Lobbying essayEssay Writing Service

Lobbying essayEssay Writing Service Lobbying essay Lobbying essayThe introduction of health care reform is essential for the improvement of health care services and making health services available to citizens. In this regard, the lobbying of health care reform is essential for the improvement of health care services and successful completion of the reform. The current criticism of the health care reform can raise a strong opposition that will undermine the successful implementation of the reform, while lobbying will help to complete the reform successfully and bring consistent changes to the contemporary health care system of the US making it available to all citizens.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In actuality, the health care reform will bring considerable changes in the health care system of the US because the current situation in the national health care system fails to provide health care services for all citizens. Even though the quality of health care services and their availability is unequal and there are wide gaps between health care services’ available to citizens and the quality of health care services. To put it more precisely, high quality of health care services are available to the rich, whereas the poor have limited or no access to basic health care services and even when they receive health care services, they are of the low quality.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Therefore, the health care reform will help to implement changes that can change the situation for better. To put it more precisely, the health care reform will make health care services more available to the public and close quality gaps between the rich and the poor. The point of the health care reform is to make health services available to all citizens. However, the reform is costly that makes lobbying essential.

Are you scared to track your progress on your 2017 goals

Are you scared to track your progress on your 2017 goals At the beginning of last week, I received a letter in the mail – from myself. I had written it three months ago at a quarterly planning day with ActionCOACH, and I knew it was a cheerleading letter asking me how I was doing with my  goals  for the quarter. I let the unopened letter sit on my dining room table, my repository for mail I’m avoiding. I was afraid I would discover that I  hadnt made any progress on  the things I said I would do. In fact, I was fairly well on track, and felt encouraged. This experience gave me some strength as I went back to look at my New Year’s â€Å"Ressaylutions† for 2017. I’ve honestly been dreading looking back at my New Year’s Resolutions, because I’ve had a more challenging year than expected, and thought I would be reminded of all the things I promised to do and didn’t get done. Does this sound familiar? I could have not looked, but I have a tradition of sharing my progress at this time of year. It keeps me honest. So, dear reader, here’s my list of resolutions from January, along with a report on how 2017 has been going so far. 1. Publish the 14th edition of How to Write a KILLER LinkedIn Profile, updated with the new face of LinkedIn. It turns out I can’t count so well, and the next edition is actually the 13th! That said, I have been furiously editing How to Write a KILLER LinkedIn Profile, and I expect to release the 13th edition within a month. Unfortunately, the recommendations section is under construction, so I’m being held up by that. In the meantime, if you have ideas about how to get the word out, I’d love to hear them! Here’s just a taste of what’s new in the 13th edition: Revised images and instructions throughout to match LinkedIns new redesign Update on which features have really disappeared and which have moved Mobile-specific instructions Special advice from a past recruiter How to create an All-Star profile The new face of LinkedIn Jobs And that’s just some of the changes. I think you’ll love the new edition and intend for it to be the best, most up-to-date LinkedIn book available on line! 2. Publish a trade edition of How to Write a WINNING Resume It turns out the trade edition will be of How to Write a STELLAR Executive Resume. I negotiated a contract with Skyhorse Publishing to create a trade edition of this book, geared toward executives. I just received the edited manuscript last week and sent my response back to the publisher. We’re on our way! 3. Launch Writely, a Client Management Portal In an effort to improve communications for both writers and clients, I moved all client communications over to Writely. While I succeeded in following through with my resolution, I quickly determined that Writely was not the solution I needed. In fact, while the program helped to solve some issues, it also created a lot of them, and I simply could not justify the cost. In the end, I reversed my decision and went back to InfusionSoft. I may revisit this one next year. 4. Find that editor. I identified two possible editors to do some of the work to bring The Essay Expert’s resumes to the high standards I hold. Then volume slowed for the first half of the year, so I only worked with one of the editors on a couple of projects. As volume increases, I look forward to having some of the editing portion of our work done by these talented women! 5. Write a marketing plan – including SEO enhancements While I did not write a marketing plan, I did make progress with some new strategies, including my favorite: starting to wish my LinkedIn connections Happy Birthday! I think all contact is good contact, and it keeps The Essay Expert top of mind. I reached out to some past connections as well, and I sent out an announcement about an upcoming price increase. I believe all these steps increased brand awareness for The Essay Expert. Probably the most effective step I’ve taken is the new way I’m holding conversations with new clients. I’m taking more time and being more consistent in these conversations, and I think a greater sense of trust is resulting. 6. Explore the possibility of moving to the East Coast I took a trip to New York and New Haven in May, and had a great time! I’ll probably go to explore more in October. Stay tuned! Have you looked back at your 2017 resolutions in order to track your progress? How are they going so far? Are they realistic or might you want to adjust them so you can succeed? Please share – putting your promise and progress out to someone else creates accountability and makes it more likely that you will stay on track. Here’s to finishing up the year proud of your achievements, and content with your course corrections. Let’s all finish the year strong!

Training Objective Assignment Example | Topics and Well Written Essays - 1250 words

Training Objective - Assignment Example The first stage is about trust and mistrust children make distinction between themselves and others. Autonomy versus doubt marks the second stage where children develop firm trust and attempt to explore the next stage is of initiative versus guilt where children exercise initiative inn activities by interaction with other children. Children conjure their imaginations as being wrong and make choices that may not result to guilt. The fourth stage is of inferiority versus industry. Parental influence does not mark limitations to children (Wijeyesinghe 2012). The sense of industry develops and doubt because of lack of encouragement from peers. The watershed stage marks the fifth stage in the Erikson’s model where identity versus identity diffusion is exhibited. There is a representation of childhood and adulthood definition of individuality children seek an integration of internal and external recognition derived from the initial stages thereby developing the sense of self. The la ck of the sense of self leads to identity diffusion. This is preceded by the isolation versus intimacy stage. A command relationship is developed. Lack of the sense of identity may cause emotional stress. ... James Marcia’s view on identity relies on the model developed by Erikson and the way young peel solve crisis through decision-making. Exploration refers tom crisis which may include seek for trust of others. Making conscious decisions require solidifies commitments. In marking the identity of self, the supportive environment must be nourished. Another theory that may be used in the explanation of Student individual identity development is the Checkering’s theory of identity development that includes seven vectors that lead to identity formation. The factors bare direction and magnitude, leading o the name, vectors. The rates of progression through the vectors differed among individuals and do not necessarily proceed linearly. The vector includes developing competence, management of emotions and movement from autonomy to independence. Other vectors include interpersonal relationship maturation, identity establishment, as well as purpose and integrity development. The tea ching must include active learning that sees a positive student-faculty relationship and timely feedback on every activity. There should be an understanding and respect for the learning differences that exists for every individual. Idea integration through active thinking becomes achievable through the strategic cognitive development consideration in teaching (Evans et al. 2010, p. 215). The key bodies of ecological aspects include, human, developmental and campus ecology may be used to explain development. Human ecology highlights n the family and other social structures that maybe altered for survival. Microsystems also have a role in the development process through noting the roles and interpersonal relations

-Outline and explain the relations between senders and receivers of Essay

-Outline and explain the relations between senders and receivers of communication, focusing on how messages are - Essay Example Communication is said to be complete when immediate feedback of the message is received involving matters speech, body language, emotions and gestures. This process involves at least two persons and it starts when one individual intends to pass a message to another person. Communication starts with crafting of images and ideas in the mind of a person who wants to send the message. This can be a feeling, an idea or even a concept. This part of the communication process is in reflection (Guffey et al., 2013). In order to pass this message to another person, the individual intending to pass the message must be able to translate the crafted images into signs that the intended person of the message will be able to interpret and understand. Signs in communication can be words, sounds and sense, and this is the only way the images in the mind can be expressed in the form of meaningful ideas and passed on to another person. This process is referred to as encoding. Upon encoding the message, it is expected to be transmitted to the person intended, and that is the recipient (Lehman et al., 2011). Transmission of the message can be done in various ways, for example, orally, and this may include one-on-one verbal interaction and use of telephone. The message can also be transmitted through non-verbal means, and this can be done through short messages services, newspapers and letters. Another form of medium includes visual media; finally, the process in which the recipient translates the symbols or wording into such information that he or she can understand is called decoding. Diagrammatic representation of communication process Medium Medium From the diagram above, we can see the process involved in communication right from its initial stage until it reaches the intended audience, i.e. the receiver. The letter X represents encoder while the letter Y represents decoder. This model represents communication process from the person sending to the person receiving it (Barker, 2 010). The relation between Encoder-decoder At this time, the message is interpreted as having a nonfigurative reality which encoding shapes into an actual form that can be conveyed. Decoding has the capacity to reinstate it to its inventive nonfigurative meaning. The two terms, encoding and decoding, mean that text is made up of a number of codes resulting from another text (Wood, 2003).   To deliver a message effectively, the sender and the receiver need to take care of: Maintenance of eye contact to increase message flow and interest in the information; it shows utmost attention and increases the likelihood that feedback will be received in the communication process. It also gives the urge to continue with the communication interaction in a bid to pass information consequently with the right encoding and decoding. Facial expressions, for example, in smiling, while conversing would mean an acceptance of the message by the receiver and vice versa if the recipient has, for instance , a sad face. Gestures should be part and parcel of communication; for example, if the sender is throwing her or his hand with a message like â€Å"Go away!† this should indicate a situation in which the recipient is not needed in that particular place. Proximity, i.e. reasonable distance between the sender and the recipient as regards the channel used. Body language and/or posture, for example, leaning towards the sender, gives a connotation that the

Family Story Essay Example for Free

Family Story Essay Jayla had a difficult childhood that kept her busy. She was an African American girl living with a working class family. She had problems with her family which even increased when her parents refused to buy her vegetarian meals. She just didn’t like the taste of meat. She had a child at 16 and was forced to raise the child on her own. It was an untimely pregnancy like 88% of teen births in the US. When she was 14, she thought she had found the love of her life in a classmate of hers named Jaylin. She thought that he would help he forget about the troubled relationship with her parents which she had formerly tried by using alcohol. These risk factors increased the chance that she would get engaged in early sex. The relationship was not as great as she had thought. It showed the exchange theory when her boyfriend paid less costs in the relationship and got more rewards which was the opposite for Jayla. This caused her to have dependency issues with him. One of the rewards for Jaylin was sex. Jayla had sex because of a threat to end the relationship because she grew so attached to him that she would rather have sex than have him leave her. They only used barriers like condoms to protect her against pregnancy. She didn’t have as much of a problem with having it after a while because she was told by her parents if she was going to have sex to use protection which is common for most parents. Their attitudes demonstrated the permissiveness with affection category of Ira Reiss’ four categories. In August Jaya gave birth to her daughter who she named Rain because the rain was the only thing that seemed to calm her down after a long fight with her parents. This made Rain a part of the 39. % of unmarried births in the US. After Rain was born, it didn’t get much easier for Jayla. Her mother had forced her to take care of the child on her own without any help from other family. She was forced to drop out of high school to take care of Rain. Shortly after giving birth, Jaylin left because he said it was too much work for him to be a father. This left Jayla devastated and made her one of the 9. 9 million single mothers in the US. She faced responsibility overload trying to have enough money to pay for Rain’s needs as a child. She also had to contend with emotional overload because she didn’t have enough time to focus on her own needs. She dealt with task overload because she had to do the work of two parents almost by herself. She started going to church with Rain which is where she lost her dependency issues and it helped her refrain from sexual activity. This also made her mind more expressive which is the norm for females. Aiden’s childhood was also troubled. He was an only child who lived with a fairly wealthy family. His parents focused more on their work than they did on him. Also the family was moving constantly from place to place because of his father’s job. Aiden never had enough time to make close friendships with people because of this frequent moving around. Both of these factors caused him to develop emotional loneliness which is fewer intimate relationships than desired. This loneliness made him focus on people and their reactions which interested him. His mind mainly focused on logic and reasoning which is the average for males. When he went to college he started his studies in sociology to continue his interest in the interactions between people. This loneliness went away during college when he started going to church and interacted with fellow Christians. This church was where he met Jayla. When Jayla and Aiden met, they both could feel a connection between them. It helped their growing relationship that they were both androgynous which means they take on both feminine and masculine traits. This is because it increased their intimacy with more love, affection, and attachment to one another. They got married two and a half years after they started dating. This early marriage is quite rare nowadays. Their gender roles in the family skewed some from traditional views. Both of them helped raised the children, worked for a living, and took care of the trailer. The fact that both of the parents worked made it unlike a monolithic family. Jayla wanted to extend the family early because she wanted to have children while she had healthy eggs and have more energy to keep up with them. Her fertility was better because she was a vegetarian so it increased by eating proteins from plants and not animals. Eleven months after they were married Jayla gave birth to her second child, a baby boy named Kyle. Their relationship didn’t come without its share of problems. A while into their relationship they noticed people border patrolling against them. People were treating them like they were abnormal just because they were an interracial couple. Their relationship seemed even more abnormal because it was a white man with a black woman. Later on, Aiden was arrested for assault on Jayla’s supervisor for sexually harassing her. Her supervisor was not charged with anything because harassment is in the eye of the beholder and co-workers saw no harm in what the supervisor was doing. They just believed that Aiden was overreacting. Even worse, he lost his job as a researcher at a local university because of that. Fortunately, Jayla had completed her GED a month before this happened and was starting a full-time job to replace her part-time one. While Aiden was looking for a job, the systems theory started showing in the family. The family could not go eat out as much, everyone had to eat less expensive food, be careful how many resources they used, and buy fewer luxuries. Early in their marriage while Kyle was still very young Jayla and Aiden had intimacy problems because they forgot that they were partners before they were parents. (Pierce) They had gotten so caught up in taking care of their children that they lost sight of their own relationship with one another. They overcame this obstacle after a while. Despite their problems, Jayla and Aiden grew even closer together. They lived in what Levinger described as a full-shell marriage that was fulfilling and strong. They showed the symbolic interaction theory by being able to interpret each other’s verbal and non-verbal symbols to one another. For example, they knew when each other was â€Å"in the mood† by Aiden wanting to go to bed early and Jayla twisting her hair around her finger and constantly looking at Aiden with a smile. They would have the occasional argument, but it never became anything serious. Their arguments were never seen as a problem because it is a myth that a happily married couple doesn’t have conflict. They indulged in what they didn’t have in common as much as what they had in common. They were both surprised by how different their dreams were. Aiden’s dreams were more like action films while Jayla’s focused more on love and family. It made for very interesting conversations in their day-to-day lives. Raising children and getting older posed some adventures of its own. Both children were raised in the normal behaviors for their sex. Rain was given dolls to play with including baby dolls allowed her to pretend to be a mother. Kyle, on the other hand, was encouraged to play outside and his scrapes and bruises were not treated like a big deal which toughened him up. Conflict from within the family expanded with grandchildren because, as Durkheim says, it had become more heterogeneous. The family became more of a group of diverse individuals. Jayla was disappointed that Rain had a child before getting married which is a risk factor for a child born to a teen mother. Jayla was relieved that the father stayed with her and eventually married her. As they got even older, Aiden had to start using Viagra because his refractory period was getting to be too long that he could not have sex with Jayla as frequently as they both wanted. Though they both had their share of problems, they had a very long and successful marriage. Both of them lived well into their eighties, happy and in love.

Education Goals and Philosophy :: Teaching Teachers Education Essays

Education Goals and Philosophy As a high school student, I often witnessed special education students being mistreated and made fun of. I had a very special teacher that guided me in the direction of stopping this abuse and making these students feel that they were special. She mentored me throughout my four years of high school, and I learned what kind of person I truly wanted to be. It took me some time in college to decide what I wanted to do, but there wasn’t a day that went by that I didn’t think about how special she had been to me throughout my school years. She made a remarkable difference not only in my life, but in other students’ lives as well. After debating several different careers, I realized my heart was still with the children that did not receive the care and attention they deserved. Once I realized how passionate my feelings were to making a difference in lives, I knew where I belonged – the classroom. During my observation experience, I noticed that the classroom environment helps to enhance the student’s learning. The bulletin boards and other displays on the walls were not only magnificent with light and color, but they reinforced the student’s learning as well. For example, if I were teaching kindergarten, my bulletin board would include a calendar with the current month and current day of the week. It would also include the seasons and the weather conditions outside. I will also be teaching my students about multiculturalism, because I believe unity is very essential in today’s society. Therefore, we will be recognizing a majority of the holidays, not just participating in the celebrations we are accustomed to. We would sample foods from different cultures and talk about issues that are important to them. I will use all approaches for my students to benefit from a multicultural education, starting from the contribution approach and worki ng our way into the transformation approach. I strongly believe that students should have fun while learning. I agree with the philosophy of Jean–Paul Sartre.

Mproving the quality of life of college students through physical education and sports participation Essay

Purpose: This study was designed to investigate students’ perceptions of the factors that improve their quality of life through physical education and sport participations. One of the most striking problems of quality of life improvement today is the sedentary life we live and the lack of participation in physical education and sports, which arises as a result of inability of students to have improved quality life. This improvement of quality life is concerned with the promotion of health status of individuals and communities. Methods and Materials: 250 students were randomly selected from the department of physical and health education and college athletes of Adeniran Ogunsanya College of Education, Otto/Ijanikin, Lagos. Questionnaires were used as the instrument for data collection while simple percentatges and chi-square (X2) analysis were employed in data analysis and testing the formulated hypothesis at 0.05 level of significance. Results: Findings from the study shows that factors like happiness to partake in sporting activities, keeping faith in physical activities/fitness and personal interests improves the quality of life of the students, which helped maintained their good health. Conclusions: Physical education and sports participation among the students influenced their quality of life greatly, which improves their quality health. However, they encountered fewer problems, which they believed didnot impede their quality of life. A number of recommendations were made on the improvements of quality life through physical education and sport participations. Keywords: Health, Participation, Physical Activity, Physical Fitness, Quality Life. Introduction Life is defined as the period between a person’s birth and death during which they are alive (Longman Dictionary of Contemporary English, 2009). Life can also be regarded as all the experiences and activities that are typical of a particular way of living. This further implies that level or quality of health, comfort and pleasure in someone’s life. Physical education is an integral part (important part) of general education. It is part of general education, which is concerned with the development of an individual physically, socially, mentally, emotionally and his/her health generally (Akinseye, 2008). Apart from these, physical education through well-planned and programmed exercise, helps to remove stress and strain of modern-day living. It provides avenues for physical fitness and relaxation thereby promoting physical and mental health. In other words, physical education aims at developing the child skillfully and makes him grow and develop physically, socially, mentally and emotionally through selected and well-programmed physical activities; thus influencing the child’s cognitive, psychomotor and affective domains positively. The term sport can be defined as an institutionalized competitive activity that involves vigorous physical exertion or the use of complex physical skills. This is often undertaken by individuals who are motivated by either the intrinsic satisfaction with the activity itself or the external reward earned through participation (Igbanugo, 2003, citing Coakley, 1978). For one to have a good quality and improved life, his or her health must be very paramount and cared for. World Health Organization (1948) defines health as the complete state of well-being of an individual physically, emotionally, mentally and socially without the absence of disease or infirmity. Some people would interpret this definition as being the quality of life and the way to achieve this is through personal cleanliness, physical activities and others. Physical activity is described in physical education and sports by Angela Lumpkin (2010) as â€Å"all moments that can contribute to improved health†. Quality of life is determined differently for each individual. However, the two factors, happiness and faith are the ideal components that helps maintain good health that include physical activities, which enables a person to achieve the true quality of life. Health care provides perceptions towards health promotion, which is important in achieving the aims of healthy people. Assessment of the physical education of students’ belief is an integral part of understanding current behaviour and conceptualization of strategies to measure the impact of it on the improvement of quality life. The issue of quality life promotion is concerned with improvement in the health status of individuals and communities. By promoting the quality of life means improving the dimensions of it. Therefore, a fundamental aspect of quality of life promotion is that it aims to empower people of health advancing, supporting, encouraging, and placing it higher on personal and public agenda. According to Ma Xin-dong (2011), life style change more than any other factor and this is considered to be the best way of preventing illness and early death in our society. The major causes of early death have shifted from infectious diseases to chronic lifestyle related conditions. Health lifestyles are critical to wellness. Each individual is different from all others’ health and wellness depends on each person’s individual characteristics. Making comparisons to other people on specific individual characteristics may produce feeling of inadequacy that detracts from one’s profile of total health and wellness. The goal of this is to help all people to make personal lifetime lifestyle changes that promote health, fitness and wellness. Regular physical activity, sound nutrition and stress management are considered to be priority healthy quality lifestyle. Ma Xin-dong (2011) also posited that children and youth are the future of the human beings. Children and youth’s fitness and wellness have important implications on their lifetime of health. However, the problem of children and youth’s health has become a global issue. In recent years, physical health status related with children and youth in many countries have suffered different degrees of decline. Regular physical activity has important positive effects on the muscular, skeletal, cardio-vascular respiratory and endocrine systems. The effects of exercise on these systems are associated with a number of health benefits, including a decreased risk of premature mortality and reduced risks of coronary heart diseases, hypertension, colon cancer and diabetes mellitus. In addition, regular participation in physical activity also reduces depression and anxiety, improve one’s mood and enhance our quality of life. Several observational and clinical studies suggested that physical activity substantially reduces the risk of dying, coronary heart diseases, stroke and colon cancer. It also helps to control weight and contributes to healthy bones, muscles and joints, reduces falls among older adults, helps to relieve the pains of arthritis, reduces symptoms of anxiety and depression and associated with fewer hospitalization, physician visits and medications use. Worldwide, the World Health Organization (1998) estimates that over 60%of adults are not active enough to benefit their health. Moreover, physical activity declines significantly with age. It is generally higher among females and the overall inactivity trend is worse in poor than urban areas. In addition, there are racial and ethnic differences in physical activity rate, particularly among women. Physicians and other health care professionals are recommending physical activity as an adjunct to more traditional therapy for a variety of physical and psychological disorders. It helps to lower the risk of early death, coronary heart disease, stroke, high blood pressure, impoverishment of bone health, type 2 diabetes, breast and colon cancer, falls, depression, poor cardio-respiratory and muscular fitness, decreased level of body fat; all these will help to improve quality of life through physical education and sports participation, hence the need for this study.

Ib 150 Exam 1

1. Understand what is the same about all life, and what makes life diverse A. List the five characteristics all organisms on Earth share * The five characteristics all organisms share is: information, replication, evolution, cells, and energy (cerie) B.Explain why the first four are required for life * Cells allow things to go in and out of the organism (allows diffusion to happen so good things go in and bad things go out) * Energy is required because it allows most functions and reactions to happen in the organism * Information: so your cells know what to do next( aka the things happening in your brain need information to learn) * Replication: everything an organism does revolves around trying to replicate itself(meiosis) C. Differentiate heterotrophs and autotrophs 1. Heterotrophs: need to obtain energy from an outside source 2.Autotrophs: create energy and food for themselves Some reactions are exothermic because their PEreactants is Higher than PEproducts 2. Understand that ener gy to sustain life is derived from chemical potential energyy * LOCS D. Relate the distance of electrons from their protons to the concept of chemical potential energy * The further electrons are from their protons, the more PE they have (PE is stored energy, so the distance is increased and is further meaning it’ll have more want to go closer to the oppositely attacted nucleus) E.Define exergonic and endergonic chemical reactions * Exergonic reactions: happen spontaneously (don’t need any source of energy to happen) Endergonic need energy from the outside to create the reaction heat has been released to the environment> ReactantsPE greter than PEproducts(PE dropped so Exergoinic) The hydrolysis of ATP provides the energy needed for an endergonic reaction. Acquire Energy=Endergonic Rxn†¦Pi is transferred to a phosphate group F.Classify the hydrolosis of ATP as either endergonic or exergonic * Hydrolysis of ATP is exergonic (energy is released) the ATP outermost ph osphate groups is broken†¦energy is created G. Classify the the phosphorylation of a substrate by ATP as either endergonic or exergonic.. phosphorlyation is exergonic because the electrons in ADP and the Pi have so much less PE than they did in the ATP.. phospholyation is the addition of a phosphate group to s substeate†¦it adds negative charge to a protein the electrons in the protein change configuration (the molecules overall shape) H.Use the First Law of Thermodynamics to explain how chemical reactions transfer energy from one molecule to another†¦first law states that energy is neither created nor destroy†¦it just means that PE will change from KE and KE will turn into thermal, sound, or light energy, the energies are just changing * HOCS A. Predict whether reactions are exergonic or endergonic given information on the potential energy of reactants and products PE of reactants higher: PE drops: Exergonic†¦PE of products higher, then PE increases, and it s endergonic B.Use the concepts of exergonic and endergonic reactions to explain how ATP does work in the cell via phosphorylation. 1. The addition of aphosphate group to a substrate: exergonic: electrons in ADP and phosphate group has much less PE than in ATP (meaning the ADP Pi are the products.. products will have less PE than the reactants.. PE drops).. When phosphorylated, the Energy is a product†¦The phosphorylated by ATP means that the exergonic because there was a drop in PE, DeltaG (or free energy thing) is negative 1.Understand the importance of cellular respiration to (almost all) life on Earth * LOCS A. List (separately) the inputs and outputs of cellular respiration. Inputs of Cell Respiration: Outputs of CR: B. Recall that nearly all life on Earth conducts cellular respiration C. Differentiate and relate the roles of glucose and ATP in cellular respiration D. Describe the role of cellular respiration in the transfer of energy from glucose to work done in the cell E. Differentiate aerobic and anaerobic cellular respiration Anaerobic doesn’t require O2, Aerobic requires O2 * HOCS A.Justify why some organisms would use aerobic cellular respiration and others would use anaerobic cellular respiration Some organisms find it diffult to acquire O2: at the bottom of the ocean, etc B. Justify why most life on Earth uses aerobic cellular respiration, instead of anaerobic cellular respiration Most life is near oxygen, they can acquire it mostly a lot of the time 1. Understand the importance of photosynthesis to (almost all) life on Earth * LOCS A. *** changed 8/28 *** List (separately) the inputs and outputs of the light-capturing reactions of photosynthesis Inputs of LCR:Outputs of LCR: B. *** changed 8/28 *** List (separately) the inputs and outputs of the Calvin Cycle of photosynthesis Inputs Calvin Cycle: Outputs CC: C. Relate the inputs and outputs of photosynthesis to those of cellular respiration The inputs of photosyn are the outputs of C R D. Define, identify on a diagram, and relate chloroplasts, thylakoids, and stroma Thylakoids are fluid filled sacs where the photosynthesis occurs in cells Stroma: is the surrounding membrane of the chloroplastsChloroplasts are found in plants in which they absorb the light rays E. *** changed 8/28 *** Associate the light-capturing reactions and Calvin Cycle of photosynthesis with these structures F. Compare, contrast, and relate the functions of chlorophyll and carotenoids G. Use the concept of chemical potential energy to summarize why chlorophyll absorbs the wavelengths of light it does. Chem PE. H. Define carbon fixation I. Generalize the influence of photosynthesis on oxygen levels in Earth’s atmosphere.. Increased O2 levels J.Generalize the influence of carbon fixation on carbon dioxide levels in Earth’s atmosphere K. Paraphrase the three potential fates of the excited electron produced when a photon meets a chlorophyll molecule L. Relate the functions of the a ntenna complex and the reaction center in a chloroplast * HOCS A. *** changed 8/28 *** For each input of photosynthesis, predict the effect on both the light-capturing reactions and Calvin Cycle if that one input is limited. B. Illustrate the flow of energy from solar energy, to glucose, to ATP, to work done in the cell. . Understand the importance of diffusion to cellular metabolism and the how it constraints the evolution of cell/body size and shape * LOCS A. Define diffusion B. Predict (in a general sense) the net direction in which dissolved molecules will move given information about their concentration C. Define each of the terms of Fick’s Law of Diffusion D. Calculate the surface area to volume ratio for simple shapes, when presented with equations to calculate surface area and volume E.Assess the surface area to volume ratios of different shapes relative to one another, given information about their volume or mass F. Predict (in a general sense) changes in the rate of diffusion given changes in the various parameters of Fick’s Law of Diffusion G. When provided with equations for the surface area and volume of a shape, use them to explain why the SA:V of a small shape is greater than that of the same shape at a larger size. * HOCS A.Justify why the net movement of a group of molecules along a concentration gradient due to diffusion can be caused by the random movement of individual molecules B. *** added 9/2 *** Use the concepts of surface area and volume to relate 1) the ability to acquire reactants for cellular respiration and 2) the amount of those reactants required to a single celled organism's size Photosynthesis: 6CO2 + 6H2O –> C6H12O6 + 6O2 (O2 is a by product) along with sugar

Spanish Phrases Referring to Parts of the Body

Spanish Phrases Referring to Parts of the Body In Spanish, you can open your ears as well as your eyes, and something that fits perfectly is like a ring on a finger instead of a glove on a hand. The language has hundreds of phrases and colloquial expressions that include the names of body parts. Here are some of the most common or interesting; each phrase below is followed by a literal translation and then a common English translation followed by a sample sentence. Note that many of the sentence translations are not literal. Brazo (Arm) dar el brazo a torcer (to give ones arm to be turned) - to give up, to be persuaded - Era el equipo que no dio el brazo a torcer en busca del gol. (It was the team that never gave up in pursuit of the goal.)nacer con un pan bajo el brazo (to be born with a loaf of bread under the arm) - to be born with a silver spoon in ones mouth - La hija de los actores nacer con un pan bajo el brazo. (The actors daughter will be born with a silver spoon in her mouth.) Cabeza (Head) andar de cabeza (to be heady) - to be busy, to have a full plate - Solo son las 11 de la maà ±ana y ya ando de cabeza. (Its only 11 a.m. and already Im swamped with plenty to do.)andar mal de la cabeza (to be bad in the head) - to be crazy, to not think straight - Creo que yo no soy el que anda mal de la cabeza. (I know Im not the one who needs my head examined.)cabeza frà ­a (cool head) - said of someone who remains calm or rational - La expulsià ³n del jugador es totalmente justificada. Nunca tiene la cabeza frà ­a. (The players expulsion is totally justified. Hes always a hot head.)cabeza hueca (hollow head) - said of someone stupid - La persona de madurez no tiene la cabeza hueca. (The mature person isnt an air head.) One common synonym is cabeza de chorlito, equivalent of the English bird brain. Other synonyms include cabeza de melà ³n (melon head) and cabeza de calabaza (pumpkin head). Cerebro (Brain) cerebro de mosquito (mosquito brain) - bird brain, stupid person - Parece que tu cerebro de mosquito no te deja comprender lo que yo escribà ­.  (It seems that your bird brain doesnt let you understand what I wrote you.)cerebro gris (gray brain) - someone who is in charge behind the scenes. - El profesor niega ser el cerebro gris del presidente. (The professor denies being the hidden brains behind the president.)lavar el cerebro (to wash the brain) - to brainwash, although the Spanish term doesnt always come across as pejorative as the English one - Me lavà ³ el cerebro y me convencià ³ de irnos a festejar Aà ±o Nuevo. (She brainwashed me and convinced me to go with her to celebrate New Years.) Codo (Elbow) codo con codo, codo a codo (elbow to elbow) - side by side; in cooperation with others - Estudiaron codo a codo por una hora. (They studied together for an hour.)empinar el codo, levantar de codo (to lift ones elbow) - to drink alcoholic beverages - Despuà ©s de la pesca, empinaron el codo y se durmieron. (After fishing, they drank a few and fell asleep.) Dedo (Finger) chuparse el dedo (to suck ones thumb) - to be naive, foolish or unknowledgeable; to see someone else as such - No me digas que tu perro comià ³ tus tareas.  ¡No me chupo el dedo! (Dont tell me the dog ate your homework. I wasnt born yesterday!)como anillo al dedo (like a ring on a finger) - perfectly timed or perfectly suitable for the situation - La oportunidad vino como anillo al dedo. (The opportunity came to me at the perfect time.)no tener dos dedos de frente (to not have two fingers of a forehead; the phrase comes from a time when it was believed that the size and shape of the forehead was an indicator of intelligence) - to be stupid, to be as smart as a fence post, to not be the sharpest tool in the shed, etc. - El que se crea eso no tiene dos dedos de frente. (Whoever believes that isnt very bright.)sin mover un dedo (without moving a finger) - without lifting a finger - Es posible tener à ©xito en los negocios sin mover un dedo. (It is possible to be successful i n business without lifting a finger.) tapar el Sol con un dedo (to hide the sun with ones finger) - to ignore reality, to bury ones head in the sand - Tapa el sol con el dedo cuando trata de defender lo indefendible. (Hes ignoring reality when he tries to defend the indefensible.) Espalda (Back) cubrir las espaldas (to cover someones back) - to protect someone, to have someones back - Te cubro las espaldas. Todo est bajo control. (I have your back. Everything is under control.)volver la espalda (to turn ones back) - to turn ones back - No me respondià ³ antes me volvià ³ la espalda. (He did not answer me before turning his back on me.) Nariz (Nose or Nostril) darle en la nariz (to be given in the nose) - to be suspicious - Me da en la nariz que la respuesta de mi padre es no. (I have a suspicion that my fathers answer is no.)no ver ms all de sus narices (to not see beyond ones nostrils) - to not see beyond the end of ones nose - Esta generacià ³n de polà ­ticos no ve ms all de sus narices e intereses. (This generation of politicians cant see beyond their noses and own interests.) Oà ­do (Ear) abrir los oà ­dos (to open ones ears) - to pay attention - Los escolares abren los oà ­dos al cambio climtico. (Scholars are paying attention to climate change.)entrarle por un oà ­do y salirle por el otro (to go in one ear and out the other) - to go in one ear and out the other - Las palabras de su hermano le entraron por un oà ­do y le salieron por el otro, sin afectarla en absoluto (Her brothers words went in one ear and out the other without affecting her in the least.)prestar oà ­do (to lend an ear) - to pay attention - Elena no prestaba oà ­do a las disculpas. (Elena didnt pay attention to the excuses.) Ojo (Eye) costar un ojo de la cara (to cost an eye from ones face) - to cost an arm and a leg - Viajar al oriente del paà ­s te costar un ojo de la cara. (Traveling to the eastern part of the country will cost you an arm and a leg.)echar un ojo (to throw a look) - to take a look - Vamos a echar un ojo a lo que dice. (Were going to take a look at what hes saying.)en el ojo del huracn (in the eye of the hurricane ) - in the center of a controversy, in the center of the storm - Le diseà ±adora est en el ojo del huracn por la extrema delgadez de sus modelos. (The designer is in the hot seat because of the extreme thinness of her models.)tener ojo de lince (to have a lynx eye) - to have good vision, literally or figuratively; to have eagle eyes - Nuestro contador tiene ojo de lince para detectar pequeà ±as  irregularidades. (Our accountant has eagle eyes for finding tiny irregularities.) Pecho (Chest, Breasts) dar pecho, dar el pecho (to give the breast) - to breastfeed -  ¿Necesitan proteccià ³n institucional las mujeres que dan el pecho en pà ºblico? (Do women who breastfeed in public need institutional protection?)tener un corazà ³n que no le cabe en el pecho (to have a heart too big to fit in his/her chest) - to be big-hearted or generous - En ms de una ocasià ³n ha demostrado que tiene un corazà ³n que no le cabe en el pecho. (More than once she has shown herself to be very generous.) Pie y Cabeza (Foot and Head) de pies a cabeza (from feet to head) - from head to toe - Mi hijo est tatuado de pies a cabeza con varios diseà ±os. (My son is tattooed from head to toe with various designs.)sin pies ni cabeza (without feet nor head) - making no sense; without rhyme or reason - El puente a ninguna parte es un proyecto sin pies ni cabeza. (The bridge to nowhere is a senseless project.) Pierna (Leg) dormir a pierna suelta (to sleep with a leg that is free to move; the phrase comes from the days when prisoners would sleep better if their legs werent chained to prevent escape) - to sleep like a log - Nuestro bebà © dormà ­a a pierna suelta y no se despertà ³ nunca por el ruido. (Our baby slept like a log and never woke up because of the noise.)hacer piernas (to do legs) - to get exercise - Hace 15 aà ±os, cuando empecà © a entrenar, me dije, No necesito hacer piernas porque ya tengo mà ºsculos muy grandes. (Fifteen years ago, when I began training, I told myself, I dont need to exercise because I already have big muscles.)

Master Networking for Introverts with this 4-Step Guide

Master Networking for Introverts with this 4-Step Guide You know how important networking is for your career- any career. Trouble is, you absolutely loathe it. Big crowds of people, mingling, small talk, sales pitches†¦ the whole idea makes you queasy. Can’t you just stalk people on LinkedIn from the comfort of your couch and sweatpants and call it square? Unfortunately, networking is too crucial to avoid. But there are four things you can do, even as the most introverted introvert in all of introversion, to put a smile on your face, pull up your grown-up underpants, and start schmoozing.1. Say yesNetworking event? Cocktail hour invite? DELETE. IGNORE. RUN AWAY. Right? Wrong. Remember how important it is to make connections in the business world. Try saying yes to every other invite you receive. Or every three. The more you go to, the easier they’ll get. Remember: it’s good for your career.2. Acknowledge the awfulYou’re probably still going to hate it. Changing your attitude- and your R.S.V.P.- won’ t make that big of a difference in your actual enjoyment of these events. But knowledge is power. If you prepare yourself to be a little uncomfortable, a little ill at ease, but to grin and bear it and know that it won’t go on forever, you’ll have a better time.3. Prepare a survival kitLike an uncomfortable actor fiddling with a prop, make yourself a tool kit. Have a nice briefcase you can use as a shield. Fill it with copies of your resume, business cards, pens, Rescue Remedy, breath mints, a book. You’ll be the go-to savior if anyone should need a writing implement. And you can always busy yourself with the contents of your bag when things get awkward and you have to retreat into a corner. Plus, you’ll be prepared for anything and never once caught with your pants down (read: without a resume or business card to give someone when asked).4. Reward yourselfEven in the best of circumstances, networking events can take a lot of energy. Plan to give yourself a buffer of some quality alone time before and after the event. Reward yourself with a Netflix marathon and a box of mac and cheese. Put your phone on silent and enjoy the peace and quiet.Remember, when in doubt (or terror, or discomfort) you can always hide out at the snack table or the bar. Who knows, you might even run into a fellow introvert and have a pleasurable conversation.

The villain Essay Example | Topics and Well Written Essays - 500 words

The villain - Essay Example The story of Eric from The Cape is a great example of fluidity between definitions of hero and villain. As a child it is clear that Eric wants to be a hero. He feels his cape gives him special powers. He likes what is good and wants to work hard to support it. Once he loses his cape, even though he leads a life of incredible good fortune with Angie, he seems lost. He is no longer a good person. He is certainly no hero. Left to his own devices, is the true character of Eric a person without any redeeming qualities? Does Eric need a crutch (i.e. his cape) in order to be good? Doesn't goodness come from within? These are questions for a longer paper. 3:10 to Yuma illustrates this dichotomy a bit more effectively in the personages of Ben Wade, a villain if there ever was one, and Evans, a hero. Wade shoots innocent people and feels nothing, as we see at the beginning of the story. The contrast between Wade and Evans is key. Without the good of Evans it would be harder to see the bad of W ade. Nevertheless, we see people change. At the end, Wade effectively saves Evans' life on the train. Is he a cold-hearted killer after all? He does seem to live by some kind of code. What does it mean that it is Evans he saves? Does he see the good in Evans and feel like he is worth saving for that reason? These are curious questions that the story leaves us with.