreet contraceptives. The luffa sponge, which is commonly sold for use in the kitchen or the shower, is not derived from an animal but from the fibrous skeleton of a gourd. Sponges have medicinal potential due to the presence in sponges themselves or their microbial symbionts of chemicals that may be used to control viruses, bacteria, tumours and fungi.

Example of report Essay

â€Å"Thinking is easy, acting is difficult, and put one’s thoughts into action is the most difficult thing in the world.† Johann Wolfgang von Goethe (German Playwright, Poet, Novelist and Dramatist. 1749-1832) Looking back at the lecturer career, the important of critical thinking to success in the career thinking skills is real, students may not know how to actually apply the information that receive to real world application culture, or lives a life that demands them to talk, read or write to prove proficiency? Critical thinking is the ability to think clearly and rationally. It includes the ability to engage in reflective and independent thinking. Someone with critical thinking skills is able to do the: understand the logical connections between ideas, identify, construct and evaluate arguments, detect inconsistencies and common mistakes in reasoning, solve problems systematically, identify the relevance and importance of ideas and reflect on the justification of one’s own beliefs and values. Critical thinking is not a matter of accumulating information. A person with a good memory and who knows a lot of facts is not necessarily good at critical thinking. A critical thinker is able to deduce consequences from what student knows, and will knows how to make use of information to solve problems, and to seek relevant sources of information to inform. Critical thinking should not be confused with being argumentative or being critical of other people. Although critical thinking skills can be used in exposing fallacies and bad reasoning and constructive tasks. Critical thinking can help us acquire knowledge, improve our theories, and strengthen arguments. We can use critical thinking to enhance work processes and improve social institutions. Start from the week two, first exercise has started. On the second week,  student required to buy the materials such as artline pens 0.1, 0.3, 0.5 and 0.8, butter pad, layout pad, technical pen, regal bond, cutting mat and etc. In the first exercise, a student has to draw a box of 6x6cm with a title Visual Element of Form. For the first time, the very 1st sketch was using numbers to determine the dots, line, shape and volume. First time and the second time have been rejected and required to improve the artworks. The third time has accepted and it was four different types of flowers. In week three, the second exercise were introduced and the title is Encounter of Form. On the third week, before starting the second exercise, students required to study the samples which were given on the assignment briefing. Students have to draw the same boxes on the layout pad or butter pad or regal bond. Encounter of Form is about the positive and the negative under seven rules which is detachment, union, intersect, overlap, touching, interpenetration and subtraction. The first artwork was failure and required to improve. For the second artwork was complete success. In week four, the third exercise of the assignment one has given by the lecturer and the title is Space and Depth. Before starting the exercise, students have to understand what to draw and how to draw, how to start. For the first part of the exercise, student has to do boxes with four instruction which is increase, playful, congested and tension. And as for second part, students have to do A3 size artwork with four themes which is peace, war, hope and struggle. With these four themes was hard to choose but ended up with hope. The first artwork was failure and required to improve. For the second artwork was complete success and accepted. At the lecture class which held on week five, the lecturer play a video named Three Idiots which is interesting and funny, some moral values and the way to show critical thinking to argue the logic point. The last exercise of assignment one was called Orisimstylization, and inquire student to get a sample of the existing man-made object, animal and human model. The last exercise strictly follows back the exercise in the second box while the third was rather interesting due to use student’s style and the originality. For the last exercise, the first artwork was failure again and required to  improve again. The second artwork was the different advertising models and has been accepted. In week six, students have to hand in the assignment one along with the front cover and back cover. But because a lot of student have fail to show a good and presentable assignment, whole of the exercise along the cover have to improve and the deadline was postponed to the week 9 with along assignment two. In week seven, the lecturer introduces the assignment two which consisting two part, one was to do Repetition: Unit and Flat Plan while the another were Application. The Unit and Flat Plan, requires student to draw one selected image over on internet or any media that can be used to inquired an image. Then on the 1Ãâ€"1 inch small boxes over 9 x12 grid, student have to draw on it to show the repetition. As for the Application, using the same size of the 9Ãâ€"12 inch over the layout pad, draw an image of the selected material of object to describe the repetition. Example, a t-shirt was used and draw at layout paper, then by applying the selected sample on the Unit and Flat Plan it will show the texture inlayed on the selected application. Around week eight and nine was the week where the lecturer giving opportunity to student to seek and given advice to for their assignment progression. With some feed back by the lecturer, student then improve student artwork while along learning some of the creative and critical thinking over several sample of video given by the lecturer. Within at week nine the student has to do their final makeup before hand in the assignment one along the current second assignment to the lecturer at office around Friday at 12.00 to 12.30pm sharp. With this, the whole assignment one and second has done and hand in by that day.

There is an increasing pressure in contemporary society to create and maintain the perfect body. - Free Essay Example

Sample details Pages: 8 Words: 2393 Downloads: 4 Date added: 2017/06/26 Category Sociology Essay Type Analytical essay Did you like this example? Critically discuss this statement Throughout time there has been a fascination with constructing the perfect human form. In Ancient Greece, the perfect muscular body was associated with an individual being a hero, a warrior and an athlete and was symbolic of ones sense of arÃÆ' ªte or full potential (Chaline, 2015). Within the Renaissance period, as demonstrated by Da Vincis Vitruvian Man, emphasis centred on physical beauty and symmetry as signifiers as the embodiment of purity, virtue and morality. Don’t waste time! Our writers will create an original "There is an increasing pressure in contemporary society to create and maintain the perfect body." essay for you Create order The rise of imperialism in Western Europe in the eighteenth and nineteenth centuries increased the importance of the fit and healthy body has as a reflection of a nations power and military preparedness. As Synnott (1993) elucidates therefore, the body has long been seen as the prime symbol of the self and how it is thought of is historically, socially, sensually, politically and ideologically constructed: [The body may be seen as]à ¢Ã¢â€š ¬Ã‚ ¦a tomb of the soul, a temple, a machine, and the self and much more; it has also been treated accordingly. Bodies may be caressed or indeed killed, they may be loved or hated, and thought beautiful or ugly, scared or profane (p.7-8). In late or post modern society, there are multiple pressures for creating and maintaining a sense of physical perfectionism with contemporary cultures relentlessly promoting the body beautiful (Thomas, 2007). We are constantly presented with images of perfectly formed models, celebrities, athletes and film and television stars (e.g. Grogan, 2008; Orbach, 2010) and social media forums such as Facebook, Twitter and Instagram are saturated with visions of individuals finely tuned bodies and versions of themselves they wish to present. For men, current ideals of physical perfectionism are best understood as muscularity in moderation where muscle size and visibility as signs of health, independence and athleticism are paramount but within given parameters of normalcy. For example, the hyper-muscled body that competitive male bodybuilders develop is deemed freakish (Fussell, 1991; Klein, 1993; Monaghan, 2001). For women, the perfect body is more complex to distinguish and is further oppressed by patriarchal ideologies. Feminist scholars have addressed how womens perceptions of their bodies and what is deemed attractive or imperfect are often informed by the male gaze for the purposes of gaining pleasure (e.g. Shildrick, 2002; Garland- Thomson, 2009). Certain forms of embodiment such as being sl ender, toned, petite and sexy are idealised in contemporary Western culture, but how a woman manages her sense of being in a body is problematic. As Markula (2001: 237) highlights, women are presented with the task of managing a host of contradictory continuums which dictates the female body should be firm but shapely, fit but sexy, strong but thin. This negotiation is made more problematic as women have historically been more defined by their bodies, and as a result, objectified in a number of ways. For example, female athletes are often infantilised or sexualised based on their physical appearance regardless of their sporting accomplishments (Hargreaves, 1994). For both men and women therefore, the body is not only viewed as a sign of physical capability allowing us to perform our everyday roles and routines, but is increasingly associated with, and symbolic of, our attractiveness, successfulness and virility (Bauman, 1990). According to Bourdieu (1991), developing a body that relates well amongst contemporary ideologies of physical perfectionism imbues the owner with physical capital which in turn can be transferred into cultural and economic capital enhancing ones status and distinction in a given social field (i.e. sets of localised social relations): The production of physical capital refers to the development of bodies in ways which are recognised as possessing value in social fields, while the conversion of physical capital refers to the translation of bodily participation in work, leisure and other fields into different forms of capital. Physical capital is most usually converted into economic capital (money, goods and services), cultural capital (for example, education) and social capital (social networks which enable reciprocal calls to be made on the goods and services of its members) (p.127). As a result, inhabiting a typically gendered, young, muscular, athletic, virile and able body is valued and brings rewards in a society that values perf ectionism. For example, Monaghan (2002) explores how his muscled body assisted in him in gaining a position as a nightclub doorman which in turn opened up avenues of (hetero)sexual experience. These norms of perfectionism are now so engrained in Western society that the term body fascism has arisen in popular culture to express the oppressiveness inherent in the narrowing of norms about the ideal body (Hughes, 1999: 155). These strict bodily boundaries limit how the body may be imagined and experienced at the expense of alternative expressions of embodiment. According to Pronger (2002) the ubiquity of the fit, slender, muscular body creates a panoptic effect as individuals watch over themselves for any deviations from these norms. Non-normative or less valued bodies such as old, fat, disabled, short, tall bodies or bodies that transgress accepted norms (e.g. female bodybuilders who transgress traditional ideals of femininity) are therefore oppressed or excluded altogether. As Sparke s (1997: 88) iterates some constructions (of embodiment) come to be more equal than others, some come to be more legitimate than others, and some get to be promoted over others. Indeed, as Hughes (1999) points out some bodies, for example the disabled body, is placed as a binary opposite to fascist ideologies of body perfectionism and is used for the very construction of the perfect body. As pressure exists to live up to certain levels of perfectionism there is increasing awareness that the body itself is perfectible through various bodily regimens and modifications. This has resulted in the body being increasingly seen as an object of consumption creating further pressures for individuals to work on their bodies as part of a self-reflexive project (Giddens, 1991; Shilling, 1993; 2003). According to Shilling (2003), engaging in body projects allows people to make strong, public and personal statements about who and what they are within a multitude of social contexts: In the affl uent West, there is a tendency for the body to be seen as an entity which is in the process of becoming; a project which should be worked at and accomplished as part of an individuals self-identity. Body projects still vary along social lines, especially in the case of gender, but there has in recent years been a proliferation of the ways in which both women and men have developed their bodies. Recognising that the body has become a project for many modern persons entails accepting that its appearance, size, shape and even its contents, are potentially open to reconstruction in line with the designs of its owner (p.4; emphasis added). Modifying ones body in line with socially and culturally constructed norms therefore promises control and security and creates space for an individual to situate oneself in the world. As Shilling (2003) suggests, not only can individuals create their own identity through altering the appearance of the body amongst an array of choices but it is their r esponsibility to do so through engaging in modifications and everyday bodily maintenance as a demonstration of diligence and labour. People may therefore choose, and indeed feel pressured, to undertake bodily modifications such as committing to regimes of physical training, disciplining nutritional intake, undertaking plastic surgery and botox, having teeth whitened or piercing, tattooing and scarifying the skin at the bodys surface (e.g. Featherstone, 2000). These modifications are supplemented by daily routines of bodily maintenance such as washing and cleaning, adorning the body with clothing, brushing our teeth, applying makeup and moisturisers, having our haircut in particular ways and undertaking techniques that remove hair from certain body parts. Such pressures perhaps contribute to the continual obsession with gym culture in contemporary society. The gym offers a space where physical labour (which is constantly declining in an increasingly technological world) is reprodu ced promising the construction of a strong, powerful, functional, independent, desirable body and offering potential for the transformation of the self. As Fussell (1994) observes, the built body in contemporary, capitalist, visual, aesthetic society has more symbolic and cultural importance than it is has usefulness in the production of labour: The bodybuilder is a perversion of puritanism, and utilitarianism. He doesnt use his muscles to build bridges, but to raise eyebrows. They are at once functionless, yet highly functional (p.45). Gyms are thus important social spaces where individuals are encouraged to work their bodies like a project through which they can transform or maintain their body-self identities. As Fussell (1994: 57) continues of bodybuilders the muscular body, the picture of eternal adolescence, is their dominant dream, and the gym their nightly launching pad. In affluent Western society of course individuals are presented with an ever increasing choice of he alth and fitness regimes, diets, and bodily practices which they may engage in. However, it is important to critique the freedom to which individuals are really afforded in these practices. For Foucault (1981), there is less choice of what we do with our bodies than we are conscious of as we are placed under multiple cultural confines and constructs of perfectionism and normalcy. Engaging in a body project is therefore not exclusively an expression of individual agency, but is policed through the adherence, or docility as Foucault called it, to dominant cultural discourses. As Bourdieu (1990: 63) asserts, there is a causal relationship between the social and the corporeal, and so accordingly we must see society written into the body, into the biological individual and vice versa. The increasing pressures to conform to and commit to achieving the perfect body have been highlighted as contributory factors to compulsory and obsessive behavioural disorders such as anorexia nervosa, b ulimia and most recently the phenomena of bigorexia amongst men (Ahmad, Rotherham Talwar, 2015). Increased consciousness of the body and perceived inability to embody ideals of perfectionism has also been linked with self-dissatisfaction, anxiety, depression and negative wellbeing (Grogan, 2008). There is also increasing suggestion that people are taking more risks to achieve perfect bodies including taking supplements, steroids and dietary pharmaceuticals (Monaghan, 2001). Embarking on a body project as an attempt to transform the self into socially and culturally constructed visions of perfectionism therefore problematic. Furthermore, as Shilling (2003: 5) reminds us, bodies are doomed to fail as they inevitably age and decay, become sick and injured, and are not always malleable in the ways that we desire bodies are limited not only in the sense that they ultimately die, but in their frequent refusal to be moulded in accordance with our intentions. Offering some reflections, it is evident that within late or post modern society that is aggressively aestheticised (Featherstone, 1991) the vision of the perfect body takes centre stage. As a result, pressures exist for people to embody perfected physical forms. Although there are plenty of examples of people who reject these norms and take measures to differentiate or individualise themselves in alternative ways (e.g. through non-normative tattoos) in general there are demands for us to present and perform our bodies in particular ways. The perfect body is of course mythical. Participants in numerous studies in a variety of contexts have reported how they are never happy with their bodies no matter how much work they undertake on them (e.g. Monaghan, 1999). Bodily perfectionism should therefore be better conceptualised as a socially constructed ideology dependent on time, culture, space and an individuals biography and subjectivities and is ultimately impossible to achieve. Perhaps promoting this understan ding and how the perfect body does not exist in a fixed, essentialist, homogeneous way but rather is better seen as fluid, constructed and heterogeneous could offer a number of benefits and ways to ease the pressures that people experience with regards to anxiety with their bodies. For example, recognising the impossibilities and constructions of physical perfectionism may allow people real freedom to create unique self-reflexive body projects where multiple versions of perfectionism may be imagined. Promoting these variable body projects (Monaghan, 2001) promises more fulfilling body-self relationships, less risky bodily practices, opportunity for empowerment and increases in overall embodied wellbeing. References Ahmad, A., Rotherham, N. Talwar, D. (2015) Muscle dysmorphia: One in 10 men in gyms believed to have bigorexia. BBC Newsbeat. 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New York: Oxford University Press. Giddens, A. (1991) Modernity and Self Identity: Self and Society in Late Modern Age. Cambridge: Polity Press. Grogan, S. (2008) Body Image: Understanding Body Dissatisfaction in Men, Women and Children. Hove New York: Routledge. Hargreaves, J.A. (1994) Sporting Females: Critical Issues in the History and Sociology of Womens Sports. London: Routledge. Hughes, B. (1999) The constitution of impairment: modernity and the aesthetic of oppression. Disability and Society, 14 (2), pp. 155-172. Klein, A. (1993) Little Big Men: Bodybuilding Subculture and Gender Construction. New York: SUNY Press. Markula, P. (2001). Firm but shapely, fit but sexy, strong but thin: the postmodern aerobicizing female bodies. In: A. Yiannakis M.J. Melnick (Eds.), Contemporary Issues in Sociology of Sport. Champaign: IL: Human Kinet ics, pp. 237-258. Monaghan, L. (1999) Creating The Perfect Body: A Variable Project. Body Society 5 (2-3), pp. 267-90. Monaghan, L. (2001) Bodybuilding, Drugs and Risk. London: Routledge. Monaghan, L. (2002) Opportunity, Pleasure and Risk: An Ethnography of Urban Male Heterosexualities. Journal of Contemporary Ethnography, 31 (4):440-477. Orbach, S. (2010). Bodies. London: Profile Books Pronger, B. (2002) Body Fascism: Salvation in the Technology of Physical Fitness. Toronto: University of Toronto Press. Shildrick, M. (2002) Embodying the Monster: Encounters with the Vulnerable Self. London: Sage. Shilling, C. (1993) The Body and Social Theory: 1st Ed. London: Sage. Shilling, C. (2003) The Body and Social Theory: 2nd Ed. London: Sage. Sparkes, A.C. (1997) Reflections on the socially constructed physical self. In: Fox, K. ed. The Physical Self: From Motivation to Wellbeing. Champaign, IL: Human Kinetics, pp. 83-110. Synott, A. (1992) Tomb, temple, machi ne, self: The social construction of the body. British Journal of Sociology, 43, 79-110. Thomas, C. (2007). Sociologies of Disability, Impairment, and Chronic Illness: Ideas in Disability Studies and Medical Sociology. London: Palgrave MacMillan.