Major Crime free essay sample

What is the purpose of major crime-reporting programs? What makes a successful crime-reporting program in the United States? The purpose for major crime-reporting programs is to try to improve the methology and to publish the collective data. So by having major crime-reporting programs the law enforcement agencies are able to get information and also collect data to figure out the crime patterns of the nation instead of just one spot. This is hard though because not all of the crimes that end up happening get reported. So by this being said not everything can go into the crime-reporting programs. I think the government needs to try to find another way to get these â€Å"smaller† none reported crimes to be reported. What makes a successful crime reporting program in the United States is that most of the crimes do get reported the way that they should, and that the police officers are doing their job to the best of their abilities. We will write a custom essay sample on Major Crime or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I think it could be stepped up a notch and maybe put camaras in the cruisers so the crimes that do not get reported at least have a sign to get reported. †¢How do crime rates relate to arrest rates and clearance rates? Is there a way to improve the correlation between crime rates, arrest rates, and clearance rates in the effort to combat criminal activity? Crime rates are when the number is divided by the total number of crimes that are what they called â€Å"cleared. † This is when the crime is closed, finished or they found the criminal in whatever was going on with the crime. To combat criminal activity the police can gather the information from the UCR (uniform crime report). From what I was reading â€Å" clearance rates is the percentage of crimes that have been closed by arrest, exceptional means, etc. So in my opinion to help improve the correlation between crime rates, arrest rates and clearance rates, is to get all the facts straight. Do not jump from one to the other. Gather all the information that you can, and see what is going on, get cases closed or any old cases if they were closed because in significant evidence see if there is anything that you can do to change the out com e and re-open the close case to get it closed the right way and find out what really happened. http://en. allexperts. com/q/Criminal-Law-916/2010/10/crime-rates. htm

Supriya Panjiyar Essays (1147 words) - Edward Snowden, Free Essays

Supriya Panjiyar Essays (1147 words) - Edward Snowden, Free Essays Supriya Panjiyar Professor Cherry English 1302-71016 21 October 2017 Snowden : Film Review Snowden starring Joseph Gordon-Levitt and Shailene Woodley is a movie written and directed by Oliver Stone. Released on 16 September 2016, it grossed $21,587,519 all over USA initially having an approximate budget of $40,000,000. According to IMDb "The script is based on the books The Snowden Files, The inside story of the World's Most Wanted Man by Luke Harding and Time of the Octopus by Antony Kucherena." The movie won the Satellite Award for Best Adapted Screenplay, Bavarian Film Awards and Camerimage for Main Competition. The movie was shot in 24 different locations including Munich, Bavaria, Germany (studio), Hawaii, Hong Kong and Russia. A. O.Sott mentions that"Oliver Stone's "Snowden," a quiet, crisply drawn portrait of the world's most celebrated whistle-blower, belongs to a curious subgenre of movies about very recent historical events." The fact that the events shown in the movie happened recently and that the actual Snowden is still living in Russia makes the viewer more excited and the expectation about the movie gets higher. The movie starts with Edward J. Snowden (Joseph Gordon-Levitt) meeting two journalists Laura Poitras (Melissa Leo) and Glenn Greenwald (Zachary Quinto) in an airport in Hong Kong. The three of them go to a hotel room in Hong Kong and the story of Snowden begins. There he reveals that the Government is spying not only on foreign adversaries but also on millions of Americans via their emails, texts and telephone calls. The story takes the audiences back and forth to Snowden's life. He being an excellent programmer decides to join the CIA and the National Security Agent after his career ends in United States Army Rangers. He meets Corbien O'Brian Rhys Ifans in the CIA. Corbien gets really impressed with Snowden's programming techniques and hires him as a CIA. In the movie Corbien O'Brian stresses "Bombs won't stop terrorism, brains will, and we don't have nearly enough of those. I'm gonna give you a shot, Snowden." (Snowden). Although Snowden had a weak physique he was a r eally good programmer and that is what get him into CIA. Meanwhile, he meets Lindsey Mills (Shailene Woodley) through a dating website, they gradually fall in love with each other. The work of Snowden requires him to move a lot. Lindsey moves with Snowden. As Snowden starts working for CIA and gradually for the NSA he begins to know a lot of secrets which a normal citizen wouldn't know. His work starts stressing him which also harms his relationship with Lindsey. After figuring out that the government is not only spying on the terrorists and hostile regimes but also on the allies and everyday citizens, Snowden starts getting paranoid and that fact haunts him everywhere. He feels that his country's security depends on his hands which gets him so stressful to the point that he starts having seizures from epilepsy. Snowden then finally makes a decision and leaves Hawaii to travel to Hong Kong, where he makes the big revelation of the Government's activities to the press. Joseph Gordon Levitt has given a full justice to his character portraying himself as Snowden. Anna Hornaday stresses that Joseph Gordon-Levitt "has mastered Snowden's flat, affectless way of speaking." Likewise Shailene Woodley who plays as Snowden's love interest, Lindsey Mills in the movie has done an excellent job too. Her acting in the movie gives the movie a warm and lively sensation which is a change to the movie which basically has a serious plotline. The supporting cast members Rhys Ifans and Nicholas Cage have given their best to the movie too. According to T.A Moreland "One of the small but important role is that of Patrick Haynes, a computer genius and a Black man, played by Keith Steinfeild. Haynes, who speaks seven languages, is described by a collegue as the smartest man in the agency. And this character shows that brilliant, nerdy tech come in all colors."(1). The movie does not feel like it is losing its pace in any part. It keeps the audience excited on what is going to happen next. The setting in the movie keeps changing since it has been shot in 24 different

MMC - SAT Scores, Costs and Admissions Data

MMC - SAT Scores, Costs and Admissions Data Marymount Manhattan College Admissions Overview: Marymount Manhattan College accepts over three-quarters of those who apply, making it accessible to the majority of applicants. Students can apply to the school through the schools application, or with the Common Application. In addition, students are required to send in test scores from the SAT or ACTthe majority of applicants submit SAT scores, but both are accepted equally. Additional materials include high school transcripts, letters of recommendation, and a personal statement. Admissions Data (2016): Marymount Manhattan College Acceptance Rate: 78%Test Scores 25th / 75th PercentileSAT Critical Reading: 480 / 600SAT Math: 450 / 570SAT Writing: - / -What these SAT numbers meanACT Composite: 22Â  / 27ACT English: 21Â  / 30ACT Math: 18Â  / 25What these ACT numbers mean Marymount Manhattan College Description: Originally established in 1936 as a Catholic two-year womens college, Marymount Manhattan College is now a nonsectarian four-year liberal arts college. The college consists of two buildings on 71st Street in Manhattan, and the school is proud to declare the city itself as its campus. Students come from 48 states and 36 countries. MMC students can choose from 17 majors and 40 minors, and the college has particular strengths in communications and performing arts. Prospective students with strong grades and standardized test scores should look into the College Honors Program for an enriched learning environment. Academics at Marymount Manhattan College are supported by a 12 to 1Â  student / faculty ratio. Students have all the opportunities of New York City at their fingertips, but they can also participate in any of the colleges 39 student clubs and organizations. The college does not have any varsity athletic teams. Enrollment (2016): Total Enrollment: 2,069Â  (all undergraduate)Gender Breakdown: 23% Male / 77% Female89% Full-time Costs (2016Â  - 17): Tuition and Fees: $30,290Books: $1,000 (why so much?)Room and Board: $15,990Other Expenses: $7,500Total Cost: $54,780 Marymount Manhattan College Financial Aid (2015Â  - 16): Percentage of New Students Receiving Aid: 94%Percentage of New Students Receiving Types of AidGrants: 93%Loans: 83%Average Amount of AidGrants: $13,810Loans: $7,778 Academic Programs: Most Popular Majors:Â  Art, Business, Communication Arts, Dance, English, Psychology, Sociology, Theatre Arts. Transfer, Graduation and Retention Rates: First Year Student Retention (full-time students): 73%Transfer Out Rate: 41%4-Year Graduation Rate: 36%6-Year Graduation Rate: 45% Data Source: National Center for Educational Statistics If You Like MMC, You May Also Like These Schools: Baruch College: Profile | GPA-SAT-ACT GraphHofstra University: Profile | GPA-SAT-ACT GraphAdelphi University: Profile | GPA-SAT-ACT GraphThe New School: Profile | GPA-SAT-ACT GraphManhattan College: Profile | GPA-SAT-ACT GraphNew York University: Profile | GPA-SAT-ACT GraphSyracuse University: Profile | GPA-SAT-ACT GraphJuilliard School: Profile | GPA-SAT-ACT GraphBoston University: Profile | GPA-SAT-ACT GraphLIU Brooklyn: Profile | GPA-SAT-ACT Graph Marymount Manhattan College and the Common Application Marymount Manhattan uses the Common Application. These articles can help guide you: Common Application essay tips and samplesShort answer tips and samplesSupplemental essay tips and samples

Growth strategies Essay Example | Topics and Well Written Essays - 250 words

Growth strategies - Essay Example The product development strategy involves developing existing products or introducing new lines of products in order to increase the firm’s revenues. The market development strategy involves creating new markets for the company such as penetrating new geographical regions (Gaebler, 2010). Multinational corporations often utilize market development strategies. A diversification strategy makes sense when good opportunities can be found outside the present business (Kotler, 2003). Tenet Healthcare Corporation is a healthcare delivery system founded in 2003. It is one of the nation’s largest healthcare providers with 49 acute care hospitals in 11 states, 64 outpatient centers, 3.88 million outpatient visits (Tenethealth, 2009). The firm generated in 2009 over $9 billion in revenues. The company current has a presence in 22% of the United States region. The company recently made a strategic move to achieve growth. The growth strategy the company utilized was the market devel opment strategy. The company reached an agreement with Keystone Mercy Health Plan which covers Hahmemann University and St. Christopher Hospital for Children in Philadelphia (Tenethealth, 2011). I believe that the approach utilized by the company to achieve growth was the right decision. The firm was able to successfully penetrate the Philadelphia marketplace without investing resources.

Outline Presentation, Choosing the Luncheon Situation Assignment

Outline Presentation, Choosing the Luncheon Situation - Assignment Example I also would like to appreciate the positive mentality of the college administration in giving credible chance to the current students to enhance their career and future life. My mission here is to present a research essay to my college explaining my need to contact my college alumni on Graduation luncheon function to strengthen our career options. Here I am honored about the opportunity my college avail us to connect with our successful alumni members and coordinate with them in order to expand our career options. I am immensely obliged to my college for launching every spring a Graduation Luncheon occasion wherein the current students and old students cooperate to brighten the future of the former. Here my main motive is to obtain assistance from Graduation Luncheon committee members to acquire names of former graduate students. I have chosen this graduate luncheon function, as it is the grand event of the college wherein all members relevant to the college academy will be present. This is a moment developed by my college to offer us with a golden opportunity to consult with our alumni of old students, who have strong experience with the college and career. The mode of addressing I chose will be the manuscript format, wherein the alumni members will read out the information we need to know in a question-answer format. I chose this style because the luncheon function is a golden moment and I want to get maximum help from our alumni. I would prefer to use media, and the media would be television industry. I select television media because it is visual and audio based. According to (Awoko)â€Å"Television is now the second most popular mass media channels in the world, and its growth is seen all over the world every day†. I want all the academic fraternity to view the comprehensive promotional plan of my college and how it allows the old and current students to connect for the advantage of both. I would definitely like to include a team presentation from the current batch, which would respect and thank the supportive mentality of Graduation luncheon committee and the alumni members.

An Analysis of Psychology in Art Essay Example for Free

An Analysis of Psychology in Art Essay Kahlo’s painting Self Portrait with Cropped Hair (1940) and Lichtenstein’s Drowning Girl (1963) both use emotive techniques in order to convey more subtle feelings. While Lichtenstein employed a more bold look to his female subject, Kahlo uses a formal stance in her self-portrait, but both give the viewer the idea of sorrow being the center subject behind these female figures. Kahlo’s self portrait shows a woman on a chair (presumably Kahlo) with the cut pieces of her hair scattered all about her. This use of the hair being all around the main figure gives the viewer the impression of a battle – that Kahlo lost. Hair is a metaphor in the painting – a metaphor of peace or strength. In the bible the symbol of hair can be found in the story of Samson and Delilah in which Samson got his strength from his hair, and the prostitute Delilah cut it all off thereby rendering the hero useless. If then, Kahlo’s hair is her strength it is almost as though the viewer is peering on to a death sentence of the woman. The death sentence in Lichtenstein’s work is much more blatant as the drowning girl states in her bubble â€Å"I’d rather sink than call Brad for help† which coordinates this theme of desperation and sorrow. The stance of either female in their respected representations are opposite: Lichtenstein gives his subject a subdued and hopeless stance being already almost entirely submerged in the water and thereby closer to death while in Kahlo’s painting, although nearly all of her hair is spread about her in a form of defeat, the figure stands in erect position rather in a stance of having lost the battle. There is distinctly more depth present in Kahlo’s painting, with the cut hair scattered on the ground and the angles of the chair making the viewer fell as though they are peering into this event. In Lichtenstein’s work the viewer is given a close up of the woman who doesn’t allow for much depth to be viewed – but in classic Lichtenstein technique, his use of flat planes further develop this loss of field of depth. This is perhaps a metaphoric sense of depth since Kahlo’s portrait is subtle and the viewer has to read into the subject and the subtler emotions involved in the work while in Lichtenstein’s work the viewer merely has to read what the girl says in order to understand everything about the painting in one glance. With a second glance at the figure in Kahlo’s work (and with the history of her recent divorce from her unfaithful husband Diego Rivera) the viewer may guess that this cutting of the hair is symbolic of Kahlo’s state of emotions. Perhaps she is shedding the part of herself that Diego had claimed as Kahlo has said of her art, I do not know if my paintings are Surrealist or not, but I do know that they are the most frank expression of myself. (Kahlo). Thus, in cutting of her hair (presumably he loved long haired women) she is making a claim of self identity away from her cheating husband and thereby the painting becomes transformed into a woman losing hair, into a woman gaining her identity. The top of Kahlo’s painting even states as much in saying, â€Å"Look, if I loved you it was because of your hair. Now that you are without hair, I dont love you anymore. † Lichtenstein’s portrait of a woman who is also in the bad end of love also has a small bit of this identity. She states that she would rather die than have Brad come and help her, but the viewer wonders, why doesn’t the woman try and save herself? The depth that is lacking in the field of vision with Lichtenstein’s work is replaced by a depth into personality of the woman. A psychologist might argue that the woman has an Ophelia complex (from Hamlet) in which she would rather die than live without her lover. In either instance, it is clear that both artists are trying to depict an emotional state in which love is the cause of the effects. Lichtenstein’s work is predominately innovated through DC comics (a panel of which inspired The Drowning Girl). His use of Benday dots emphasize a stylistic approach. Kahlo’s art is more surreal in nature and symbolic in style as is evident in Self Portrait with Cropped Hair. In surrealistic style, Kahlo allows the interchange of gender to play a dominate role in the painting. The figure, Kahlo herself, is dressed in men’s slacks and a shirt, thus allowing the short hair to almost define her in a masculine capacity. In Lichtenstein’s work the gender of the painting is quite clear with the woman showing attributes a helpless woman drowning in the water as well as in love. This woman relinquishes her control over her fate in a rather docile component of femininity (the viewer is reminded of the big bosomed females in horror movies who run from the monster in drastic steps only to fall in their high heels and be destroyed by their pursuer). In Kahlo’s painting, perhaps because of this gender bending idea, the woman becomes like a man, that is, able to survive, or, in comparison, she becomes the pursuer and thereby strong. In opposition to the bible story then, Kahlo does not in fact become weak in losing her hair, but rather the painting is meant to suggest that she becomes strong in this shedding of hair, and husband. In either painting it is clear that both artists are interested in the psychology of their subject. In the DC comic world by which Lichtenstein gained inspiration, women were somewhat helpless creatures in the 1960’s only gaining a feminine stance in the 1980’s or so. His vision of women through his portrait gives the viewer the idea that without love, a woman does not have an identity, and thus, death is a logical substitute to not having a ‘Brad’. In Kahlo’s painting the same may be deciphered; she allows her femininity to surround her on the ground in the form of her hair, and her transformation into a man makes her stronger. It is then interesting to note the decades which lie between either painting – it may be said that Kahlo was progressive with her painting style and her representation of women (perhaps taking note of Kate Chopin’s The Awakening in which the protagonist cannot live in a man’s world and thus drowns herself in an act of freedom). It is clear that in both artworks there are strong emotions which propel the subjects into the places they stand before the viewer. The emotional journey has come to an end in either painting or the female figures either claim their identities (in the case of Kahlo) or they become submerged in a world where they cannot live without love (in the case of Lichtenstein). The psychology of the main characters becomes evident through the artists’ rendering through the use of space, script, and symbolism. Works Cited Alloway, Lawrence, Roy Lichtenstein, N. Y. : Abbeville, 1983 759. 1 L701A Claudia Bauer, Frida Kahlo, Munich: Prestel Verlag, 2005. Frida Kahlo, ed. Elizabeth Carpenter, exh. cat. , Minneapolis: Walker Art Center, 2007 759. 972 K12FR Gannit Ankori, Imagining Her Selves: Frida Kahlo’s Poetics of Identity and Fragmentation, Westport, Conn. : Greenwood Press, 2002. Hayden Herrer, Frida Kahlo: The Paintings, N. Y. : Harper Collins, 1991. 759. 072 K12H Lobel, Michael, Image Duplicator: Roy Lichtenstein and the Emergence of Pop Art, New Haven: Yale University Press, 2002. Pop Art: A Critical History, Steven H. Madoff, ed. , Berkeley: Univ. of California Press, 1997 709. 73 P8242 Waldmann, Diane, Roy Lichtenstein, exh. cat.. , N. Y. : Guggenheim Museum, 1993. 759. 1 L701WAL Whiting, Cecile, A Taste for Pop: Pop Art, Gender and Consumer Culture, Cambridge: Cambridge University Press.

Scientific Murder Essay examples -- essays research papers fc

Scientific Murder: Human Experimentation in Nazi Germany The Nazi's were infamous for their cruel and unusual experiments on humans. Although they played a small part of Nazi Germany's attempt at racial hygiene, these experiments desecrated and exterminated thousands of humans (Lifton 269). "The Nazi medical experiments of the 1930's and 1940's are the most famous example of recent disregard for ethical conduct " (Polit & Hungler 127). For the sake of science, thousands lost their lives "I have no words. I thought we were human beings. We were living creatures. How could they do things like that?" (Auschwitz survivor as quoted in Lifton 269). Was it really science, or was it murder? After the Nazi's seized power in 1933, patients no longer had protection by law from German scientists. These scientists could use any method of "research or treatment". "Terrible experiments carried out in the concentration camps were symptomatic of this amoral attitude of the German scientific community" (Friedlander 131). Prior to 1933, scientists promoted radical measures in the study of racial science. "Prominent eugenicists-anthropologists, geneticists, psychiatrists-influenced both Nazi ideologues and a generation of scientists and physicians" (Friedlander 123). Literature from these scientists influenced Adolf Hitler and many scientists during the Nazi period (Friedlander 123). Science in Germany quickly adjusted to the ideas of race and eugenics. "The enthusiastic participation of the scientific and medical establishment in the sterilization program was an indication of the fact that its ideology meshed with that of the Nazi movement' (Friedlander 125). The concept of racial hygiene was the foundation of Germany's eugenic and racial policy. State hospital directors and scientists founded institutes and departments for researching heredity. In order for scientist to move up in rank, they were coerced to comply with racial hygiene as prescribed by the regime. "Loyalty to ideology determined access to research grants and job opportunities" (Friedlander 126). Euthanasia became a solution to the problem of the slow process of mass sterilization. German scientists were eager to benefit ... ...wledge in science and medicine" (Caplan 65). The German anthropological and psychiatric scientists trapped themselves with their own mythological beliefs. "Every science at its beginning builds on its own mythological foundations. As it progresses, those parts which can no longer be integrated into the whole are dropped" (Muller-Hill 101). The scientists of the Third Reich proved to be malicious and destructive and "in the last analysis, stupid" (Muller-Hill 101). German scientists proved themselves to be traitors to science as they spilled the blood of innocent victims to consecrate their myth (Muller-Hill 101). Bibliography Caplan, Arthur L. When Medicine Went Mad. Totowa: Humana Press, 1992. Friedlander, Henry. The Origins of Nazi Genicide From Euthanasia to the Final Solution. Chapel Hill: London: University of North Carolina Press, 1995. Lifton, Robert J. The Nazi Doctors. New York: Basic Books, Inc., Publishers, 1986. Polit, Denise F., and Bernadette P. Hungler. Essentials of Nursing Research. Philadelphia: New York: Lippencott-Raven, 1997. Muller-Hill, Benno. Murderous Science. Oxford: New York: Tokyo: Oxford University Press, 1988.

The House behind a Weeping Cherry: Analysis

The House Behind A Weeping Cherry believe an individual can blame their country for their personal trouble because that country could be a place where people are mistreated by the government. Living in China during the time Of the Cultural Revolution people were persecuted and thrown into prison because they were speaking out against low pay wages and poverty. As in the story â€Å"The House Behind A Weeping Cherry†, Ill was smuggled into this country illegally by a man who seed her and other women in slave labor such as prostitution.Ill was desperate to get out of China because of the ill treatment the peopled faced. She wanted to start a new life in the U. S. Where she would have a chance to make a better life for herself and to make more money to send back to her family in China. Ill was in a trap or a common cycle for women who fall prey to men who take advantage of people who seemingly have no other choices in life. She blamed her country for the situation she finds herse lf in because the country failed the people by causing them to use any means necessary to flee.People were dying from poverty and starvation as well as sickness and disease. They had little or no medical care and the working conditions were poor and unsafe. Ill knew she had to leave China somehow even if it meant being placed in slave labor as a prostitute. During this time in China, the people were fighting and demonstrating in the streets. They were dying for the right to fair treatments as a citizen of China. They were demonstrating for an increase in pay wages so that they would be able to care for their families.As with so many countries, there are different classes of people. The poor people were doing all of the labor and didn't make enough money to visit a doctor's office for a regular physical exam. The people couldn't pay for decent housing and ended up living in huts or in the streets. The government used them unfairly and they didn't seem to care. Ill came into this coun try with the hopes of a better life, but was still being used by the circumstances of her country. Living as a prostitute and having to pay the majority of your earnings to someone else is not the makings of a better life.Using your body to earn a living is even more degrading than living in a country where you are estimated because you are poor. Her life was in the hands Of another person who seemed to have total control. But after meeting someone who gave her hope to break free from the life she was living seemed possible. My struggles were not as serious as Lily's, but I had to make some hard choices in my life. The choice to go to college to attain a degree in Business Administration was a long journey. After the loss of my job and income, living off of unemployment for two years I hit rock bottom.Raising a teenager as a single parent had its challenges of its own. Eventually unemployment ran its course and then losing my coop apartment of 14 years. I understand that as a woman had a choice to either rise through this trial or become like Ill and blame my country because of the failed economy in 2008. But instead of blaming my country and the greedy corporations I chose to rise to the occasion and take action. I can no longer be a victim of circumstance, but can make a difference in my life as well as setting an example for my son by going to college in the midst of our struggle and make a greater life for me and my family.

Golden Valley Foods, Inc. Essay

In this case, that Neal Middleton is trying to decide why Golden Valley Foods, inc., isn’t as profitable as it once was. I would suggest to Neil Middleton to do a big change in the company’s policy, and do market segmentation. Golden Valley Foods has a line-forcing policy, requiring any store that wants to carry its brand name to carry most of 65 items in the Golden Valley Foods line. This policy, resulted in a decreasing in its sales. Unfortunately, smaller stores are not generally to accept the Golden Valley Foods policy. Then most of their sales come from major supermarket chain store such as Safeway, Kroger, and A$P. According to the last president of the company said â€Å"The influence of our old parent company is still with us. As long as new products look like they will increase the company’s sales volume, they are introduced. traditionally, there has been little, if any, attention paid to margins. we are well aware that profits will come through good products produced in large volume.† I think that, by reducing the large amount of items in the policy Golden Valley Foods could increase its sales; marketing is the process of discovering and translating consumer needs and wants into product and service specifications, creating demand for these products and services and then, in turn, expanding the demand. Goods and services do not move automatically from the makers to the users. A marketing segment is a meaningful buyer group having similar wants. Market segmentation is the process of grouping buyers into different categories having common desires or needs. Thus, segmentation is a consumer oriented marketing strategy.; that could increase the sales as well.

A Temperature Effect essays

A Temperature Effect essays Enzymes are protein catalysts that speed up the rate of specific biological reactions. The first thing to notice in enzyme characteristics is that enzymes are almost all proteins, often globular proteins. They are long chains of amino acid units held together by peptide bonds. Enzymes are much more specific than simple catalysts. Numerous reactions occur within a cell and it is the enzymes job to assist by reducing the activation energy required to set a reaction going. The name enzyme was suggested in 1867 by a German physiologist Wilhelm Kuhne. It was later, in 1894, a German biochemist Emil Fischer found the lock and key hypothesis of enzyme action. (chem.wsu.edu 1) A catalyst is defined as a substance that speeds up a chemical reaction without itself being permanently changed during the process. (chem.wsu.edu 2) In this experiment the purpose was to see if temperature has an effect on the activity of catalysts. METHODS Starting the experiment, a drop of the liver extract and a dropper of tap water were placed into four tubes. Number each tube 1A, 2A, 3A, and 4A for reference. Next, with different test tubes, place 1 dropper of hydrogen peroxide into each tube, labeling them 1B, 2B, 3B, 4B for reference. Corresponding tubes were placed together so both would be at the same temperature. In a cup of crushed ice, place tubes 1A and 1B into the cup. Tubes 2A and 2B place in the test tube rack at room temperature. In a beaker of water measuring 70 C, place tubes 3A and 3B. In a beaker of boiling water, tubes 4A and 4B were placed together. After each tube is in its designated place, let them sit for five minutes (enough time for the reactions to occur). After time has passed, place corresponding tubes into ...

A Case Study On Potential Correlation Between Specific Student Characteristics And Academic Dishonesty In Writing

A Case Study On Potential Correlation Between Specific Student Characteristics And Academic Dishonesty In Writing Does academic dishonesty in writing differ among various student demographic categories at Emory? The purpose of this study was to examine potential significant associations between certain student characteristics (college year, gender, GPA, credit hours, hours spent on academics and pressure felt to succeed) and their involvement in academically dishonest activities on writing assignments. The data for this analysis were obtained from a voluntary questionnaire attempted by 228 students in QTM100 during the Fall 2014 semester. However, after applying exclusion criteria, only 195 out of the 228 were included in the analysis. Any student that did not have a fully completed survey was excluded; also, any observation with improbable or impossible responses was also not considered. For example, any student listing a GPA above 4.0, enrolling in credit hours above 22 or below 12, and/or spending over 70 hours per week on academics outside of class was excluded. In the questionnaire, cheating in writing was assessed through six parts, including citing fake page numbers and sources, having someone else write the paper, purchasing the paper online, paraphrasing without acknowledging sources, directly copying words without giving credit, and borrowing ideas without crediting the original source. If a student provided an affirmative response to any of these six parts, he/she was considered a â€Å"yes† for having taken part in academic dishonesty in writing; otherwise, he/she was identified as â€Å"no† for not having participated in such activities. Two-sample t-tests were conducted for the quantitative independent variables, namely GPA, credit hours and time spent on academics. The ?2 test was used for the categorical variables (pressure, gender, grade level). The sample of 195 students studied was majority freshman (51.3%), large majority of female students (73.3%), averaged a GPA around 3.41, was enrolled between 16-17 credit hours and spent an average of almost 17 hours every week on academics outside of class. The overall sample appeared to mostly feel a fairly high amount of pressure to succeed. A statistically significant association (a = 0.05) was only found for gender, where there is strong evidence to suggest that cheating in writing differs between males and females. For the other variables, we failed to find any significant association; rather, there is no apparent difference between those that have committed academic dishonesty in writing and those that have not. By comparing the â€Å"Yes† and â€Å"No† columns for each respective independent variable except gender, it can be observed that means for GPA, credit hours, hours spent on academics, and proportions for pressure felt to succeed between the two groups are largely the same. There are several limitations to what we can infer from this analysis. First, we cannot conclude any causal relationships due to the study’s observational nature. Also, this is not a random sample, so it may not be a good representation of all Emory students. The self-reported nature of the study also means that the accuracy of the data cannot be ascertained. However, in a greater sense of the Emory student population, it can be realized that academic dishonesty in writing is not specific to certain student demographics; many people, regardless of their GPA, the amount of pressure they feel or how busy they are with academics, have been academically dishonest in writing assignments at one point or another; oddly enough, though, it appears females are far more likely to cheat in writing than males. Appendix 1: Data cleaning and recoding. There was an extensive process to remove implausible values from the data set, including the following exclusion criteria. For GPA, initially, the minimum was 1.9 and maximum was 4.2. As it is impossible to obtain a GPA above 4.0, all GPA values above 4.0 were removed. For hours spent on academics, values ranged from 3 to 109; however, since the higher end of this range is fairly unlikely, the limit for hours spent on academics outside of class was decreased to 70, which seems to be a reasonable weekly maximum, after factoring in class time and necessary living tasks. Credit hours were adjusted to only contain values between 12 and 22, since this is the acceptable range for number of credit hours enrolled to qualify as an Emory College student. The original question â€Å"On a scale of 1-10, indicate how much pressure you feel to succeed† naturally yielded quantitative results under the â€Å"pressure† variable, but these numerical values were recoded into 3 categoric al intervals of pressure levels: minimal/moderate (0-5), high (6-8) and very high (9-10). Because QTM 100 is considered an introductory college course, it was unreasonable to expect an even distribution of students between the four college years; more than half of the eligible sample consisted of freshmen (100 of 195). As a result, the categorical variable representing year in college was re-coded into a dichotomous categorical variable, with possible categories of freshman and 2nd year and above. Any observation that failed to meet the above limit criteria, or originally did not have the entire questionnaire complete, were coded as missing and excluded from the analysis. Appendix 2: Statistical analysis. *All mentions of â€Å"cheating† and â€Å"academic dishonesty† refer only to academic dishonesty in writing. â€Å"Yes† and â€Å"No† groups refer to those that have been academically dishonest in writing and those that have not, respectively. Association between college year (freshman, 2nd year and above) and academic dishonesty ?2 test of independence H0: college year and academic dishonesty are independent HA: college year is associated with academic dishonesty. ?2 = 1.45; p-value = 0.2279 At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of college year, and there is no statistically significant evidence to suggest there is an association. This result is quite practically meaningful, as it appears that cheating is independent of college grade level. Association between gender (male, female) and academic dishonesty ?2 test of independence H0: academic dishonesty is independent of gender HA: gender is associated with academic dishonesty ?2 = 10.64; p-value = 0.0011. At the a = 0.05 significance level, we reject H0 and conclude that academic dishonesty is associated with gender. Specifically, there is statistically significant evidence to suggest that academic dishonesty is far more prevalent among female than male students. It is hard to say if there is any practical significance in this result, given the largely disproportionate amount of females in the sample, but the very low p-value suggests that in practice, perhaps females are far more susceptible than males to participate in academic dishonesty. Association between GPA and academic dishonesty â€Å"Yes† group: mean GPA, 3.41; standard deviation, 0.36 â€Å"No† group: mean GPA, 3.42; standard deviation, 0.40 Two-sample t-test for difference of means H0:  µYES =  µNO, HA:  µYES ?  µNO, where  µ represents true mean GPA t = 0.34; p-value = 0.7352 There appears to be no apparent difference in GPA between the two groups. Unsurprisingly, at the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of student GPA, and there is no statistically significant evidence to suggest an association. This result is quite practically meaningful, as it is surprising to observe that students with lower GPAs are not more susceptible to cheating. Association between number of credit hours taken and academic dishonesty â€Å"Yes† group: mean credit hours, 16.37; standard deviation, 2.17 â€Å"No† group: mean credit hours, 16.44; standard deviation, 2.12 2-sample t-test for difference of means H0:  µYES =  µNO, HA:  µYES ?  µNO, where  µ represents true mean number of credit hours taken t = 0.24, p-value = 0.8119 At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of number of credit hours taken, and there is no statistically significant evidence to suggest an association. This result is quite surprising as well, as it would be expected that students with a greater course load would have less time on average to allot to individual assignments, leading to a higher amount of cheating; however, this does not appear to be the case. Association between hours spent on academics outside of class and academic dishonesty â€Å"Yes† group: mean hours spent on academics, 16.29; standard deviation, 7.18 â€Å"No† group: mean hours spent on academics, 17.19, standard deviation, 8.71 Two-sample t-test for difference of means H0:  µYES =  µNO, HA:  µYES ?  µNO, where  µ represents true mean hours spent on academics outside of class t = 0.78, p-value = 0.4336. At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of number of hours spent on academics outside of class, and there is no statistically significant evidence to suggest an association. This is also surprising, as in practice, it would be expected that those that spend less time on academics tend to be more lazy and find shorter ways to get their writing assignments done. Association between pressure felt to succeed and academic dishonesty ?2 test of independence H0: academic dishonesty is independent of pressure felt HA: pressure felt is associated with academic dishonesty ?2 = 0.50, p-value = 0.7791. At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of pressure felt to succeed, and there is no statistically significant evidence to suggest an association. This is quite practically meaningful, as it would be expected that those that felt a lot of pressure to succeed would be more likely to succumb to cheating, but in fact, it is those that feel little/moderate pressure that have the highest proportion of cheaters.

Augmentative and Alternative Communication Essay

Augmentative and Alternative Communication - Essay Example k, a lot of research needs to be done in the field of developmental disabilities which have multifaceted and multilateral aspects that are not only complex by nature but they also need socio-psychological interventions, stretched over a period of time, involving extensive inter-personal communication. Of the various developmental disabilities, cerebral palsy is significantly different and encompasses a wide set of communication problem. Cerebral palsy is a disability where despite having a relatively high intelligence quotient, the person has almost no control over his locomotor parts including his speech, thus making communication extremely difficult. Though it affects muscle movements and synchronized coordination of body parts, it is not actually a muscular or neurological problem but abnormality in part of the brain that controls body coordination. It is, therefore, very important to address the need for an augmentative and alternative communication for the persons suffering from cerebral palsy. While there have been many studies that focused on improving linguistic, technical, and strategic competence, there is a scarcity of research on socio-relational competence. In order to enhance the participation of the persons affected with cerebral palsy in the development of the community, it is imperative that their socio-relational competencies be developed to the extent that they may start contributing to the socio-economic development of the society. Prior research indicated that providing access to Augmentative and Alternative Communication (AAC) devices to communicate would not guarantee the development of communicative competence in disabled individuals. According to Light â€Å"for AAC users to reach communicative competence, four critical skills must be mastered namely linguistic competence; technical competence; socio-relational competence and strategic competence† (Light, Binger, Agate, & Ramsay, 1999). According to Mirenda (2003) â€Å"the behavioral