college parties Essay -- essays research papers

College Parties   Ã‚  Ã‚  Ã‚  Ã‚  Ever since I’ve come to college my whole life has changed. Living on my own is fun but I miss being back home. I hate having to do my own laundry and clean my room, I miss my mom doing those things for me. I’ve made many new friends that I hang out with everyday and we’ve become extremely close. I think I like them so much because they remind me of my friends from back home. The work is also a lot harder than high school and it is very stressful. Once I finish all the work that I have to do I like to party to get my mind off of it.   Ã‚  Ã‚  Ã‚  Ã‚  Our school is not a very big party school but when there are parties to go to they are usually pretty good. The party nights during the week are usually on Tuesday, Friday and Saturday. Usually the main party nights at college are on Thursdays but since our school is a suitcase school our main party night is Tuesday. The parties to go to are either in the village, Park Avenue or in the suites. The real good parties are at the basketball house and football house but they only have parties when they win, which isn’t very often.   Ã‚  Ã‚  Ã‚  Ã‚  The types of things that go on at these parties are fights, alcohol and drinking games, loud music, dancing, socializing, smoking, rape, drugs, sex, drunk driving, and police. When I got to my first party it was nothing like high school parties. There was so   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  &n...

An Analysis of Lord of the Flies by William Golding Essay

Savage vs. Civilized The main concern of Lord of the flies is the conflict between the two competing drives that all humans have; to live by the rules and act right or to defy the rules and act on ones desires. Meaning Savage vs. Civilized. William Golding associates the instinct of civilization with good and the instinct of savage with evil. In the story the character Ralph is the protagonist who represents civilized, leadership, and order. On the other hand Jack is the antagonist and represents savagery and the desire for power. William implies that people are much more prone to the instinct of savagery than the instinct of civilization, especially without authority. In the beginning of the story, the meetings that the group has are very civilized and everybody abides by the rules. They form a society that has a leader (Ralph) and have a symbol of authority, which is a conch shell. They all listen to Ralph and use the conch shell to talk during the meetings; making the meetings very civilized. In the beginning they all do their part whether it be watching the fire, building things, going hunting for food, or getting water, they all did their part. As the story goes on most of the kids start slacking and the jobs are not being done well; they are becoming more savage. For instance the fire goes out when a ship passes, there is not much water in the coconuts, and only 2 people build the last shelter. The kids can’t even have a civilized meeting, and the conch shell is not being put to use as it should be. During the meeting piggy says† What are we? Humans? Or animals? Or savages? What’s grownups going to think? Going off- hunting pigs- letting out fires- and now! † By piggy saying this, it shows that the kids really are acting like wild animals and little savages. They are no longer thinking before they are doing things and have no sense of control or authority. They are beginning to go wild and the instinct of savage is kicking in.

Compromising Development: the Language of Instruction Dilemma

Tayebwa Morris Compromising development: The Language of Instruction dilemma in Tanzania. Introduction Following release of the Tanzania 2012 Form IV results by the Ministry of Education and Vocational Training on February 18, the media and the general public have been frantically discussing the fact that up to 60 % of the students who sat last years’ ‘O' level final failed the exam. i This has once again raised a lot of concern in and around Tanzania from educators, parents and policy makers.Among many reasons given for the failure, that has in fact been increasing every year are factors like; shortage of quality teachers, poor infrastructure and study tools. The reason that stands out however, is the poor proficiency of secondary school students in English, the language of instruction. In fact studies have shown that the same students do much better in primary school where they are taught and examined in Kiswahili, the national language.The Tanzanian Dilemma Inspite of incessant advice by policy makers and educators for a complete adoption of Kiswahili as the only medium of instruction at all levels, the Tanzanian government has upheld the bilingual education system and English is continually used as a language of instruction for all post-primary school education. In fact early research agrees with the promotion of Kiswahili as the appropriate choice as a language of instruction.However, going by the advances of education worldwide where especially tertiary education is becoming more globalised, wouldn’t it be regressive to adopt a language of instruction that is limited to just one country? Unless we of course consider that the returns from quality secondary education would be sufficient for Tanzania without regarding the effect on tertiary education. Or maybe higher education would also have to adopt Kiswahili as a language of instruction.This is before we consider the feasibility of such a transformation most importantly in terms of pre sence and quality of secondary school and higher education tools such as curricula, textbooks, teaching guides and manuals and obviously teachers trained to instruct post – primary levels. Or maybe the country should take the bitter pill and adopt English as a language of instruction on all levels. In this paper, I will try to delve into previous research on this matter and find a relation etween the language of instruction and effect on developmental outcomes of Tanzania both in terms of human capital growth and general wellbeing of citizens. Does the language of instruction really matter? From the human capital rationale, language does matter. â€Å"Human capital† refers to the set of skills a person acquires mainly through education and training to aid his/her productivity and attain greater compensation in the labour market (Becker 1964).Proficiency in a language of instruction (reading, writing, oral expression) is a skill vital to the development of human capital . As explained by Chiswick and Miller (1995), the language skill â€Å"satisfies the three criteria that define human capital,† that is, the costs involved in the creation of language skills, the skills that serve a productive purpose relevant to economic activity in the labour market; and the fact that all that is embodied in a person. As demonstrated by Samuel O.Ortiz (2004) in his assessment of culturally and linguistically diverse students, language of instruction also determines the competence of students in relation to the improvement of their cognitive skills, a means and end to the means of quality education. By discussing cognitive skills and quality education, we get closer to the effect of language of instruction on the development of individuals and societies, both socio-economic and general well-being. According to Hanushek and Kim (1995) and Hanushek and Woessmann (2007), quality of education is a measure of labour force quality based on the cognitive skills att ained.Therefore, such big failure rates, and reports that most students failed to write anything in last year’s exam, and either resorted to cheating, writing funny verses and abuses spells a bad image for the Tanzanian education system and leaves us to wonder what kind skills are the students getting anyway. Undeniably, research over the years has shown that standards of English education are inadequate thus affecting the general performance of most post-primary students (Mlama and Matteru 1977, Criper and Dodd 1984, Roy-Campbell 1997, Martha Quorro (2013).In fact it was found that students perform much better under the medium of Swahili and that nearly 75 percent of teaching, especially in the early stages of secondary education, was being done in Swahili rather than English or sometimes with massive code switching involved (Rugemalira et al 1990). ii Students therefore receive a large part of their education in the local language yet assignments, tests and even national ex ams are written in English. This, as a result handicaps students with low proficiency and leads such to high failure rates.This goes on to not only affect the education system but the students as well. For example, after such failure, most students drop out of schools even without qualifications, girls are married off at an early age by parents who are not seeing direct returns from the education, boys resort to lower income jobs for survival and this ultimately also affects the motivation of other students to join secondary school. As a result, Tanzania has the lowest secondary school enrolment in the region (World Bank, 2009).The government has however ignored research findings and the sociolinguistic reality by maintaining a weak bilingual instruction format. It makes no sense teaching in a language that children are not understanding. In fact the Ministry of Education and Vocational Training has in the past proposed starting English as Language of Instruction from nursery school all through to tertiary education (MoEVT, 2009). Tangled in this predicament, there is also an inequality dimension.Studies have shown that many wealthy Tanzanian parents send their children to better performing private schools, as well as to schools in the neighbouring countries, in order to have their children exposed to English-medium education in primary school (Mazrui 1997, Cox and Jimenez 1991). In a country where there are better opportunities for the English proficient workforce, the foreign trained students consequently have more valuable capital and better potential to get better paying jobs and thus opportunities are still in the hands of the already privileged. The uncertain futureFrom the aforementioned studies, it is clear that adoption of Swahili as the language of instruction in secondary schools, will lead to better outcomes in terms of effective transfer of information, legibility, improved education and a more productive population. On the other hand, emphasis on English, just like in other neighbouring countries will likewise improve the skills needed to compete globally especially in tourism and other export-oriented investments, broaden other labour- market opportunities, and close the socioeconomic classes’ gap that exists between the English currently proficient labour force and the general public.In my opinion and as discussed by Batibo (1990) a bilingual system can still be maintained but the government will need to invest more in promoting the learning of English at pre- primary level to better prepare the students to the reality of an English post primary education. However as this paper has shown, even with a plethora of research on this matter, the Tanzanian government is faced with the dilemma of choosing a curriculum policy that should emphasize a well understood and better performing language or one that is used widely around the world especially in economic, scientific and technological circles.NOTES i The breakdowns b y divisions are as follows: division 1-1,641; division 2-6,453; division 3- 15,426; division 4103,327, and division 0-240,903. By gender for those who passed i. e. received divisions 1-3: girls =7, 178 and boys = 16, 342. That means 5. 6% of those who sat for this exam passed (divisions 1-3), it only when division 4 (the worst possible grade) is included that failure rate reduces to 60% otherwise with division 4 included, failure rate is actually 94. 4%. ii Code switching is the practice of alternating between two languages to ease communication.References Barro R (1999). Human Capital and Growth in Cross Country Regressions, Swedish Economic Policy Review, 6, 237-77. Barry R. Chiswick and Paul W. Miller (1995). The Endogeneity between Language and Earnings, Journal of Labor Economics, 13, 248. Batibo, H. M. (1990). English language teaching and learning in Tanzanian primary schools. Language in Education in Africa: A Tanzanian Perspective. Ed. C. M. Becker, Gary. (1964). Human Capi tal: A Theoretical and Empirical Analysis with Special Reference to Education. Chicago: University of Chicago Press.Cox, Donald and Emmanuel Jimenez. (1991). The Relative Effectiveness of Private and Public Schools: Evidence from Two Developing Countries. Journal of Development Economics 34:99-121. Criper, C. and William Dodd (1984). Report on the Teaching of English and its Use as a Medium of Instruction in Tanzania, ODA/ British Council. Education in Africa: A Tanzanian Perspective. Ed. C. M. Rubagumya. Philadelphia: Multilingual Matters, 1990. Hanushek E and Kim D (1995), Schooling Labour Force Quality and Economic Growth, National Bureau of Economic Research Working Paper No. 399, Cambridge, MA. Hanushek E and Woessmann L (2008). The Role of Cognitive Skills in Economic Development, Journal of Economic Literature, 46, 607-668. Martha A. S. Qorro, (2013). Language of instruction in Tanzania: Why are research findings not heeded? International Review of Education Mazrui, Alamin. T he World Bank, the language question and the future of African education. Race and Class 38. 3 (1997): 35-48. Mlama, Penina na May Matteru (1977). Haja ya kutumia Kiswahili kufundishia elimu ya juu, a research report commissioned by BAKITA, Dar es Salaam, Tanzania.MoEVT (2009). Sera ya Elimu na Mafunzo (2009), Rasimu ya I. Toleo Jipya, Juni, 2009. Ortiz O. Samuel, Comprehensive Assessment of Culturally and Linguistically Diverse Student: A Systematic, Practical Approach for Non-discriminatory Assessment Washington, DC: National Association of School Psychologists. Qorro (eds. ): Language of Instruction in Tanzania and South Africa. (LOITASA) Dar es Salaam: E & D Limited. pp. 149 – 170. Roy-Campbell, Zaline Makini and Martha. Qorro, (1997). The Language Crisis in Tanzania: the Myth of English versus Education, DSM: Mkuki na Nyota Publishers.Rubagumya, Casmir (2003). English medium primary schools in Tanzania: a new â€Å"linguistic market† in education? In: Brock-Utne, Birgit, Zubeida Desai and Martha Rubagumya. Philadelphia: Multilingual Matters. Rugemalira, J. M, C. M. Rubagumya, M. K. Kapinga, A. F. Lwaitama and J. G. Tetlow. Reflections on recent developments in language policy in Tanzania. Language in World Bank, (2009) World Bank Indicators – Tanzania accessed on 15. 03. 2013 from http://www. tradingeconomics. com/tanzania/school-enrollment-secondary-femalepercent-gross-wb-data. html

Investigating the inhibition of copper sulphate between an enzyme and substrate Essays

Investigating the inhibition of copper sulphate between an enzyme and substrate Essays Investigating the inhibition of copper sulphate between an enzyme and substrate Essay Investigating the inhibition of copper sulphate between an enzyme and substrate Essay In this investigation I will be carrying out an experiment to see how the addition of copper sulphate to the reaction between hydrogen peroxide and carrots is effected. This is a simple model showing how inhibition (copper sulphate is inhibitor) takes place between an enzyme (carrot) and substrate (hydrogen Peroxide). It will most likely show the effect of a competitive inhibitor as the more inhibitor you add to the reaction between the enzyme and substrate, the slower the reaction between the substrate and enzyme will slow down. I will know how well the reaction (enzyme and substrate binding) is going by collecting the amount of gas (oxygen) given off in the reaction. Obviously if there is a lot of gas given off then the reaction will be faster than if the reaction is slow. I will be going through what my investigation is about and developing a prediction about my investigation. I will then go through some information about information and inhibition and tell you what I know about them. After that I will introduce you to my pre-tests and how I came about to choose the method that I used in the end. I will then talk about what I will need to take account for when doing my investigation, such things as what Ill need to carry out the investigation, what precautions I will take and what things will be done throughout the tests that I do. I will include tables and graphs to show my results and finally conclude my results and finish my investigation by evaluating how well my investigation went. Prediction I predict that when copper sulphate (inhibitor) is added to the hydrogen peroxide (substrate) and carrot (enzyme) it will make the reaction between the enzyme and substrate slower as the copper sulphate will inhibit the enzymes. I also predict that the copper sulphate is a competitive inhibitor otherwise if it were a non-competitive inhibitor the reaction between the substrate and enzyme would not affected in a way that there would hardly be a reaction. I predict that the more substrate there is then the more reaction (substrate binding onto enzymes) will take place. Background Knowledge From class work and essays I already know this information about enzymes:- Most Enzymes are proteins and can be described as catalysts. The majority if not every metabolic reaction which takes place within a living organism is catalysed by enzymes. Enzymes are globular proteins. Like all globular proteins, enzyme molecules are coiled into a specific three-dimensional shape with side chain hydrophilic R groups on the outside of the molecule. This ensures that the enzyme is soluble. Enzymes have a special feature and this is that they posses an active site. This is a region on the enzyme to which another molecule or molecules can bind onto it. This is the substrate of the enzyme. The shape of the specific shape allows the substrate to fit in just right. Also it is held by temporary bonds. This is called the enzyme-substrate complex as a simplified diagram on the next page shows. Each type of enzyme acts on a specific type of enzyme that the enzyme is fit to do as the shape of its active site has a specific shape that only allows that one type of substrate to fit in. The enzyme may catalyse a reaction causing the substrate molecule to split (2 or more) as shown in the diagram. Alternatively catalysing may cause a joining of two molecules. After this process the molecules leave the unchanged enzyme leaving it for another substrate molecule to go and bond onto it. There may be one specific substrate that fits into a specific enzymes active site but there is a possibility for another molecule very similar to the enzymes substrate which can also fit into the active site. This inhibits the enzymes function. This causes competition between the substrate and the enzyme to inhibit the enzyme. If there arent many Inhibitors present then the binding of substrate to enzymes wont be affected but if the substrate was low in concentration compared to the inhibitor then the less likely the substrates will occupy the enzymes active site. This is known as competitive inhibition. In other cases an inhibitor can occupy an enzymes site permanently and therefore will not allow a substrate to bind onto the active site. This is known as non-competitive inhibition and is irreversible. Another form of non-competitive inhibition is when a bacteria can bind somewhere else on the enzyme rather than on the active site. This may result in the enzyme becoming mishapened and disrupts the enzymes arrangement of hydrogen bonds and hydrophobic interactions. Using this simple table you can decipher whether or not if an inhibitor is a competitive or non-competitive inhibitor. Source for background knowledge: Biology 1 (Cambridge, endorsed by OCR). Preliminary Work Before I began my actual investigation I had to decipher what apparatus I would need and what the best method of getting a fair test would be. There was an option of using a glass syringe to collect the gas given off or to use a measuring cylinder in a bucket of water. I also had to comprehend how much carrot gratings and hydrogen peroxide I would require. The method I chose to test out first was the one with the measuring cylinder as I had the notion that not much gas would be given off. I set up my apparatus as shown in the diagram: After deciphering how much hydrogen peroxide (ml) and carrot grating (weighed in grams) I would need I carried out the experiment. At first the reaction went hastily so I tried different amounts of carrot grating and hydrogen peroxide and the results turned out to be similar to the first test. There was clearly too much hydrogen peroxide and carrot gratings as substrate molecules were binding onto the enzyme at a quick rate because a lot of oxygen was being given off and also some of the hydrogen peroxide made its way into the bung. After some deliberation I decided to opt for the glass syringe method as it seemed to be more appropriate. So again like before I set up the equipment as shown in the diagram on the following page: When carrying out the experiment using this method I found that now that there was a larger area for the oxygen to go into, there wasnt much gas being collected into the glass syringe so this time I had to use more carrot gratings and hydrogen peroxide. I then, after a couple of tries to get an adequate amount of both the hydrogen peroxide and carrot gratings, determined how much of both the carrot gratings and hydrogen peroxide I needed. I found that using 5ml hydrogen peroxide to each gram of carrot gratings would give me a fairly good test. I went with using 4g of carrot gratings and 20ml hydrogen peroxide. This was going to be used as my control for the investigation. I will later add copper sulphate, which acts as an inhibitor. Also I found that I was using 1% copper sulphate solutions so I decided to use different concentrations in my investigation. I chose to use these concentrations to test inhibition: 1%, 0. 8%, 0. 6%, 0. 4%, 0. 2% and 0% as the control (with the addition of water). Finally I then decided to use 15 second time intervals to take readings on the glass syringe. I will keep doing this for approximately 3 and a half minutes.

102LON_Week_Presentation_-_Formative_Feedback_Form Essays

102LON_Week_3_Presentation_-_Formative_Feedback_Form Essays NOTE TO ALL STUDENTS: Please use the information above to review & improve your future group work. 102LON Week 3 Presentation Peer Assessed Formative Feedback Student Name & Id 1. 2. 3. 4. 5. DATE: During the presentation the group provided evidence of (please tick): Excellent Good Average Poor Not evidenced Overview of how group members view their emotions Evidence of understanding what emotional intelligence is Evidence of personal development and reflection on emotional intelligence & the importance of it to organisations Evidence of independent research/work carried out towards the presentation Evidence of personal learning and personal development planning for the presentation (confidence during delivery) Students overall presentation/communication skills/ability Clarity/coherence of the presentation Overall Comments/Areas for Development: NOTE TO ALL STUDENTS: Please use the information above to review & improve your future group work. Please use this separate page for additional comments.

An Analysis of the Different Economic Bodies and Their Impact in Different Countries in the Book, Why Nations Fail, Written By Doran Acemoglu and James Robinson

An Analysis of the Different Economic Bodies and Their Impact in Different Countries in the Book, Why Nations Fail, Written By Doran Acemoglu and James Robinson Why Nations Fail Why some nations fail while others succeed have become a mysterious question to many. However, in their book named Why Nations Fail, authors Acemoglu and Robinson have finally revealed to their readers what truly causes nations to fail, which are extractive economic institutions that certain governments have. This paper will be exploring the current type of economic institutions in three different nations by using knowledge from the book Why Nations Fail, as well as historical facts to support the given statements. The countries’ economic institutions that will be explored are Venezuela, Mexico, and Haiti. These countries will also be put into comparison with the United States, a country that has inclusive economic institutions. Venezuela has been experiencing an economic decline for a long time. According to the article, â€Å"Venezuela is in its third year of recession and according to the International Monetary Fund, its economy is expected to contract 10% this year† (Gillespie, 2016). The main cause of this recession can be tracked down to the leader of the government in Venezuela, Chavez, who focuses government spending excessively on extractive economic institutions. In the book Why Nations Fail by Acemoglu and Robinson, it’s stated that it’s the economic institutions that are the foundation of economic development which is evident through the fact that economic institutions allow people to trade and build their own businesses comfortably. The topic of economic institutions being the heart of economic growth takes us to the topic of trade. Venezuela, as aforementioned, was a thriving country only a decade ago. This was mainly due to Venezuela being an oil-rich country. The point of trade is for the countries to specialize in whatever they’re doing best and export that while importing what they lack in. The problem with Venezuela was although they were successfully specializing in producing oil, they weren’t really producing anything else or importing any goods from other countries. Additionally, Venezuela wasn’t exporting any of the tremendous amount of oil it’s producing. Through the article, one can discover that Venezuela’s main oil company, which is run by the government, is the main reason why any of these exports or imports aren’t taking place. This again is evidence how extractive economic institutions can ruin a nation. Because of the economic recession and the lack of trade in Venezuela, inflation has become a tangible problem. Prices are soaring high, and Venezuela has a staggering increase in inflation in 2016 with a 475% (Gillespie, 2016). Not only are prices high, but producers aren’t able to produce because of the lack of trade. This ultimately results in food shortages and suffering citizens. While the citizens of United States can freely go into any Publix or Winn Dixie and shop at their leisure, the citizens of Venezuela wait in long lines outside of super markets only to find out that the last bottle of milk had already been bought 2 hours ago. The food shortages are causing the mortality rates of Venezuela to go up, with more and more children and elderly being malnourished. Mexico is the second country that is under the exploration of economic institutions. As explained in Why Nations Fail, the reason that Mexico currently has extractive economic institutions is because it’s a country founded up on extractive economic institutions. Historical facts and how a country began its government have a lot to do with its current economic institutions. For example, the reason Mexico is the way it is has to do with how Spanish conquistadors invaded that region and discovered large amounts of gold. Realizing the gold’s worth and seeing how it can be useful to them, they used the region’s natives, forcefully, to mine more gold and silver for them so they can be better off. There an extractive economic institution was created; the Spanish conquistadors were extracting the native’s wealth from them by using the native’ labor to make themselves better off. Even right now Mexico has many extractive institutions. For example, in the 2013 article, Why Nations Fail What Can be Done by David Sasaki, it speaks of how the infamous telecommunications monopolist of Mexico, Carlos Slim, have cost Mexico $129 billion (Sasaki, 2013). Although Mexico has one of the slowest and most costly internet speeds, they â€Å"lose $130 billion and Carlos Slim personally gains $80 billion† (Sasaki, 2013). Carlos Slim’s actions are the epitome of extractive economic institutions, and it because of people like Chavez and Slim and the Spanish conquistadors that are the ones who make sure that extractive economic institutions will continue on. As can be seen, the root of why nations fail lies within their economic institutions. Nations that are successful have mainly inclusive economic institutions. China, a country with extractive economic institutions had a horrible economy only until recently ago. The only reason their economy improved is because they decided to accept technology and trade with foreign countries, instead of pushing them away and secluding themselves. However, China still does have extractive economic institutions, and if other countries don’t wish to trade with them anymore, their economy will return to where it started. As can be seen with Venezuela, Haiti, and Mexico, extractive economic institutions take away from the general public to help the elite. These type of institutions aren’t only bad for the nation, but are immoral and unethical as it leaves people in a chaotic turmoil.

Cancellation of U.S. Air Force Tanker Program Essay

Cancellation of U.S. Air Force Tanker Program - Essay Example The program however has difficulty getting off the ground and had undergone several calls for Requests for Proposals (RFPs) as controversies and contentious issues regarding contracts and acquisitions had long riddled. In 2004, the program was compelled to shut down when the main players in the negotiation were revealed to be involved in highly unethical issues and in 2008, the program was re-shelved one more time as one of the parties in the negotiations filed a bidding protest with GAO. At present, the AF prepares for its third attempt to hold a bidding of the project. The US Air Force tankers are aircrafts whose primary function is to refuel other aircrafts like fighters, bombers, surveillance aircrafts and other planes used by the Air Force, Navy and Marine Corps while those aircrafts are airborne. The importance of the tankers is that they obviously give US aircrafts power even beyond US borders because they allow these aircrafts to go longer distances and prolong their airborne time. Aerial fueling capability therefore is of critical importance to the country to sustain its superior aerial firefighting and firepower capability in the world (O’Rourke 2009 1). The present tanker fleet of the US Air Force consists of 453 KC-135 Stratotankers (see Fig. 1) built by Boeing, many of which were acquired by the Air Force (AF hereafter) as early as 1957 with the latest batch acquired in 1967. The average age of the Stratotankers is 47 years old. A much younger model, the KC-10 was also acquired by the AF in 1981 but there are only 59 of them (O’Rourke 2009 2-3). US policymakers had been concerned with the ageing state of the Stratotankers since the 1990s but it wan in 2002 that concrete steps were taken to remedy the situation. US Congress passed the Leasing Authority Act 2002 which authorized the AF to lease 100 Boeing 767s for a period not more than ten years and modify them into aerial fuel tankers. The