Social Science Research Essay Example | Topics and Well Written Essays - 2000 words

Social Science Research - Essay Example This paper as the main task of tracing out the advantages of a comparative methodology that result in value addition in case study analysis ,on the one hand, and, on the other, this paper also explains the various pitfalls that are encountered in social science research when it deploys the comparative methodology. This analysis is achieved by carrying out a literature review in support of arguments in favour of and against the comparative methodology and by citing literature involving case studies that deployed comparative analysis as methodology. Seligson & Tucker (2003) report an interesting cross country study of two very different nations i.e. Bolivia and Russia. They attempt to arrive at conclusions regarding preference for ex-authoritarian rulers in public elections in each of these two countries which are otherwise very divergent in social, economic and geopolitical characteristics. In order to derive such conclusions the research deployed the comparative methodology. The researchers explain their research setting, conclusions and variables in following words, "In our research we find that a preference for authoritarian regime types is a key predictor of support for ex-authoritarian candidates for president in two vastly different countries: Bolivia and Russia. ... Despite the different past and contemporary economic and political characteristics of these two countries, voters choose to support ex-authoritarian candidates in free elections in part because they favor authoritarian regime types. Social capital variables, though, seem to have no effect on this vote choice. Pro-authoritarian attitudes, however, are not the only factors driving support for these candidates. In the Bolivian case our evidence suggests that voters may also prefer ex-authoritarian candidates because of concern over unemployment and corruption. In the Russian case, concern over the state of the national economy clearly plays a role. In both countries, older voters are more likely to support ex-authoritarian candidates. In Russia we find similar patterns for poorer and working class voters as well. As we have examined only two cases in which voters have cast their ballots for former authoritarians, there remain many questions for future research. As a first step, it would be illuminating to examine whether we find similar patterns in other post-communist and Latin American countries in an effort to make sure we have not merely stumbled upon an exclusively Bolivian-Russian connection. Moreover, this analysis was deliberately limited to Presidential elections to facilitate more seamless comparison across the two cases. Having established a realistic basis for comparison, future work could consider parliamentary elections, as well as sub-national elections, in hopes of seeking further evidence of the generalizability of our findings". It is clear from the above that the researchers are very wary of the conclusions reached by them after this comparative analysis. They mention the factors that may affect the

English Present: Simple And The Present Progressive

English Present: Simple And The Present Progressive Introduction: As a teacher of English to Arabic speaking students I have encountered a number of specific difficulties Arab students have in mastering the English language. In this paper, I would like to focus on a particular grammatical problem they have in the area of verb tenses because, of all the mistakes that my students make, mistakes with verbs and verb tenses impede communication to the greatest degree. The specific problem I will attempt to look at the area of verbs is the problem that Arabic speakers have in using and confusing the present progressive. I will base the evidence for these mistakes on actual writing errors that Arabic students have made. Mistakes such as I am live in Abu Dhabi. come up frequently in my students writing. This paper is basically a contrastive analysis since I feel that the majority of my students problems in this area come from mother tongue interference. However, as will be noted below, this does not mean I rule out other sources of errors such as intralingual errors. The following is the outline of this paper: In the first section of this paper, I will describe the various aspects of the grammatical structure of the present simple and the present progressive in the English language. In the second section of the paper, I will contrast the grammatical structure of the present simple and the present progressive with its Arabic counterparts. I will show how Arabic has structures that vary significantly and radically from their English counterparts. In the third section, I will introduce a number of examples takes from students written work and give an indepth analysis of the possible sources of the errors, mainly with respect to mother tongue interference, but also looking at some possible intralingual sources for these errors as well. Finally, in the last section, I will attempt to suggest a general theoretical approach to dealing with such problems Part One: A grammatical description of the English Present Simple and the Present Progressive: The simple present tense As we already know, the simple present of every verb (with the exception of the verb BE, which I will not be dealing with as a grammatical description since it is not the specific focus of this paper) is identical in every person with the basic unmarked base form of the verb except for the third person forms he, she and it to which we generally add s or es (Quirk 1985, p.98). However, numerous irregularities arise in the spelling and pronunciation of this third person form (Leicester 1998, 12.12)(Thomson 1986, p. 150). Questions are formed by using the auxiliaries do, does, in the present, and did in the past by putting all these before the subject. Negation is formed in the same way using dont (or do not) and doesnt, (or does not) in the present, and didnt (or did not) in the past. These forms go after the subject. In addition, the verb must be changed to the basic form. The simple present is used for statements that are always true, (e.g. The earth revolves around the sun.) (Azar 1989,p.2). The simple present is also used for events, actions or situations which are true in the present period of time and which, for all we know, may continue indefinitely, (e.g. Fatima goes to school at Zayed University.) (Azar 1989, p.2) What we are saying in these expressions is that this is how things stand at the present moment (Huddleston 1984, p.81). A further use of the simple present is for actions that are habitual, things that happen repeatedly, (e.g. We study a lot.) (Alexander 1988, p.163)(Quirke 1985, p.107). Observations and declarations are another use of the present simple, as in the sentence (It says here that there is a new night club opening.)(Alexander 19988, p.163). The present simple can also be used to express the future, especially when we want to express strong certainty, (e.g. When we graduate, we will get jobs.). Swan, Huddleston, Lewis, Thomson and Quirke, et. al. also add eight other functions of the present simple which might come up in other contexts such as: Demonstrations and commentaries (e.g. First, I take a bowl and break two eggs in it, thenà ¢Ã¢â€š ¬Ã‚ ¦..) The structures here comes and there goes, (e.g. here comes your husband.) Promises and oaths (e.g. I promiseà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦., I swear à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦, He deniesà ¢Ã¢â€š ¬Ã‚ ¦..) Formal correspondence (e.g. We write to advise you.) Instructions (e.g. You go left, turn rightà ¢Ã¢â€š ¬Ã‚ ¦.) Stories (e.g. In act one, Hamlet meets the ghost of his father.), which Huddleston calls the historic present. In expressions of understanding such as hear, see, gather (e.g. I hear youre getting married.) Finally, the simple present can be used in newspaper headlines (e.g. RUSSIANS RAISE OBJECTIONS) Since there are so many instances of when to use the present simple, is there any way to summarize all of these? I concur with Lewis explanation that the present simple: 1-Expresses an event as a total single point in time. 2-Expresses an event as a matter of fact. 3-Expresses an event as immediate rather than remote. The present progressive tense Both the simple and progressive forms usually tell us that an action takes place. But the progressive forms also tell us that an activity is or was, or will be, etc. in progress, or thought of as being in progress. In other words, the present progressive tells us that the speaker sees an action as taking place over a period of time as opposed to a point in time. In addition researchers would add that the speaker sees the period as limited (Lewis 1986; Leech, 1975; Huddleston, 1984; Quirke, 1985). The present progressive tense is formed with the present of be (am/is/are) (which adds aspect and voice), said by Quirke to be the finite verb, plus the ing form (the non-finite form) (Quirke 1985, p. 120). There are no complications with the additional ing form; however the spelling of the ing has some irregularities and needs to be taught to students e.g. write, writing; run, running; begin, beginning; lie, lying). (Alexander 1988; Huddleston 1984; Quirke 1985). Question formation takes place by switching the place of the auxiliary be and the subject. Negation is achieved by inserting not between the subject and the auxiliary or by contracting nt with the auxiliary verb forms (with the exception of the first person singular form am) (Quirke, 1985). In the classroom, the classical reason given for why we use the present progressive is that it shows an uncompleted action in progress at the time of speaking. To emphasise this, we often use adverbials like now, at the moment, just, etc. For example, Hes not home at the moment, hes working. (Quirke 1985). The present progressive can also be used to describe actions which have not been happening for long, or are thought of as being temporary situations, and which are going on around now, e.g. Abdullah is living with his aunt until he can find a place of his own.. A further use of the present progressive is to refer to activities and events planned for the future. We generally use adverbials in such sentences unless the meaning is clear from context, e.g. Were spending next Thursday in Abu Dhabi. (Azar 1989; Huddleston 1984; Quirke 1985). The present progressive can also be used to talk about developing and changing situations, e.g. That child is getting bigger all the time. (Swan 1980). Sometimes the present progressive can be used to talk about feelings, such as I am feeling fine. or My back is hurting me.. The present progressive is used to show repeated actions along with adverbs such as always, constantly, continually, forever, perpetually, and repeatedly, such as He is always helping people.. In this sense it conveys not temporariness, but continuousness. (Leech 1975; Huddleston 1984). The present progressive also is used to show repeated actions that are happening around now, e.g. He is studying a lot of English these days. Why is he going to the library? (Swan 1980). Dynamic versus Stative Verbs in the present simple and the progressive tenses Dynamic/progressive verbs refer to verbs which show actions which are deliberate or voluntary, e.g. Im building a house., or changing situations, e.g. Hes becoming fat.. Dynamic verbs can be used in both the progressive as well as the simple forms e.g. I eat at 5:00 (everyday). as opposed to Im eating now.. Stative verbs (also known as non-progressive verbs) are verbs which indicate a state, condition or experience. Specifically, stative verbs fall into categories such as feelings (like, love), thinking/believing (think, know, realize), wants and preferences (need, want), perception and the senses (smell, see), and being, seeming, having, and owning (seem, look, appear). Stative verbs are generally not used in the progressive forms (Quirke 1985). However some stative verbs can be used in both the present simple and the progressive tenses, which results in a different meaning in each form, e.g. Im thinking of a solution. as opposed to I think he is the best man for the job. or These flowers smell good. as opposed to Latifa is smelling the flowers in the garden.) (Alexander 1988; Azar 1989; Azar 1986; Quirke 1985). The present simple versus the present progressive Swan makes note of a number of areas where students might confuse the present simple with the present continuous. A. We use the simple present to talk about things that are true for the present period of time, or, as was noted above, to say this is how things stand at the present moment for the foreseeable future. However, if the event is temporary and is taking place right now, we use the present progressive. Afrah studies at the Higher Colleges. Afrah is studying her English lesson. B. We use the present progressive to talk about habitual actions if these are happening around the moment of speaking. Fayrouz and Fatima are preparing for the Eid holidays. However, if the habitual action is not closely connected to the moment of speaking, we generally use the present simple. I go to Saudi Arabia once every three years. C. Verbs that refer to physical feelings can sometimes be used in either the simple present or the present progressive. I feel great! or Im feeling great! My head hurts. or My head is hurting. (Swan 1980). PART TWO A grammatical description of the Arabic present simple and the present progressive In this part of the paper, I would like to give readers a very brief background of the Arabic verb system in regard to the simple present and the present progressive. The Arabic verb system is very complicated. However, this does not mean that a teacher has to master the Arabic language before s/he is able to pinpoint errors that may be a result of the interference of Arabic in English. One can study the Arabic language with the goal of simply understanding the structure, rather than with the goal of speaking and writing in the language. Let us first look at the present simple, then the present progressive, and finally the verb to be since all of these grammatical items are specifically relevant to the particular problem at hand. A.The Present Simple In Arabic, the formation of the present simple is radically different from English, since Arabic uses a root system made up of the three most important consonants (though two or four consonant roots do sometimes occur). In Arabic the three basic consonants (the root) stay the same but it is by changes in the vowels, the suffixes and the prefixes that tense and number are indicated. It is vastly more complicated than the way some English verbs change tense by changing vowels, e.g. give, gave. For example, the sentence, he learns could be represented phonetically by ya-droo-soo. The d-r-s is the root, ya is the part that indicates this is a third person singular masculine verb (though this is not the pronoun). The pattern of the vowels and consonants (ya + c1 + c2+ oo + c3 + oo), lets the speaker know that this is the present tense. In contrast, the past could be represented by a different pattern; hence, he learned, dar-ah-sah has the pattern (c1 + ai or ah + c2 + ai or ah + c3 + ah) (and this is just one pattern out of ten!) From a sentence point of view the verb in Arabic is not necessarily treated as the nucleus of a sentence and, in the case of the copula verb BE, can be omitted entirely (as we shall see below). The verb can also be placed at the beginning of the sentence. Like its English counterpart, the present simple tense in Arabic expresses a habitual action. There are other functions, but they are not relevant to this discussion. B.The Present Progressive In general, the present simple form is also used in Arabic to express the idea of a continuous action occurring in the present. Hence, the English sentence He is working now. in Arabic becomes He works now. (represented phonetically by huwwah yaamaloo al eyn.) What is he doing? in Arabic becomes What does he do? (represented phonetically by mehzah yafaaloo al eyn?) Hence, in almost all cases, the present simple form is used to show the idea of continuous action in the present. However, there is a single verb form in Arabic called the ism-ul-fail which is the exact parallel to the idea of continuous action. However, the difference in Arabic is that the ism-ul-fail is used very sparingly compared to English and then only for some very specific verbs of movement, or verbs that indicate changing from one state to another (going up, going in, going down, walking to a place, leaving a place, etc.). Since the ism-ul-fail is radically different in form from the English progressive it is doubtful that any interference in form occurs. C.A Few Points About The Verb BE as a Copula Although BE as a copula is not the focus of this paper, it does deserve mention here for two specific reasons. The first point is that BE in Arabic, when it is the copula in the present tense, is unwritten and unspoken (although this is not true of the copula in the past tense or the future where it is written and spoken). (Kharma, 1989, p. 89). For example, the literal translation of the sentence Ahmed is a student. is Ahmed student.. So it is conceivable that students might leave BE out as a copula OR as the helping verb in the present progressive because it does not exist in the present tense in Arabic (although there are other additional reasons why students might forget to add it to the present progressive as we shall see). The second point is that BE is used so often in English, in so many different kinds of structures, and that it is so irregular, that it might simply add to the confusion of students (Kharma 1989, p. 161). Students who keep on being corrected for leaving out the verb to be when it is necessary, may for example, hypercorrect themselves and start to write it everywhere. Again, we shall explore this issue further below. PART THREE A look at some common written errors made by Arabic speaking students when using the English present simple and present progressive Finding the exact causes of any error can be a difficult and meticulous task. This is partly because there may be multiple reasons as to why students make one particular error and these causes may also overlap at any given time. In addition, it is extremely problematic, even for a native speaker of both Arabic and English, (which I am) to know exactly what is going on linguistically in the mind of a student when s/he makes such an error. However, having said that, even with these obstacles, we can at least make some good hypotheses and lists of possibilities as to why these errors occur with our own students. As a result, we will be able to generate classroom strategies and methods in order to correct and remedy these sorts of mistakes. The following categories of errors are the most common that I have found in students written work with regards to the simple present versus the present progressive. I will look at each category in turn, and offer an analysis of the sources for these types of error. Category One Fatima studies now. Ahmed does his homework now. In these sentences, the intention of the Arabic speaking writer seems to be to convey the meaning of what in English would be a present continuous action, expressed by the present continuous tense. This is clear by the use of the adverb now or in the case of other examples not shown here, from other adverbs or the context of the sentence. In examples one and two, the Arabic speaker seems to be transferring the rules of his native language into English. The Arabic speaker usually uses only the present simple to express events that would be expressed in English by both the present simple and the present continuous. Category Two Mariam cant talk, she eating now. This kind of mistake is a bit more problematic in terms of analysis. It could be that the Arabic speaker, feeling that the full meaning of the action is expressed in the verb with the ing, has decided that the am/are/is forms are redundant and unnecessary. It could also be the case that this mistake is a direct transfer of a particular grammatical form in Arabic. In certain cases Arabic speakers do express the present continuous with a verb and prefix change (called ism-ul-fail), but without the corresponding be form. For example, the literal translation of the sentence Ahmed is running. is Ahmed running. . Category Three Are you knowing the way to Dubai? I am wanting to see my family. In this case, the student has learned the present progressive form, but is over generalizing it to all verbs (or perhaps does not remember or has not been taught the rules for exceptions such as the above). These types of errors could very well be intralingual. This over generalization could also be found in sentences that have the function of explaining, demonstrating teaching or narrating such as: Next I am pouring the oil into the cooking pan. Ali is passing the ball to the goalkeeper. Category Four I am live in Abu Dhabi. We are study English. This category is probably the most difficult to analyze. This is because it is unclear whether the Arabic speaker is making the mistake of adding the additional am/is/are form while trying to use the present tense, or making the mistake of forgetting to use the present participle while trying to use the present progressive tense. That is, did the speaker intend to say I live in Abu Dhabi. and use the extra am form by mistake, or did s/he intend to say I am living in Abu Dhabi. and forget the correct present participle form? Of course, there are other possibilities but these seem like the two most likely. We must obviously look at the context of the paragraph to see if we can get the gist of what the speaker meant. The following is a more detailed analysis of these two possibilities from the standpoint of the students reasoning. 1. If we believe from the context that the student was trying to use the present simple and added the additional am in error, then the following analyses apply: A. The student may be confused by the lack of inflectional endings in English, since Arabic is a highly inflected language, and every personal pronoun has a distinct corresponding inflected verb form. The similarity of the verb forms in I live, you live, etc. may seem very awkward to the Arabic speaker. Hence, they may want to remedy the situation by distinguishing the verb forms in some way by, for example, adding an exceedingly familiar and overused verb form like am, are, or is. B. The student may be over generalising based on what they have learned about the present continuous. That is, they may have learned how to form the present continuous quite easily since there is no mother tongue interference from Arabic, (although they may not have mastered its use). They then may go on to conclude that every verb in the present simple or present continuous in English needs to be preceded by am/is/are. C. Similarly, the student may be hypercorrecting. They may have been corrected so many times for forgetting to use the verb BE in their sentences e.g. Ahmed happy, that they may start to feel that every sentence needs the verb BE. 2. However, if we believe that the student was trying to use the present continuous tense and used the present simple live (instead of the present participle living), then the following analyses apply: A. The student may not have correctly understood how to form the present participle by adding ing to the end of the verb. B. Perhaps students have simply forgotten to add the ing prefix because the structure is so different in their language. This is by no means an exhaustive analysis. However, these are, from my experience and collaboration with other colleagues, both native and non-native speakers, some of the major possibilities. PART FOUR Pedogogical implications of the above research for teaching the present simple and the present progressive to Arabic speaking students From the evidence I have presented here, I believe it is clear that many of the mistakes in using the present simple and the present progressive in form (such as omission of the verb to be in the simple present for Arabic speakers, e.g. I studying), as well as other mistakes in usage (e.g. using the simple present when the present progressive is required) seem to be traceable directly to Arabic mother tongue interference. Based on my analyses, reading and discussion with colleagues, I do feel that in this particular area, teachers of EFL to Arabic speakers must consider mother tongue interference as a major impediment to learning the present tense versus the present progressive. If we know that mother tongue interference is the cause of many errors, what should this imply for our teaching? One thing which I think it does not imply is that we teach English from the point of view of the mother tongue. For example, trying to get students to understand English grammar through word for word translations or using the grammatical structure of Arabic to help students to understand the grammatical structure of English are only useful in certain cases, and then only by someone who is a master of both languages. My experience in reading the research, being bilingual and talking to Arabic speaking students who are at the final stages of their English studies leads me to believe that, at least in the case of Arabic and English, that the two languages are sufficiently different that they are both best looked at in their own respective grammars. Students must be made, not only to think in English, but to understand English grammar in terms of English grammar without constantly switching back and forth to compare it with Arabic. Such practices are ineffective and will cause confusion among students. As Lewis says students should never expect the foreign language to be like their ownà ¢Ã¢â€š ¬Ã‚ ¦..the fact that English has verb forms that contain [be] as an auxiliary does not suggest that other languages ought to have a corresponding formà ¢Ã¢â€š ¬Ã‚ ¦.students should be positively encouraged to explore the foreign language within itself rather than through the expectations they bring from their own. (Lewis, 1986, pp. 164-165). In addition, I should add that intralingual factors can also be at work when students make such errors (in addition to context specific factors like student motivation, teaching style and competence, etc.). For example, on the intralingual side, we know that students of ESL from many different language groups and even children make common mistakes with the verb to be. Therefore, many such mistakes might be intralingual. (Mattar 1989). Hence, when we try to analyse our students errors we should not be prejudiced to any one theory and we should try to be open to looking at all possible sources of errors. What we as teachers should be doing in the classroom is continually collecting research on student errors and student learning styles in order to form hypotheses about why such errors occur and why such one approach worked and another didnt. We should then be trying to test these hypotheses to see if they are true or not, and afterwards share this information w ith other teachers in similar situations. Only then will we be able to understand why students make errors and what is the most effective way to correct them. Cell Membrane: Structure And Function Cell Membrane: Structure And Function A cell is a dynamic and a complex structure surrounded by a membrane known as the plasma membrane. This acts like a barrier between the inside of the cell and the outside resulting in different chemical environments on the two sides. The cell membrane is not restricted to the outer surface but is also present inside surrounding the organelles. These biological membranes have played a crucial role in the evolution from prokaryotes to multicellular eukaryotes. In prokaryotes, there is only one type of membrane present i.e. the plasma membrane but the unicellular eukaryotes have intracellular membranes compartmentalizing its contents into different functional chambers known as organelles. Each organelle though performs its own specific function, they cross-talk with each other via these membranes in order to work as a unit. Further, different cells in multicellular eukaryotes communicate with each other through these membranes. The membrane, therefore serves a dual purpose of both protecting the interior of the cell from its external environment and also provides a communication interface between the cell and its surroundings or other cells. The diverse functions performed by biological membranes can be attributed to the molecular composition and structure of these membranes. Models for Cell Membrane Structure It took almost a century to develop the present accepted model of a cell membrane based on various physiological and biophysical studies. Physiological experiments involving the transport of molecules and ions across the membrane by Overton in 1899 suggested that the membrane is composed of lipid molecules. Later, Langmuir (1917) showed that lipids when spread on water using Langmuir trough form a monomolecular layer on the surface of the water by calculating the area per lipid molecule. The hydrophobic tails of these lipids were bent and protruding out from the surface of the water. When this method for measuring the area per lipid molecule was applied to the lipids extracted from the known amount of erythrocyte membranes, Gorter and Grendel (1925) concluded that the lipids exist as a bilayer and not a monolayer in a membrane giving birth to the lipid- bilayer membrane model. In 1935, Danielli and Davson elaborated on the model based on the studies measuring the surface tension that membranes are made up of phospholipid bilayer sandwiched between two protein layers. Based on optical imaging of membrane morphology using electron microscopy, Robertson argued that the basic structure of all the membranes is same and proposed the Unit Membrane Model in 1959 []. Several other studies [review or book] suggested that the lipid bilayer has fluid-like properties with lipids and proteins floating in it. Studies of proteins present in erythrocytes membrane and that extracted from other membranes led Singer and Nicolson to classify membrane proteins as peripheral and integral proteins; and finally proposing the Fluid Mosaic Model in 1972 []. This is the most accepted model describing the structure of a cell membrane. According to this model, mosaic of protein molecules is embedded within the fluid of lipid bilayer which is supported by the freeze-fracture studies of the plasma membrane (Figure). Composition of Membranes Membrane Lipids The lipid bilayer is only 5 to 10nm thick organized in distinct regions primarily attributed to the hydrophobic effect caused due to the amphipathic nature of these molecules with both polar and the non-polar regions (Figure). The interactions of these regions with the aqueous environment have been studied with various techniques like x-ray reflectometry,[1] neutron scattering[2HYPERLINK http://en.wikipedia.org/wiki/Lipid_bilayer#cite_note-Zaccai1975-1] and nuclear magnetic resonance. In order to exclude the non-polar regions from the aqueous environment, lipid molecules arrange in such a manner so that the hydrophobic tails point inwardly towards each other and the polar head groups are exposed on the outside facing the water. The outermost region on either side of the bilayer is completely hydrated and is typically around 8-9Ã… thick. The hydrophobic core of the bilayer is typically 3-4  nm thick. The intermediate region is partially hydrated and is approximately 3 Ã… thick. These lipid molecules arrange spontaneously naturally or artificially in solution to form structures like micelles and liposomes (Figure). Micelles are monolayer spherical structures formed by lipid molecules in aqueous environment. On the other hand, liposomes are concentric bilayer of fluid-filled vesicles surrounding the water compartment on both the surfaces. The membrane of the animal cells is composed primarily of three major types of lipids: phospholipids, glycolipids and cholesterol with phospholipids being the most abundant (Figure). The polar head groups of these phospholipids contain a phosphate group and either a glycerol (known as phosphoglycerides) or sphingosine. There are four major phospholipids present in the animal cells, three are phosphoglycerides namely phosphatidylcholine, phosphatidylethanolamine and phosphatidylserine; and the fourth sphingomyelin is the only sphingolipid. The heads of glycolipids contain a sphingosine with one (known as cerebroside) or more sugars (known as ganglioside) attached to it. Cholesterol is a sterol molecule with a small hydrophilic hydroxyl group and a rigid ring structure that stabilizes the bilayer. Membrane Proteins The membrane consists of different types of proteins accounting for 25-75% of the mass of the membrane and are categorized based on their interactions with the lipid bilayer (Figure). Moreover, the manner in which a protein is associated with the membrane is indicative of its function. Integral or intrinsic proteins are embedded with in the lipid bilayer. These could be transmembrane proteins spanning the entire length of the bilayer and possess hydrophobic domains which are anchored to hydrophobic lipids and hydrophilic domain interacting with external molecules. They could have only one membrane-spanning (single pass transmembrane proteins, e.g. glycophorin) or multispanning (multi-pass transmembrane proteins, e.g. band3 protein of erythrocyte) segments. The transmembrane segments have helical e.g. bacteriorhodopsin or ÃŽÂ ²- barrel structures. These proteins can be extracted from the phospholipid bilayer only by disrupting the hydrophobic interactions by using detergents like S DS or Triton-X 100. Peripheral or the extrinsic proteins, on the other hand, are loosely bound to the hydrophilic lipid and protein groups on the surface of the membrane by weak ionic interactions. These can be easily removed with high salt or extreme pH without disrupting the phospholipid bilayer. Lipid-anchored proteins are covalently bound to lipid molecule which in turn anchors the protein in the cell membrane. The lipid can be phosphatidylinositol, a fatty acid or a prenyl group. Membrane Carbohydrates Carbohydrate moieties are present on the non-cytoplasmic surface of the membrane covalently attached to either protein or lipid molecules forming glycoproteins or glycolipids. These carbohydrates help in orientation of protein molecules on the cell surface and sorting in cellular compartments. The glycocalyx or the cell coat is the layer of carbohydrates on the cell surface that protects it and participates in the cell-cell interaction. The carbohydrates of the glycolipids of the erythrocytes membrane determine the ABO blood groups in human. Fluidity of Membranes Under physiological conditions, phospholipid molecules in the membrane are in the liquid crystalline state and the molecules are not physically attached to each other so, they can move within the bilayer. These movements could be within a monolayer i.e. rotational and lateral or between two layers i.e. flip-flop. Flip-flop movements are rare and slower compared to the other two as it requires energy for a lipid molecule to traverse from one layer to the other. Besides, some proteins also move in the membrane as concluded from studies based on human-mouse cell hybrids produced by fusion of human and mouse cells [Frye and Michael Edidin in 1970] and FRAP (fluorescence recovery after photobleaching) experiments (Figure). Fluidity in the cell membrane is attributed to its lipid composition. The cis-unsaturated fatty acids with kinks in their hydrocarbon tails and shorter lengths of the tails increase the fluidity by preventing the ordered packing of phospholipids in the bilayer. Cholesterol molecules present in the bilayer affects its fluidity differently at different temperatures because of its rigid ring structure. It reduces the fluidity by decreasing the movement of adjacent phospholipids but at low temperatures, it increases the fluidity by preventing solidification [Alberts]. Fluidity of the membrane allows different molecules like proteins to interact with each other to perform various processes like transport of molecules and cell signalling. Moreover, membrane fluidity is required for various cellular processes like cell movement and cell division. Asymmetry of Membranes The two leaflets, that is, the inner and the outer monolayer portions of the lipid bilayer differ in their physical and chemical properties. This is due to the asymmetric organization of the various components of the membrane. For example, glycolipids and glycoproteins are always present on the non-cytoplasmic surface of the plasma membrane. Membrane regions differ in their lipid composition. The outer leaflet contains predominantly phosphatidylcholine and sphingomyelin whereas, the inner leaflet contains phosphatidylethanolamine and phosphatidylserine. The inner leaflet also consists of phosphatidylinositol which play a key role in the transfer of stimuli from the plasma membrane to the cytoplasm [Cooper]. The membrane proteins also differ in their distribution in the two leaflets. For example, spectrin and ankyrin are present on the inner surface of the erythrocytes membrane forming a fibrillar membrane skeleton. GPI-anchored proteins ar present on the external surface of the membr ane. The asymmetry of the membrane suggested different roles played by the components of the membrane present on the two surfaces (Figure eg intestinal epithelial cell membrane:Tight junction , lateral movements). Lipid Rafts The plasma membrane of eukaryotic cells have specialized regions known as lipid rafts which differ in their composition from the rest of the membrane. These detergent-resistant and heterogeneous microdomains are rich in cholesterol, sphingolipids and certain proteins. Lipids in these rafts are more highly ordered and tightly packed as compared to the rest of the lipid bilayer. Various studies have attributed diverse roles like in transport of cholesterol, endocytosis, signal transduction, intracellular trafficking and neural development and function to these lipid rafts. Caveolae is an example of lipid rafts which are the invaginated domains in the plasma membrane. In caveolae, a protein caveolin is associated with the cholesterol in the lipid raft. It plays roles in membrane internalization and cell signaling. [Pike et al, 2002; Wary et al, 1998; Huang et al, 1999; Rothberg et al, 1992] (Review: Razani Lisanti, 2001. Exp. Cell Research 271: 36-44). Might not in endocytosis [Thompsen et al, 2002] see lipid rafts 4 references Functions of membranes: Membranes act as boundaries between the cell and its environment and are essential for maintaining the integrity of the cell and the various membrane-bound organelles within the cell, regulating the transport of materials into and out of the cell, responding to external and internal stimuli, and cell-to-cell recognition. The proteins present on the inner surface of the plasma membrane provides shape and maintains the integrity of the cell by anchoring the cytoskeleton found underlying the cell membrane in the cytoplasm. The major component of the cytoskeleton of the most well studied erythrocyte membrane is the fibrous protein spectrin. This protein interacts with other peripheral proteins like ankyrin, actin and tropomyosin. Dystophin, a member of the spectrin family is found in the membrane skeleton of muscle cells. The importance of these proteins is suggested by the fact that mutations in dystrophin leads to muscular dystrophy. Regulated transport of materials across the membrane is due to the amphipathic nature of the lipid bilayer. Therefore, the membranes are selectively permeable and the ability of a molecule or ion to traverse the bilayer depends majorly on its polarity and also on the size. Non-polar molecules like O2, N2 and benzene and small polar molecules like H2O, glycerol, urea and CO2 can pass the membrane but large uncharged (e.g. glucose), polar molecules (e.g. sucrose) and ions (e.g. H+, Na+, HCO3, Clà ¢Ã¢â€š ¬Ã¢â‚¬Ëœ) are not able to diffuse easily across membranes. Hence, various mechanisms are required for transport of materials across the membrane, including simple diffusion, facilitated diffusion and active transport for micromolecules and exocytosis and endocytosis for macromolecules. In simple diffusion, substances diffuse down their concentration gradient. In facilitated diffusion, movement of molecules down the concentration gradient is facilitated by channel and carrier proteins (e.g. glucose transporter). On the other hand, active transport requires energy to move solutes against their gradients and can be classified into primary or secondary active transport depending on the source of energy. The primary active transport depends on the hydrolysis of ATP and is of different types: P (e.g. Na+ K+ ATPase, Figure), F and V types and the ATP-binding cassette or ABC transporters. In secondary active transport, specific solute indirectly drives the active transport of another solute and does not involve the hydrolysis of ATP. Secondary active transport may include either symport (e.g. Na+/Glucose transporter) or antiport (Cl ­-/HCO3 exchanger). The macromolecules such as proteins and polysaccharides are transported by endocytosis (from inside the cell to th e outside) and exocytosis (from outside into the cell) (Figure). Cell membrane is also involved in cell-cell communication. Specialized membrane structures like gap junctions in animals and plasmodesmata in plants provide the cytoplasmic continuity between cells. Tight junctions and desmosomes help in attachment of a cell to other cells or the extracellular matrix forming tissues. Membrane also maintains cell potential by creating chemical and electrical gradient. Cell signaling: Signals through chemical messengers (chemical or electrical stimuli) acting on the membrane receptors most of them being proteins. These signals are then transduced in the cell leading to a cascade of events in the cell. Specific for different cells like Gprotein, Tyrosine-kinase receptors Peripheral proteins act as enzymes e.g. and receptors In summary, biological membranes are the complex and dynamic structures composed of variety of proteins embedded in the fluid of the lipid bilayer. The amphipathic nature of the lipid bilayer and the diversity of membrane proteins are responsible for the involvement of biological membranes in large number of cellular processes.

Conformity and Individuality in a Small Town Essay -- essays research

Conformity and Individuality in a Small Town John Updike was born in Shillington, Pennsylvania on March 18, 1932. His father was a high school math teacher who supported the entire family, including his grandparents on his mothers side. As a child, Updike wanted to become a cartoonist because of The New Yorker magazine. He wrote articles and poems and kept a journal. John was an exceptional student and received a full scholarship to Harvard University. At Harvard he majored in English and became the editor of the Harvard newspaper. Upon graduation in 1954, he wrote his first story, Friends from Philadelphia, and sent it to The New Yorker. This started his career and he became one of the great award winning authors of our time. In a transcript of a radio interview with Updike, he says his duties in the early works were to â€Å"describe reality as it had come to me, to give the mundane its beautiful due.† (http://www.pbs.org/newshour/bb/entertainment/july-dec03/updike_12-29.html retrieved 7/27/05) Updike felt as though ordinary middle-class life was enough to write about and that there was enough drama, interest, relevance, importance, poetry in it. The ‘A&P’ written by John is about middle and, presumed, upper middle class life and the characters are ones that people can easily identify with. There is the teenage boy, Sammy, working a meaningless job ogling scantily clad teenage girls, a married man with children, Stokesie, doing the same, an uptight store manager, Lengel, who, in this case, is a man but could have easily been a woman in today’s society, the insecure teenage girls, who Sammy nicknamed ‘Plaid’ and ‘Big Tall Goonie-Goonie, following around their â€Å"leader,† the leader herself, Queenie, who is confident in her socioeconomic status as well as her appearance, the housewives who cover themselves in public, the cash-register-watcher, the ’sheep’ or the other people in the A&P doing their grocery shopping, and the butcher, McMahon. All of these characters allow any reader to identify with them in some way, whether past or present. The story takes place on a summer afternoon in an eastern coastal town at a local grocery store, the A & P. The protagonist is Sammy; is a teenaged boy who works at the A&P. Sammy is also the narrator of the story, the reader sees through his ey... ...have given boys a hard time? Would the boys have had real names? These are questions for every reader to decide for themselves. Annotated Bibliography Porter, M. Gilbert.: "John Updike's 'A & P': the establishment and an Emersonian cashier." English Journal 61 (1972):1155-1158. Reinforces Sammy’s discust for the A&P clientele. At the same time, Sammy realizes he is an individual with individual thoughts and feelings that do not conform with the moral, social and ethical standards of that time. Saldivar, Toni. "The Art of John Updike's 'A & P.’† Studies in Short Fiction. 34:2 (1997): 215-225. This demonstrates Sammy’s desire to express his individuality and rebel against the conformity of society at that time and the A&P’s representation of that conformity. Wells, Walter. "John Updike's 'A & P': A Return Visit to Araby." Studies in Short Fiction 30.2 (1993): 127-133. Demonstrates the maturity process of Sammy. Confusing sexual impulses for being a ‘hero.’ Sammy thinks he is impressing the girls, but they don’t even notice. Reinforces the individuality/conformity themes.

Narration of Chpt 7 Essay

THE NARRATIVE IN THIS CHAPTER OPENS WITH HASSAN’S DREAM, IN WHICH WE SEE A POSITIVE AND NEGATIVE OMEN. IN THE DREAM, AMIR AND HASSAN ARE CELEBRATED AS HEROES WHICH IS A POSITIVE FORECAST FOR THE UPCOMING COMPETITION; HOWEVER, THE MONSTER â€Å"SWIMMING AT THE BOTTOM (OF THE LAKE), WAITING† FORESHADOWS THE MONSTROUS EVENT THAT IS ABOUT TO HAPPEN. THE DREAM JUXTAPOSES THE NIGHTMARE AMIR WILL WATCH AND HASSAN WILL EXPERI- ENCE LATER ON IN THE CHAPTER, THERE ARE MANY EXAMPLES OF JUXTAPOSITION IN THIS CHAPTER. THE BEAUTY OF THE DAY IS TARNISHED WITH THE UGLY INCIDENT, WINNING THE COMPETITION IS CONTRASTED WITH LOSING HIS FRIEND, THE SUN SHINING ON THE SNOW-WHITE DAY CLASHES WITH THE DARKNESS OF THE ALLEY, WHICH MEANS THE AUTHOR HERE IS ALSO USING PATHETIC FALLACY TO FURTHER INCREASE THE CONTRAST; ALL THE JUXTAPOSITION MAKES THE EVENT MORE DARK AND DIS- TURBING. WHEN HASSAN IS SHARING HIS DREAM WITH AMIR, AMIR IS ABRUPT TOWARDS HIM AND INTER- RUPTS HIS STORY, HE â€Å"ALMOST APOLOGISED, THEN DIDN’T. HASSAN UNDERSTOOD†, THIS IS AN INDI- CATOR OF THE SOCIETY AND CULTURE THEY LIVED IN, WHERE PASHTUN SUPERIORITY WAS THE AC- CEPTED NORM AND HAZARAS WERE CONSIDERED TO BE AN INFERIOR RACE. HASSAN KNOWS HIS PLACE AS THE SERVANT. LATER ON IN THE CHAPTER HASSAN BECOMES THE â€Å"SACRIFICIAL LAMB†, AMIR SAYS â€Å"I RAN BECAUSE I WAS A COWARD† BUT THEN TRIES TO CONVINCE HIMSELF HASSAN IS THE PRICE HE HAS TO PAY FOR BABA’S LOVE. AMIR’S DISMISSAL OF THE SITUATION IS UNUSUAL AS HE IS TYPICALLY MORE OPEN MINDED ABOUT HASSAN’S RACE, BUT IN THIS SITUATION HE THINKS TO HIMSELF â€Å"HE WAS JUST A HAZARA, WASN’T HE? †, THIS SHOWS HOW DEEP RACISM RUNS IN THE CULTURE. HOWEVER IT IS WORTH NOTING AMIR’S THOUGHTS ARE INTERTWINED WITH HIS NOW ADULT PERSPECTIVE AS HE IS TELLING THE STORY IN RETROSPECT AFTER HE HAS LIVED WITH THE CONSTANT GUILT OF THIS EVENT; THIS IS AN EXAMPLE OF POSTMODERNISM AS THE NARRATIVE IS FRAGMENTED AND THERE IS MEANING CREATED IN THE RELATIONSHIP BETWEEN THE NARRATIVES, AMIR’S NARRA- TIVE OF HASSAN’S RAPE IS A GOOD EXAMPLE OF THIS AS THE MEANING OF IT DEEPENS BY ADULT AMIR’S REASONING. AMIR’S ACTIONS HERE MEANS ‘THE KITE RUNNER’ IS A BILDUNGSROMAN, WHERE THE PROTAGONIST OF THE STORY’S ACTIONS ARE NOT HEROIC. DURING THE RAPE, AMIR’S NARRATIVE BREAKS OFF INTO MEMORIES RATHER THAN SPEAKING ABOUT THE EVENTS ACTUALLY TAKING PLACE. HE DIGRESSES INTO PAST MEMORIES AND EVENTS FROM HIS EARLIER CHILDHOOD, THIS INDICATES THE NARRATOR’S DIFFICULTY IN DEALING WITH WHAT’S HAPPENING IN FRONT OF HIM. IT’S ALMOST AS IF THERE ARE GAPS IN HIS ADULT MEMORY AS A RESULT OF HIS CHILDHOOD SELF DISTANCING HIMSELF FROM THE SITUATION. BY HAVING THE EVENTS TAKING PLACE IN AN ALLEY IS REPRESENTATIVE OF THE DARK NATURE OF THE EVENTS AND THE FACT THAT AMIR FAILS TO ENTER THE ALLEY SHOWS HIS UNWILLINGNESS TO DEAL WITH THE DARKER THINGS IN LIFE, IT ALSO AL- LOWS THE RAPE TO BECOME A SIDE EVENT, SOMETHING EASILY IGNORED AND NOT A PART OF MAIN- STREAM LIFE. CHAPTER 7 IS THE CLIMAX THE READER HAS BEEN WAITING FOR SINCE THE BEGINNING OF THE NOVEL. HOWEVER WHEN THE EVENT OCCURS WE REALISE IT IS A THIRD OF THE WAY THROUGH THE NOVEL AND IT ISN’T THE EVENT ITSELF BUT THE AFTERMATH OF IT THAT HAUNTS AMIR AS THE EVENTS ARE FAR FROM OVER. DESPITE FROM THIS, WE KNOW THAT CHAPTER 7 IS THE PIVOTAL CHAPTER AS Micaela Mossop WITHOUT THE EVENTS THAT TAKE PLACE HERE WOULD BE NO STORY TO TELL. THE IDEA THAT THE REPERCUSSION OF AMIR’S ACTIONS WILL AFFECT THE REST OF THE NOVEL IS REINFORCED AT THE END OF THE CHAPTER WHEN HE SOBS IN BABA’S ARMS WHICH INDICATES THE GAIN OF HIS FATHER’S AFFEC- TION WILL BE TAINTED BY HASSAN’S SACRIFICE.

Hills like White Elephants Essay

In â€Å"Hills like White Elephants,† Jig describes the hills from a distance like white elephants. That description signifies that, for Jig, her pregnancy is something that is precious while a burden at the same time. In order to understand the situation of Jig, it is important to note that white elephants are considered to be sacred and symbolize justice in Southeast Asian monarchies. On the other hand, these elephants come with a costly price in terms of its upkeep or maintaining its health. White elephants are oftentimes given as precious gifts for royal members of the family since they are the ones who are capable of taking care of the costly needs of the elephant. But for the average individual, being given a white elephant means having to take care of a burden that is supposed to be treated as a precious gift. Apparently, the hills in the story symbolize the pregnancy of Jig and the description of the hills as white elephants suggest that her pregnancy is both a precious gift and a burden. On the part of Jig’s American male companion, the fact that he wants Jig to have an abortion suggests that he sees her pregnancy as a burden. Moreover, the railroad tracks in the story’s setting suggest a dividing line between two distinct landscapes—a barren and dry land on one side and a green landscape on the other. Jig’s attention is focused on the landscape while the American is having a conversation with her, suggesting that she is concerned between choosing which side to take—a happy life with her child or a barren life with her American companion but without her baby—while the American is busy convincing her to let go of the baby. In â€Å"A Rose for Emily,† the setting used by the author, William Faulkner, is the fictitious post-war town of Jefferson. In the town, women are not allowed to walk the streets without wearing an apron, thereby suggesting that there is a form of discrimination against women. However, Emily Grierson can opt not to follow the rule because she came from an influential family. In fact, there was even a time when she was given the privilege of not having to pay taxes. Thus, the society’s perception towards Emily by that time was that she was a woman of distinct position. She was someone who is not like the average woman in town as she is capable of doing things that the average women in town cannot afford to do. Moreover, the setting of the house of Emily in the story reveals something about her character. The house is considered to be once a majestic edifice in the town only that it has turned into â€Å"an eyesore among eyesores (287)† later in the story. The reason behind this is that the house was no longer well taken good care of even though Emily has employed a man—both the her gardener and her cook—to look after the house. The time when the townsfolk have noticed the searing stench emanating from Emily’s house all the more gave the house an ugly reputation. At the end of the story, it is revealed that the stench came from the decaying body of Homer, Emily’s lover, who was laid in one of the house’s beds as it rotted for years. Apparently, it is also revealed that Emily had been sleeping with the corpse of Homer all the time when the stench lingered around the house. It symbolizes the decay of the personality of Emily, perhaps dying with the death of Homer. The setting of the house clearly represents the decaying personality of Emily and the predicaments which caused her grief and despair. Victoria Battistelli, (A Rose for Emily) I agree that Emily is an old woman and that she should not have died in that decrepit house. However, I think it was Emily’s decision to stay inside that house until her dying days for one reason—her lover, Homer, is there in one of the bedrooms. Interestingly, it was Homer’s stench—for his dead body was decaying all the time that it was there—that roused the interest of the rest of the people in town although they were not aware it was Homer’s. More importantly, there are evidences in the story which suggest that Emily slept with the corpse of Homer: the lock of hair beside Homer’s body and the shape of the pillow that appear to suggest that somebody’s head was on top of it. These things, among others, indicate that Emily chose to stay inside the house and even sleep with Homer’s corpse. Sadly, though, she did not have to put herself in that position. Apparently, her strong emotions for Homer caused her to withstand the putrid scent of his corpse and stay inside the house. Do you know of other indicators that Emily was willing to stay inside the house even though it was reeking of bad smell? Debbie Wong, (Hills like White Elephants) I definitely agree that Jig was thinking of her pregnancy as she was concerned as to whether she should follow the suggestion of her American companion or to follow her desire to keep the baby for herself. It seems that Jig was weighing the odds for each side of the coin, so to speak, although she gave-in eventually to the demands of her American companion. Her pregnancy is truly a white elephant—a burden and a gift, a burden for her American companion and a gift for Jig. Are there any indicators in the story that says something about Jig’s pregnancy as a burden for herself, or that she was tempted to give-up her baby before finally deciding to do so?

3 Easy Ways to Write More Concisely

3 Easy Ways to Write More Concisely 3 Easy Ways to Write More Concisely 3 Easy Ways to Write More Concisely By Mark Nichol Writers can employ various categorical strategies to make their writing more active and concise. Here are three simple types of unnecessary wording to keep in mind (and out of one’s writing). 1. Extinguish Expletives An expletive is an indirect phrase that only delays a reader’s acquaintance with the writer’s point. Expletives include â€Å"There is,† â€Å"there are,† â€Å"there was,† and â€Å"there were,† as well as any of these phrases with it substituting for there. It is not necessary to always delete expletives, as the current sentence demonstrates, but they should be employed judiciously. In most cases, simply sweep the expletive away and begin with a subject, as in revision of â€Å"There are other steps a company can take before an economic downturn to protect against its impact† to â€Å"A company can take other steps before an economic downturn to protect against its impact.† 2. Adjust Adjectives to Adverbs Business-speak, when rendered as text, is often notoriously stilted and verbose. One class of wordy wording often found in business writing is represented by such adjective-noun phrases as â€Å"on a daily basis,† which is easily replaced by the adverbial form of the adjective (which in this case is identical: daily). Regarding similar usage, â€Å"This issue will be resolved on a case-by-case basis† is easily converted to â€Å"This issue will be resolved case by case.† (Again, the replacement is identical, though the hyphens are now superfluous.) Sometimes, the writer must replace the adjective, as in the case of timely, which is seldom used as an adverb and does not stand as such on its own: To render â€Å"in a timely manner† more concise, for example, simply substitute promptly. 3. Avoid Adjectives Some adjectives and adverbs themselves are extraneous. Such qualifiers as currently and different almost never contribute to comprehension. For example, in â€Å"We are currently accepting applications,† the verb are clearly represents that acceptance of application is a current state, meaning that currently serves no useful purpose, and â€Å"These shirts come in seven different colors† provides no more information than â€Å"These shirts come in seven colors,† and different can therefore be omitted without negative consequences. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Bare or Bear With Me?Italicizing Foreign WordsPhrasal Verbs and Phrasal Nouns

German Words and Phrases for Speaking Business

German Words and Phrases for Speaking Business Conversing in German is one thing, but conducting business in German if youre not a native  speaker can be a bit challenging. Here are some examples of terms you may encounter when doing business in a German-speaking country, listed alphabetically. Business-related German Vocabulary Accountant  der Buchhalter/die Buchhalterin   Ã‚  Certified public accountant (CPA)  m.  der Wirtschaftsprà ¼fer   Ã‚  Certified public accountant (CPA)  f.  die Wirtschaftsprà ¼ferin   Ã‚  Tax accountant (certified tax advisor)  m.  der Steuerberater   Ã‚  Tax accountant (certified tax advisor)  f.  die Steuerberaterin   Audit  n.  die Bilanzprà ¼fung  (-en),  die Rechnungsprà ¼fung  (-en)   Ã‚  Field audit (tax)  die Außenprà ¼fung   Ã‚  Tax audit  die Steuerprà ¼fung Audit division/office  der Rechnungshof Audit  v.  die Bilanz prà ¼fen Auditor  der Bilanzprà ¼fer  (-),  die Bilanzprà ¼ferin  (-nen),  der Rechnungsprà ¼fer,  der Steuerprà ¼fer  (tax) Auto-reply, out-of-office auto-reply  n.  die Abwesenheitsnotiz,  die Eingangsbesttigung Balance (sheet)  fin.  die Bilanz  (-en) Balanced  adj.bilanziert Bank  n.  die Bank  (-en) Board  n.  der Vorstand,  der Ausschuss,  das Gremium   Ã‚  Board of directors  der Vorstand   Ã‚  To be on the board  im Vorstand sitzen/sein   Ã‚  Board of governors  der Verwaltungsrat/der Aufsichtsrat   Ã‚  Board of trustees  der Beirat Board meeting  die Vorstandssitzung  (-en) Boardroom  der Sitzungssaal  (-sle) Business  das Geschft  (-e),  die Wirtschaft,  die Branche,  der Betrieb  (-e),  das Unternehmen Cash  n.  das Bargeld   Ã‚  Cash advance  der Vorschuss   Ã‚  Cash dispenser/machine  der Geldautomat   Ã‚  Cash or charge?  Zahlen Sie bar oder mit Karte?   Ã‚  Cash point  Br.  die Kasse   Ã‚  To pay cash  bar bezahlen Certified public accountant (CPA)  m.  der Wirtschaftsprà ¼fer  (-) Certified public accountant (CPA)  f.  die Wirtschaftsprà ¼ferin  (-nen) Certified tax advisor  m.  der Steuerberater  (-) Certified tax advisor  f.  die Steuerberaterin  (-nen) Client  law  der Mandant  (-en),  die Mandantin  (-nen) Client  der Klient  (-en),  die Klientin  (-nen) Client, customer  der Kunde  (-n),  die Kundin  (-nen) Credit, loan  der Kredit   Ã‚  Tetter of credit  der Kreditbrief  (-e)   Ã‚  On credit  auf Kredit Credit balance  der Kontostand Debt  die Schuld  (-en),  die Verschuldung  (-en)   Ã‚  Debt collection agency  das Inkassobà ¼ro   Ã‚  Debt rescheduling  die Umschuldung   Ã‚  National debt  Staatsschulden  pl.   Ã‚  To be in debt  verschuldet sein Enterprise  das Unternehmen  (-)   Ã‚  A family enterprise/business  ein Familienunternehmen Euro  der Euro  (-)   Ã‚  It costs ten euros  es kostet zehn Euro Exchange (stock)  die Bà ¶rse  (-n) Exchange traded option  bà ¶rsengehandelte Option Firm, company  die Firma  (Firmen) Fiscal year  das Rechnungsjahr Global economy  die Weltwirtschaft Globalization  n.  die Globalisierung Globalize  v.  globalisieren Global trade  der Welthandel Gross  n.  das Gros  (no pl.) Interest  die Zinsen  pl.   Ã‚  Interest bearing  mit Zinsertrag   Ã‚  Interest rate  der Zinssatz  (-stze)   Ã‚  To bear/pay 5% interest  5% Zinsen ertragen Investment  die Kapitalanlage  (-n),  die Investition Investment guidelines  die Anlagerichtlinien  (pl.) Investor  der Anleger  (-),  die Anlegerin  (-innen) Invoice  die Rechnung  (-en) Invoice amount  der Rechnungsbetrag Job  der Job  (-s),  die Arbeit  (-en),  die Stelle  (-n) Market  der Markt  (Mrkte) New Market  Neuer Markt  (Germanys NASDAQ) Portfolio  fin.  das Portfolio  (-s) Premium  fin.  die Prmie Price  der Preis  (-e) Purchase  v.  kaufen Purchase  n.  der Kauf  (Kufe) Purchase order  die Auftragsbesttigung  (-en) Purchaser, buyer  der Kufer  (-),  die Kuferin  (-innen) Speculation  die Spekulation  (-en) Speculator  fin.  der Spekulant  (-en) Stock exchange/market  die Bà ¶rse  (-n) Subsidiary  die Tochtergesellschaft  (-en) Tax  die Steuer  (-n) (Caution!  Das Steuer  means steering wheel, tiller or helm.) Taxable  steuerbar Trade, trading  n.  der Handel,  die Geschfte  pl Transaction  n.  die Transaktion Value  der Wert  (-e) Venture capital  n.  das Beteiligungskapital,  das Risikokapital Volatility  die Volatilitt How to Write a German Business Letter The following sample business letter could be used for correspondence in Austria, Germany or Switzerland, if the writer wanted to make an inquiry at the local tourist office in Kirchdorf. Betreff: Hotels und Pensionen in Kirchdorf 4 Sehr geehrte Damen und Herren,wà ¼rden Sie mir freundlicherweise 5 eine Liste der Hotels und Pensionen (der mittleren Kategorie) am Ort zusenden? Daneben 6 bin ich an Informationen à ¼ber Busfahrten zu den Sehenswà ¼rdigkeiten 7 der Umgebung im Juli interessiert. Vielen Dank im Voraus!8 Mit freundlichen Grà ¼ÃƒÅ¸en[signature]Johann Mustermann Translation:   Subject: Hotels in Kirchdorf 4 Dear Sir or Madam, Would you kindly send me a list of the five hotels (middle category) in your location? In addition,  I am interested in information on bus trips to local attractions in July. Thanks in advance!   Best regards[Signature]Johann Mustermann German Business Expressions and Phrases Here are some phrases you may want to learn that would be useful in business conversations in German.   Bank/at, in a bank:  Ã‚  die Bank/bei der Bank, in einer Bank Factory/in a factory:  Ã‚  die Fabrik/in einer Fabrik Highrise/in a highrise:  Ã‚  das Hochhaus/in einem Hochhaus Office/in an office:  Ã‚  das Bà ¼ro/im Bà ¼ro, in einem Bà ¼ro Skyscraper/in a skyscraper:  Ã‚  der Wolkenkratzer/in einem Wolkenkratzer Do you have an appointment?  Ã‚  Ã‚  Sind Sie angemeldet? I have an appointment at 3 oclock with...  Ã‚  Ã‚  Ich habe einen Termin um 3 Uhr mit... Id like to speak with Mr./Mrs. Smith:  Ã‚  Ich mà ¶chte Herrn/Frau Smith sprechen. Can I leave a message?  Ã‚  Ã‚  Kann ich eine Nachricht hinterlassen? Dear Madame: (no name)  Ã‚  Ã‚  Sehr geehrte gndige Frau, Dear Mr. Maier:  Ã‚  Ã‚  Sehr geehrter Herr Maier, Lieber Herr Maier, (less formal) Dear Ms./Mrs. Maier:  Ã‚  Ã‚  Sehr geehrte Frau Maier, Liebe Frau Maier, (less formal)

10 Interesting Facts About Radioactive Tritium

10 Interesting Facts About Radioactive Tritium Tritium is the radioactive isotope of the element hydrogen. It has many useful applications. Here are some interesting facts about tritium: Tritium is also known as hydrogen-3 and has an element symbol T or 3H.  The nucleus of a tritium atom is called a triton  and consists of three particles: one proton and two neutrons. The word tritium comes from  Greek the word tritos, which means third. The other two isotopes of hydrogen are protium (most common form) and deuterium.Tritium has an atomic number of 1, like other hydrogen isotopes, but it has a mass of about 3 (3.016).Tritium decays via beta particle emission, with a half-life of 12.3 years. The beta decay releases 18 keV of energy, where tritium decays into helium-3 and a beta particle. As the neutron changes into a proton, the hydrogen changes into helium. This is an example of the natural transmutation of one element into another.Ernest Rutherford was the first person to produce tritium. Rutherford,  Mark Oliphant, and Paul Harteck prepared tritium from deuterium in 1934 but were unable to isolate it.  Luis Alvarez and Robert Cornog realized tritium was ra dioactive and successfully isolated the element. Trace amounts of tritium occur naturally on Earth when cosmic rays interact with the atmosphere. Most tritium that is available is made via neutron activation of lithium-6 in a nuclear reactor. Tritium is also produced by nuclear fission of uranium-235, uranium-233, and polonium-239. In the United States, tritium is produced at a nuclear facility in Savannah, Georgia. At the time of a report issued in 1996, only 225 kilograms of tritium had been produced in the United States.Tritium can exist as an odorless and colorless gas, like ordinary hydrogen, but the element is mainly found in liquid form as part of tritiated water or T2O, a form of heavy water.A tritium atom has the same 1 net electrical charge as any other hydrogen atom, but tritium behaves differently from the other isotopes in chemical reactions because the neutrons produce a stronger attractive nuclear force when another atom is brought close. Consequently, tritium is better able to fuse with lighter atoms to form heavier ones. External exposure to tritium gas or tritiated water is not very dangerous because tritium emits such a low energy beta particle that the radiation cannot penetrate the skin. However, tritium does pose some health risks if it is ingested, inhaled, or enters the body through an open wound or injection. The biological half-life ranges from around 7 to 14 days, so bioaccumulation of tritium is not a significant concern. Because beta particles are a form of ionizing radiation, the expected health effect from internal exposure to tritium would be an elevated risk of developing cancer.Tritium has many uses, including self-powered lighting, as a component in nuclear weapons, as a radioactive label in chemistry lab work, as a tracer for biological and environmental studies, and for controlled nuclear fusion.High levels of tritium were released into the environment from nuclear weapons testing in the 1950s and 1960s. Prior to the tests, it is estimated only 3 to 4 kilograms of tritium was pres ent on the Earths surface. After testing, the levels rose 200-300%. Much of this tritium combined with oxygen to form tritiated water. One interesting consequence is that the tritiated water could be traced and used as a tool to monitor the hydrologic cycle and to map ocean currents. Sources Jenkins, William J. et al, 1996: Transient Tracers Track Ocean Climate Signals Oceanus, Woods Hole Oceanographic Institution. Zerriffi, Hisham (January 1996). Tritium: The environmental, health, budgetary, and strategic effects of the Department of Energys decision to produce tritium. Institute for Energy and Environmental Research.

Importance of effective research Essay Example | Topics and Well Written Essays - 500 words

Importance of effective research - Essay Example relevant bits of data while not giving in to the temptation to ignore data that does not entirely support your hypothesis is the challenge of the modern researcher. But this research is at the very heart of the decision making process for educational entities (Marsh, 2006) business and governmental bodies. Data driven analysis is dependant on the research skills of professionals in all fields. But perhaps of equal importance is the ability to convey research results to others in writing. Good research can be made worthless by poor writing skills. Written communication is especially important in an age of e-mails. Being able to clearly convey the essence of your research will determine if the research is useful for decision making or if it is simply more confusing data that will ultimately be ignored. Information System Research† has several distinct advantages for all involved in the Work System. The stated goal of this means of evaluation is to view how objectives within the company are achieved by viewing processes in terms of a Work System and not as individual actors. The Work System includes IT and IS software in the same working group as automobiles or a massive drill press. All of the components of the system that produces a good for internal and external customers are evaluated as to how they relate to one another within the confines of the system (Alter 2002). This focus on internal and external customers is a strength of using a Work System approach to evaluate an Information System. The Work System analysis approach also has the strength of allowing the evaluator to view the Work System and the Information System as separate entities when a degree of overlap needs to be viewed. The article sites three examples of when this type of analysis would be useful. In each example, the amount of overlap between the Work System and the Information System determines the role of the Information System in the Work System. This is referred to as

The Impact Bullies have on Learning in the Classroom in Elementary Essay

The Impact Bullies have on Learning in the Classroom in Elementary School - Essay Example There are several reasons as to why, in spite of educationist’s and governmental efforts, there is still little understanding and acceptance of the full impact of bullying. One of the reasons for this is that the definition of bullying is not very specific or agreed upon by all. In the United States itself, different regions have defined bullying differently. For example, in Colorado, it is defined as â€Å"any written or verbal expression, or physical act or gesture, or a pattern thereof, that is intended to cause distress upon one or more students†, and in Georgia, as â€Å"any willful attempt or threat to inflict injury on another person†¦or any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm†. (HRSA, 2003). In the UK, violence and bullying are very closely related, and both acts are said to cause physical or psychological harm – but bullying is mostly applied to such acts that are repetitive in nature. (Hutchinson, 2005). Hence, it can be seen from the above that bullying, is a term that does not have a universal definition. Though, there is a general understanding of what comprises of bullying, the impact that bullying has on those involved, and the recourse that should be undertaken to combat the problem, are still issues that are largely debated upon. Similarly, depending upon the understanding of the definition, the various recourses to bullying are advised by the governments. In 2002, â€Å"serious bullying† along with the possession of an offensive weapon were made the grounds for expulsion from school by the Department for Education and Skills, UK. (BBC News, World Edition, 2006). The Department for Education and Skills, UK, is of the opinion that bullying is  a serious problem which puts the emotional well-being and educational achievement of pupils at risk†. (Department for

Stops, Frisks, and Terry Stops Research Paper Example | Topics and Well Written Essays - 3750 words

Stops, Frisks, and Terry Stops - Research Paper Example This paper will analyze the Terry stop legal issue and its impact in the society. The paper will also look at constitutional issues that touch on the matter and the impact that they have had. Introduction The issue of stop, frisk and Terry stop is very controversial and has been debated for a long period of time. A Terry stop involves stopping of an individual by a law enforcement officer for frisking and in some cases a short detention. An individual may be stopped for frisking if they are suspected of having committed or being likely to commit a crime by a law enforcement officer. As one undergoes a Terry stop, the police officer frisks and individual (the suspect) to ensure that the officer is not in danger or other members of the public (Acker & Brody, 2012). A Terry stop is different from an arrest since it takes less time and is accompanied by less legal procedures. During a Terry Stop, a police officer usually confirm the details of the suspect and finds out whether they have a criminal record or outstanding fines or arrest warrants that have been issued against them. Groups that represent both sides of the argument present their debates which sound justified. Records of crime statistics show that there has been an increase in crimes that are committed all over the country. People all over the world feel that is up to the government to introduce measures that lead to a reduction of crime levels. Stop, frisks and Terry stops is one of the ways that was introduced by the government to try and curb crime levels all over the country. Law enforcers feel that prevention of crimes consumes fewer resources and saves more lives for minimal inconvenience if any to those that undergo the Terry stops. Discussions Stops, Frisks, and Terry Stops affect many individuals in the United States and perceptions on the government and law enforcement officers. This constitutional issue also affects the constitutional rights of individuals. Terry stop and frisk involves detent ion by police if they are suspicious that an individual has been involved in committing a crime. The Terry stop and frisk law was introduced in 1968 after the Terry v. Ohio, 392 U.S 1 (1968) court decision that was made by the Supreme court in the United States. The decision also authorized the police to conduct searches on the outer garments of the suspect if they have articulable suspicion that the suspect is armed and dangerous. The court authorized law enforcers to being able to detain an individual who they suspect is involved in committing a crime. Law enforcement officers also have the legal right to search the individual that they have detained. In some cases, the law enforcers might feel that the suspect might be in possession of a weapon, and may be planning to use in order to commit a crime. The rationale that causes the law enforcers to feel that the individual is likely to commit a crime should be reasonable. For example, a suspect might look overly nervous yet there is no evident reason why they should appear so. Such behavior might be an indication that such an individual is about to commit a crime. The law authorizes police officers to seize any form of contraband that they would find on a suspect while conducting the frisking. However there are some conditions in the frisking of the suspect (Acker & Brody, 2012). The frisking should be limited to the outer clothing of the

Company Background Case Study Example | Topics and Well Written Essays - 750 words

Company Background - Case Study Example ar 2002, the company experienced a breakthrough when it handled about 1.1 trillion Yuan, which is about $170 billion in sales (Du, Jian, et al, 2034). The majorly operates in the people’s republic of China. During its initial public offering (IPO), the company was valued at US$231 billion. After Hong Kong regulators deal with Alibaba could not be reached, the company sought an initial public offering in the US. Planning of the IPO was done for over twelve months before September 2014. The initial IPO pricing raised about US$21. 8 billion, which later added to about 25 USD. Since china forbids foreign ownerships, people were not able to purchase actual shares in the groups, but those of the Caymans island shell corporation. Alibaba has various companies and affiliate entities responsible for its exponential growth. To begin with, is Alibaba.com; is the mother company of Alibaba and forms the largest business to business online trading in the world of small-scale business. The Alibaba.com has three main services that include the English portal of the company that takes care of sales between exporters and importers from about 240 regions and countries in the world. Besides, the company has a chines portal 1688.com that was created specifically for the local business-to-business sales in China. Furthermore, the company Alibaba.com provides its users with a transaction base retail site called AlieExpress to allow people buy goods in small scale using the wholesale prices. In the Hong Kong stock exchange, the Alibaba.com went public in 2007 only to be delisted five years later. A year after in 2013, the aliaba.com sets up ad launched a direct channel that is in charge of over $30 million worth of transactio ns daily (Oberholzer-Gee, Felix, and Julie, 23). Taobao provides the largest consumer-to-consumer online shopping platform in China. It was created in the year 2003 providing numerous retail products. Taobao market place was the second most visited site by the end

Adoration of the Shepherds and The Holy Family with the Shepherds Term Paper

Adoration of the Shepherds and The Holy Family with the Shepherds - Term Paper Example This obsessive attention to detail is a signature too of the Mantegna style and imprint, already fully formed at the time of the commissioning of the painting, completed when he was barely out of his teens. The descriptions of the painting include precision, hardness, a sense of clarity of the image and of the vision that was unique and spectacular during its time, and the refinement and the purity in the colors that were employed. In the Adoration of the Shepherds the clarity of the detail, the use of colors that are pure, and the sharpness and the overall sense of exactness of the composition is said to extend all the way to the background, where even the landscape far away from the scene in focus is described in such a level of detail that critics then and now consider with awe and astonishment. The emphasis on detail reflects tool, an aesthetic that focuses on reality, realistic depictions, even if in the case of the shepherds there is a lack of a tendency to idealize and beautif y their presences, and instead they are depicted in the painting in the full reality of the coarseness of their appearance and the drabness of the colors of their clothing. In contrast, Joseph's clothing, and his presence and appearance, are vibrant and serene at the same time, starkly in opposition to everything else, especially with regard to the yellow garb of Joseph. Mary's muted blue and red garb blends more with the surrounding environment, meanwhile, and it is noteworthy that the focus of attention of the shepherds is not Jesus and Mary, but in the painting it is Joseph they are facing and bowing to (Kren and Marx; Louvre; Abrahams). The Holy... See in the painting the shepherds look more like angels than human beings, in the handsome quality of their faces, the serenity and lack of human sin in the way their faces are depicted, and in the way their smiles and their presences encouraged further intimacy of spirit among the shepherds and the holy family. There is nothing at all that is course or reflecting toil and hardship in this painting. The composition is idealized too, in the way the lighting is so crafted so that the virgin mother and the infant Jesus take center stage in the painting, with the baby Jesus as the focal point of the attention of all the people in the painting, a deliberate staging of the painting so that mother and child, and child in particular, are the most important figures in the painting. The child Jesus is the focus of the love and attention of the shepherds, as well as of the virgin mother Mary. In contrast to the softness and the idealization that are the hallmarks of the painting by Jordaens, th e painting of Mantegna puts sharp focus on the outward physical reality of the scene, with the shepherds depicted not as idealized, angel-like figures but as very human, and as shepherds who toil and who are nomadic in their ways are expected to look at. Where Jordaens idealizes and softens the scene to evoke warmth and closeness, Mantegna offers stark reality, and detailed depictions of that reality. There is nothing at all that is course or reflecting toil and hardship in this painting, angel-like figures but as very human.

Global Warning is a Myth Essay Example | Topics and Well Written Essays - 750 words

Global Warning is a Myth - Essay Example The researcher states that global warming is a myth that people have been made to believe. Although global warming enjoys scientific support, there is no sufficient evidence to support its implications and projections. In 2007, global temperature increased by 0.6 degrees Celsius that was followed by a decrease of 0.63 degrees Celsius. This observation contradicts the implication of global warming and expected increase in global temperature. Carbon dioxide emitted by human activities has been accused as the main cause of global warming. The amount of carbon dioxide produced by human activity is insignificant compared to the amount produced by nature. Although global warming has been associated with negativity, an increase in global temperature can have some benefits to the planet. The projected increase in global temperature is not compatible with real measurements of global temperatures and rate of change. Global warming is therefore a scientific scandal and a political agenda. The a uthor begins the article by giving a historic trend on increase and decrease in global temperature. Although this trend has no sufficient scientific support, the figures are relatively accurate considering the duration of time. From the argument, the author is able to prove that an increase in global temperature is a natural phenomenon that is beyond human control. With this argument, the author proves that global warming is independent of human activities. This introductory argument also creates uncertainty on the current allegations of global warming. This part of the argument implies that due to the length of the period between the extremes of global temperature it is difficult for the scientists to tell whether the earth is heading towards high or low temperatures. With this argument, the author introduces the reader to the need to consider the reality of implications of global warming. Carbon dioxide has been accused as the main cause of the expected increase in global temperat ure. Using data on manmade carbon dioxide and natural carbon dioxide in relation to the atmospheric percentage of the gas, the author successfully raises an argument in defense of carbon dioxide. The author achieves a fully supported argument using statistical evidence. Emission of atmospheric carbon dioxide has increased steadily from 1940 however; global warming was taking place before this increase (Contoski Web). This argument fully supports the author’s idea that carbon dioxide emitted by human activities is not responsible for global warming. The author also relates the atmospheric percentage of carbon dioxide with other greenhouse gas such as water vapor. In this relation, the author is able to prove successfully that atmospheric carbon dioxide is insignificant and hence insufficient to cause a major change in global temperature. Suppose global warming was real, then people should focus more on the benefits that can be realized from the phenomenon instead of concentrat ing on its negativity. The author relates warm temperature and biodiversity to prove that global warming might have some benefits (Contoski Web). According to the author, a warmer earth is more beneficial to humankind than a cold earth. The author supports this argument by comparing the biodiversity of the tropics with that of the poles. Politicians play an

Adoration of the Shepherds and The Holy Family with the Shepherds Term Paper

Adoration of the Shepherds and The Holy Family with the Shepherds - Term Paper Example This obsessive attention to detail is a signature too of the Mantegna style and imprint, already fully formed at the time of the commissioning of the painting, completed when he was barely out of his teens. The descriptions of the painting include precision, hardness, a sense of clarity of the image and of the vision that was unique and spectacular during its time, and the refinement and the purity in the colors that were employed. In the Adoration of the Shepherds the clarity of the detail, the use of colors that are pure, and the sharpness and the overall sense of exactness of the composition is said to extend all the way to the background, where even the landscape far away from the scene in focus is described in such a level of detail that critics then and now consider with awe and astonishment. The emphasis on detail reflects tool, an aesthetic that focuses on reality, realistic depictions, even if in the case of the shepherds there is a lack of a tendency to idealize and beautif y their presences, and instead they are depicted in the painting in the full reality of the coarseness of their appearance and the drabness of the colors of their clothing. In contrast, Joseph's clothing, and his presence and appearance, are vibrant and serene at the same time, starkly in opposition to everything else, especially with regard to the yellow garb of Joseph. Mary's muted blue and red garb blends more with the surrounding environment, meanwhile, and it is noteworthy that the focus of attention of the shepherds is not Jesus and Mary, but in the painting it is Joseph they are facing and bowing to (Kren and Marx; Louvre; Abrahams). The Holy... See in the painting the shepherds look more like angels than human beings, in the handsome quality of their faces, the serenity and lack of human sin in the way their faces are depicted, and in the way their smiles and their presences encouraged further intimacy of spirit among the shepherds and the holy family. There is nothing at all that is course or reflecting toil and hardship in this painting. The composition is idealized too, in the way the lighting is so crafted so that the virgin mother and the infant Jesus take center stage in the painting, with the baby Jesus as the focal point of the attention of all the people in the painting, a deliberate staging of the painting so that mother and child, and child in particular, are the most important figures in the painting. The child Jesus is the focus of the love and attention of the shepherds, as well as of the virgin mother Mary. In contrast to the softness and the idealization that are the hallmarks of the painting by Jordaens, th e painting of Mantegna puts sharp focus on the outward physical reality of the scene, with the shepherds depicted not as idealized, angel-like figures but as very human, and as shepherds who toil and who are nomadic in their ways are expected to look at. Where Jordaens idealizes and softens the scene to evoke warmth and closeness, Mantegna offers stark reality, and detailed depictions of that reality. There is nothing at all that is course or reflecting toil and hardship in this painting, angel-like figures but as very human.

Leisure Outfit Ltd (LOL) Assignment Example | Topics and Well Written Essays - 2000 words

Leisure Outfit Ltd (LOL) - Assignment Example The bank currently wants the overdraft amount to be reduced over the tenure of next six months. In this regard, the paper presents a comprehensive analytical report to the board of directors of the company on the financial position of LOL so that the roots of the problem is understood and resolved accordingly. Two problems have been detected so far with respect to the company and these are the excessive dependency on over-draft and cash management. It is expected that this situation will affect firm’s short term and long term solvency as well. Considering this factors, the ratio analysis was considered appropriate for evaluating financial position and profitability of the company. The cash position of the company will also be compared between both the years so as to understand where the firm has been investing most of its cash. The liquidity assessment is best conducted with the help of current ratio and acid test ratio. The current ratio points towards a proportionate financial relationship between current assets and current liabilities. The current assets of LOL have improved from  £4356, 000 to  £9974, 000 which can be considered healthy but deeper analysis suggest the sharp decline in the cash position of the company. In addition, inventory has also increased significantly over the year. The ratio has shrunk from 1.76 to 1.13 indicating illiquidity. The other reasons for the decline were determined to be high overdraft that the company received from the bank and almost doubled trade payable. Considering other factors being justifiable, the issue related to the sharp decline in cash require significant attention of the management (Penman 1-35). In addition to that, the acid test ratio revealed that the ratio has declined from 0.78:1 to 0.47:1 which is again another concerning area. The main reason was determined to be the high amount of stocked inventory.  

Prevent Terrorism Countries

Prevent Terrorism Countries MEASURES TO DEFEAT TERRORISM In this paper I will discuss measures that can be taken to help prevent terrorism. Though some measures may be seen as extreme, it is often necessary to take drastic steps to keep a country or even the world safe from terrorism. I will also discuss areas in which countries have already enacted provisions to fight terrorism. What major measures can the international community take to prevent terrorism? Do you think the U.S. should follow Israels example of fighting terrorism? Explain in depth. Identify and explain at least three international conventions organized to suppress terrorism. Briefly evaluate the provisions of the U.S. Patriot Act. Briefly discuss the impact of emergency powers on defeating terrorism. The fight against terrorism is not just a fight that the United States is facing alone. This is evident from the Madrid train bombings, the bombings in London, and the terrorist attacks that Israel seems to face everyday. Terrorism is, in effect, international. Each nation has a responsibility to combat terrorism to protect them and to protect other nations as well. In this paper, I will discuss areas in which the international community can fight against terrorism and steps they have already taken in the fight against terrorism. Steps the International Community Can Take to Prevent Terrorism One of the security measures that can be undertaken is that of securing aircraft and airports. Poland cites in his book that between 1973 and 2002, there was an average of ten skyjackings per year. (Poland, 2005, p. 235) This was a number that surprised me due to the fact that it seems like most werent reported or very little coverage was given to the incidences. There are new technologies being developed all the time to aid in securing of air travel. There is new technology in the area of explosive detection devices. One such technology is called microtagging. During this process, tiny chips of microtaggants are blended into explosive substances and color coded to identify the manufacturer and batch of explosives. This system would also be beneficial in the reconstruction of bomb scenes and used to gain knowledge and prepare for future terrorist acts. Another innovative technology is called dielectric analysis. Dielectric analysis is a powerful non-destructive tool for characterizin g materials; it can provide accurate, repeatable results unavailable by other electrical means. (Unknown, 2007) This, in essence, gives the explosive agents a â€Å"fingerprint† and could provide immediate identification of explosive substances at airports. Along with technological advanced in air security, people can often make the biggest impact. In this area, Federal Air Marshals play an important role. This is not something that all countries partake in but more and more countries are adding these individuals to their flights. The airline association estimates that 10 or 20 out of some 115 airlines that fly into the United States already use air marshals. (Lichtblau, 2003) Israel, for instance, has used marshals on El Al flights for years, and as stated, some other countries have followed suit more recently, as Australia announced in 2003 that Qantas Airways would begin placing armed marshals on flights to Singapore. Even Mexico has stated that they would start to use their own air marshals on flights that are going to the United States. However, not all countries and airlines are signed on to the idea. Air France does not use air marshals and the British Air Line Pilots Association said it does not believe that arms belong on aircr aft, and British Airways, the countrys biggest airline, said it reserves the right not to fly if it is forced to add air marshals. Although there is a general feeling among passengers that they would feel safer on a flight if there is an air marshal on board, not everyone believes the passengers would necessarily be safer. The cite that an armed conflict on a plane would become more dangerous to the passengers as opposed to just letting the terrorist state their demands and work with them for the release of passengers. Intelligence is another area that countries can utilize for overall protection. This is not necessarily limited to military types of intelligence. Political intelligence is an important factor to combating terrorism. This can be used to identify where the groups are garnering the most support for their cause. When this has been determined, pressure from other nations can be placed on these states to not support the terrorists. Of course, military intelligence is vital in any operation. The intelligence gathered here can assist in finding out how many are in a particular group, what kinds of weapons they have, and where they are located. Most countries have some form of intelligence like our CIA and it is important that they use it. Yet another form is economic intelligence. Most terrorist organizations are well funded these days. It is important to track the path in which they receive their money. Terrorists may get their money from several different avenues, including: the sale of d rugs, phony charitable organizations; and even other sympathetic nations. So as one can see, intelligence is a very important factor other countries can use to combat terrorism. Israels Fight Against Terrorism Israel has been fighting terrorism for many years, even before they became a nation in 1948. They are surrounded by Muslim nations which historically do not get along with Israelis. This is particularly true of Palestinians. Since Israel is surrounded by so many that wish to do them harm, they have had to take more drastic steps in order to protect themselves. They had become one of the first countries to articulate a deliberate and official policy of retaliation against terrorism. Most nations understand that a nation must fight back in order to protect itself and its interests. Israel on the other hand seems to retaliate in a much more aggressive manner. Such a case was their retaliation against an Arab village in Qibiya, Jordan in 1953. On October 13, 1953, Jordanian terrorists infiltrated the Israeli border and threw a grenade into a house, killing a mother and two children in Tiryat Yehuda. In an effort to prevent further attacks and protect its borders, Israel launched a reprisal raid on Qibiya, a Jordanian town across the border from Tiryat Yehuda. Unit 101, led by then Colonel Ariel Sharon, destroyed 50 homes, killing 69 Jordanian civilians who were hidden inside and had gone unnoticed. (Oreck, 2007) Sharon had stated that he was not aware that civilians were involved but that did not help in the embarrassment that Israel suffered due to the incident. Israelis have also pioneered the area of preemptive strikes against terrorism. This policy is a bit more difficult to convince the international community for its justification. It is one thing to fight back against an attack on your country it is another to strike first to prevent such an attack. But in many cases is necessary to do so. Israel has carried out such attacks such as the bombing of an Iraqi nuclear facility in 1981. It was feared that if Iraq had been able to produce the nuclear bomb, they would use it against Israel. This strike was something of a success story. Israels preemptive strike against Iraq was heartily condemned in Washington and by the United Nations, although privately most governments, even in the Middle East, were pleased to see the setback to Saddam Husseins ambition. Targeted killings are also something that Israel employs to fight terrorism. However, this form of protection has one big drawback. It is often necessary to obtain information from higher ranking individuals within a terrorist organization. Obviously dead men are of no use to obtain information. In September 1999, the Israeli High Court ruled on specific procedures for interrogation and practices in dealing with terrorists or suspected terrorists. Interrogations can only be conducted by the Shin Bet (counter-intelligence and internal security service). The head of the Shin Bet works with the Attorney General very closely to determine how to proceed on specific cases. Targeted killings have to be confirmed by the prime minister in every instance. If there is a change in the plan on a targeted killing, the head of the Shin Bet must go back to the prime minister and have the operation approved once more. (Dicter, Bronfman, Bronfman Byman, 2005) However, if the head of the Shin Bet feel s there is great urgency, he alone can make the decision to take out the suspect. So the question is â€Å"Do I think the United States should employ the Israeli tactics in fighting terrorism?† If that question had been posed ten or fifteen years ago, I may have said no. Today, my answer would be yes, with a caveat. Though it may be difficult, I think we would need other countries to publicly back us to carry out certain missions. In the case of a preemptive strike, our allies must be informed of such action so they are not taken by surprise of the situation. As far as targeted killings, we had better have support in this undertaking or else we are going to look like the aggressors. Case in point, our current situation in the Middle East. Although the United States has a policy against taking out heads of state which President Ford imposed by executive order in 1976, there is nothing to say that we cannot take out leaders of terrorist groups like Osama bin Laden. In the climate we live in today, we had better have all of our options open and on the table if we want to defend ourselves and help prevent future attacks. International Conventions to Suppress Terrorism Throughout the years there have been many policies and conventions used to aid in the fight against terrorism. They are normally backed by the civilized states of the international community. But it seems over time, these policies go by the wayside. In this section, I will look at three of the more recent conventions. The International Convention for the Suppression of the Financing of Terrorism adopted by the United Nations General Assembly on December 9, 1999, and signed on behalf of the United States of America on January 10, 2000. The Convention is aimed at cutting off the funding that terrorist groups need to operate. This Convention provides an obligation that States Parties criminalize such conduct and establishes an international legal framework for cooperation among States Parties directed toward prevention of such financing and ensuring the prosecution and punishment of offenders, wherever found. In a letter to the Senate in 2000, then President Clinton urged the members to â€Å"give early and favorable consideration to this Convention, subject to the understanding, declaration and reservation that are described in the accompanying report of the Department of State.† (Clinton, 2000) Even before 9/11 it was apparent that funding for terrorists needed to be addressed. Another convention, the International Convention for the Suppression of Terrorist Bombing was adopted in 1997. This convention â€Å"created a regime of universal jurisdiction over the unlawful and intentional use of explosives and other lethal devices in, into, or against various defined public places with intent to kill or cause serious bodily injury, or with intent to cause extensive destruction of the public place†. (United Nations, 1997) It is similar to other conventions in that it requires parties to extradite or submit for prosecution persons accused of committing or aiding in the commission of such offenses. Lastly, the Convention on the Making of Plastic Explosives for the purpose of Detection was ratified by the United Nations in 1991. The members of the U.N. were concerned that plastic explosives had been used for such terrorist acts in the past and could be again in the future and wanted to do something about it. This Convention was aimed at deterring such unlawful acts of the use of plastic explosives because they felt there was a need for an international mandate for States to adopt appropriate measures to ensure that plastic explosives are marked. Provisions of the U.S. Patriot Act The Patriot Act has ten different provisions that outline the United States governments war on terrorism. These provisions impact the war on terrorism in different ways. Some of the provisions deal with rights and responsibilities; others provide areas in which terrorism can be fought. I will discuss, in brief, each of the ten provisions. The first title is for the enhancement of domestic security and provides for funding and information gathering. It also prohibits the discrimination against Muslim Americans. Title II is probably the most controversial of all the provisions. It is here where the perceived infringement on civil liberties takes place. This provision reshapes the way the federal government can collect information. The FBI can seize materials from private citizens when it believes national security is at stake and then get permission from courts to do so afterwards. The third title involves the area of money laundering and the financing of terrorist organizations. Title IV increases border patrols and mandates the detention of suspected terrorists. The fifth title deals with removing obstacles in the investigation of terrorism and addresses the capture and prosecution of terrorists. Title number six provides aid to the families of Public Safety Officers who were injured or killed in terrorist attacks, an d amends the Victims of Crime Act of 1984. Number seven supports the sharing of information by federal law enforcement agencies. This would have been very useful pre-9/11. Title VIII strengthens criminal laws against terrorism, defines domestic terrorism, and expands biological weapons statutes. The ninth provision provides that intelligence information sharing from foreign agencies. The information derived from electronic surveillance or physical searches is disseminated for efficient and effective foreign intelligence purposes. The last title is kind of a catchall and is listed as miscellaneous. It contains 16 sections that do not fall under other titles in the act. Impact of Emergency Powers on Defeating Terrorism Many nations have forms of so called, â€Å"Emergency Powers†. Some countries call it â€Å"State of Exception†, â€Å"Special Powers†, or â€Å"Terrorist Affected†. No matter what a country may call their emergency powers, extreme circumstances may exist in which the security of the country in needed and these powers allow for authorities to stop, search, question and detain individuals suspected of terrorist involvement. There have been emergency powers used even before the United States was formed. Between 1775 and 1781, the Continental Congress passed a series of acts and resolves which count as the first expressions of emergency authority. These instruments dealt almost exclusively with the prosecution of the Revolutionary War. (Relyea, 2006) The President of the United States has available certain powers that may be exercised in the event that the nation is threatened by crisis, exigency, or emergency circumstances (other than natural disasters, war, or near-war situations). The acts of terrorism are ever-changing. It is important that countries are able to react (or in some cases become proactive) to situations as they arise. How well can a country be protected if their leaders cannot make a quick decision on the information they have been provided. In this, emergency powers are essential in both the war on terror and defeating terrorism. References Clinton, W. J. (2000, October 12). The White House Office of the Press Secretary (globalsecurity.org, Ed.) (Intelligence). 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United Nations. (1997, N/A). Conventions Against Terrorism. Retrieved March 29, 2007, from United Nations: http://www.unodc.org/unodc/en/terrorism_conventions.html. Unknown. (2007, N/A). Materials. Retrieved March 29, 2007, from Solortron Analytical: http://www.solartronanalytical.com/products/applications/materials/index.htm.