Writing assignment on the movie American History X Essay

Writing assignment on the movie American History X - Essay Example One of the adolescents escapes while Derek smashes the cranium of one of the adolescents against the pavement. This is a movie about racism. It is also about the effects of racism on the psyches of Danny and Derek Vinyard. Derek gets convicted for assaulting the black adolescents and is sent to prison for three years. This movie is a perspective of the multiplying effect of racial animosity and how it can cause a person to overreact. While incarcerated, Derek adopts a nationalistic white supremacist posture. The element which adds interest to this cinematic work is that Derek is intelligent and articulate. Derek believes that Americans should be given opportunities to work. Derek articulates this point to such a degree that he motivates the adolescents in the neighborhood to attack and rampage through a Korean grocery establishment. Derek justifies this by stating that the Korean establishment should have hired at least one or two Americans rather than hire forty Mexican migrant workers. The quote from the book titled: Higher Learning in America 1980- 2000 which states: â€Å"It is a generation which defines itself more by its differences than its similarities† (Levine, 1993 p 336) applies again when Derek in confronted in the correctional facility and is rescued from white supremacists who sexually assault him. Derek is rescued by a black man who later becomes his friend and coworker in the correctional facility laundry. This black man who ironically saves Derek from members of his own race who sexual assault him is named Lamont (Guy Torry). In this part of the movie titled : American History X, it is demonstrated that there are two sides to every story. The quote from the book titled: Higher Learning in America 1980- 2000 by Arthur Levine which states: â€Å"It is a generation more defined by its differences than its similarities† (Levine 1993 p 336) becomes more and more

Based on a business model, write a business plan Assignment

Based on a business model, write a business plan - Assignment Example Sydney has a very active nightlife but most bars located near the Harbour area are expensive and crowded, clients are frequently confronted with unpleasant strangers who have had too much to drink and noisily beeping poker machines. Sinner Party Company would provide their clients with the freedom to choose a private bar service at their own venue, a bar in premises provided by the company, bar supplies, a menu of their preference and even their own guest list, so client has absolutely nothing to worry about except having a good time. The unique offering of the company is that they are licensed to provide sales and service on a mobile basis across Sydney, thus Sinner Party Company can set up a shop at venues that do not hold a liquor license such as the client’s homes. The company would provide bar services for weddings, corporate or private parties. The company is a dedicated project of two enterprising state-licensed individuals who have had more than 10 years of experience in the industry, a team of professionally trained bar tenders, a dedicated creative team. From professional services, wide selection of menu items, themed parties, to exceptional decor and music SPC can customize any soiree to the needs of their client and give them a memorable event. The company requires financial assistance from bank (s) which would be payable over a period of 10 years as the business prospers. Table of Contents Business Plan 1 Sinner Party Company 1 Executive Summary 2 Table of Contents 2 1.Background 4 1.1.Mission Statement 4 1.2.Company History 4 1.3.Business Goals of the Firm 5 2.Marketing 6 2.1.Market Research 6 2.2.Market Analysis 6 2.3.Industry Trends 6 2.4.Seasonal Variations 7 2.5.Competition 8 3.SWOT Analysis 9 4.Marketing Mix 10 5.Operations and Production 12 5.1.Licensing Requirements for a business in Sydney 12 Certificate of Registration of a Club 12 Club Licence (Liquor) 12 Food Standards Code 12 APRA Licence - Recorded Music for Dance Use in Nightc lubs 12 Approval to Connect a Private Drain or Sewer with a Public Drain or Sewer 12 Approval to Dispose of Waste into a Public Sewer 12 Australian Business Number Registration (ABN) 12 Compliance Certificate 12 Employer Requirements - Superannuation Guarantee 12 Fair Work Information Statement 12 Final Fire Safety Certificate 12 National Business Name Registration 12 Notification of a Food Business 12 Occupation Certificate 12 5.2.Obtaining a Liquor license 12 5.3.Organizational Chart 13 5.4.Plant and Equipment 14 6.Financial Forecasting 15 6.1.Forecasting Profitability 15 6.2.Forecasting Assets, Financing Requirements and Cahs Flows 17 6.3.Labour Costs 20 7.Time Line for SPC 21 8.Life Cycle of Business 22 9.References 23 Appendix 25 1. Background Since colonisation the pub has been an integral part of the Australian culture, for both social and economic reasons (Kirkby, 1997). Kirkby (1997, p. 19) further writes that pub keeping had a central role in colonisation because it provid ed a place to stay, eat and socialize to travellers and outlying settlers, and eventually became the centres of towns and an essential part of European identity. Since 1990s there was a gradual liberalisation of pubs and nightclubs in Australia because: firstly the pub hours increased and second there was massive expansion in NSW and Victoria where the regulatory requirement of accompanying food with drinks was abandoned (Blocker et al., 2003). Sydney is the financial hub of Australia; it is the home to most major banks and multinational corporations

Elementary Education Essay Example for Free

Elementary Education Essay Reading Comprehension -The student uses a variety of strategies to comprehend grade level text; Strand: Reading Process Listening and Speaking The student effectively applies listening and speaking strategies. Informative The student develops and demonstrates technical writing that provides information related to real-world tasks. Benchmark: LA. 2. 1. 7. 3. The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts; LA. 2. 5. 2. 4. The student will listen politely to oral presentations by classmates. LA. 2. 3. 1. 1. The student will prewrite by generating ideas from multiple sources (e. g. , text, brainstorming, webbing, drawing, writer’s notebook, group discussion, other activities); LA. 4. 4. 2. 5. The student will write simple directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map. Grade Level: Grade 2 Objectives: 1. Using the book The Trumpet of the Swan, the class will understand the main idea of the story by reading, listening and students discussion. 2. Basing on the journals of Louis in the Trumpet of the Swan, the class will come up with their very own journal writing. 3. Using the given information in the book The Trumpet of the Swan, the class will make a map of the main characters travels and adventures. Activities: Before reading: 1. Ask the class if they know what a journal is and if they have ever written one. 2. Tell the class you are going to read them a story entitle The Trumpet of the Swan. During reading: 3. Read the Trumpet of the Swan. 4. Show a map of Canada and point important spots that are mentioned in the Trumpet of the Swan. 5. Show a sample journal and explain how to write and what to write. After reading: 6. Ask the class to read Sams poem and summarize the text and identify the main idea of the poem (Reading). 7. Ask the class to write a journal about nature (Writing). 8. Have the class make a map of Louis’ travels and adventures including all the important spots in Canada, Montana and the Northeast (Visually Representing). 9. Have the class discuss the book by having them share their favorite part and ask questions like the following: How to behave in the woods if you want to appreciate nature, what are their stand on the ethics of Louis father, why is there a need for Serena to hear the beautiful song of her mate, does anyone identify with Applegate Skinner? Or have someone recite a part of Sams poem (Talking/Speaking). 10. Ask the class to listen when a classmate recites a poem and identify the main idea of the poem (Listening). Assessment of Writing Development: The 2 ways of assessing a students writing development are Rubrics and Portfolio assessment. ? Rubrics are tools teachers and students use to evaluate and classify writing, whether individual pieces or portfolios. They identify and articulate what is being evaluated in the writing, and offer descriptors to classify writing into certain categories (1-5, for instance, or A-F). Narrative rubrics and chart rubrics are the two most common forms (UNL|FLWI, 2008). ? Portfolio assessment is the collection of students work over time reflecting their progress, efforts and achievements and teachers based it on the following items: students Projects, surveys, reports and units from reading and writing Favorite poems, songs, letters, and comments, Interesting thoughts to remember, Finished samples that illustrate wide writing, Examples of writing across the curriculum, Literature extensions, Student record of books read and attempted, Audio tape of reading, Writing responses to literary components, Writing that shows growth in usage of traits, Samples in which ideas are modified from first draft to final product, Unedited first draft, Revised first draft, Evidence of effort, Self-evaluations, Writing that illustrates evidence of topic generation (Hurst, 2009). Assessment of Grammar Skills: You can informally assess childrens grammar skills by: ? Reviewing childrens work on relevant pages in their Student Books, handwriting sentences they copied during Daily Routines, and especially their own independent Quick Writing. ? Another method is by formal graded assessments such as quizzes, selected homework activities, and in-class tests (Porter and vanDommelen, 2005). Assessment of Spelling Skills: The two ways of assessing the students spelling skills are observation and analysis of the work samples. ? Observation can be done in the classroom by observing the students as they write and as they try to use words that are beyond their ability level. It is important that observation be supplemented later with the students work samples and it should be done in a systematic way. ? Analysis of the work samples is an assessment of students spelling ability from examination of samples of their unaided writing (Westwood, 2008). These samples can be taken from students exercise books, test papers, and language arts portfolios (Fiderer as cited in Westwood, 2008). THE SPELLING PATTERNS: 1. Blends: are 2 or 3 letters combined to form a distinct spelling sound. Examples are : -br- in brown and break and -fr- in fry and freeze 2. Digraph: A group of two successive letters whose phonetic value is a single sound. For example, EA in BREAD, CH in CHAT, or NG in SING. 3. Diphthong: the union of two vowels, pronounced by a single impulse of the voice; as, ea in beat, ou in sound. 4. R-controlled vowels: When a vowel is followed by an r, it makes a special sound. These are called r-controlled vowels, or r-colored vowels. Examples are /ar/ sound as in car, /er/ sound as in butter. 5. Long vowel: a sound which is the same as, or very similar to the letter name of one of the vowels. Examples are /a/ as in gate, /e/ as in need. 6. Short vowel: Are vowels of shorter duration. Examples are short /a/ as in bat, short /e/ as in bet. 7. Contraction: is a word made up from a verb and another word where an apostrophe takes the place of any letters that are left out. It can be positive contraction or negative contraction. Examples are: arent are not and heres here is. CUING SYSTEM: 1. Semantics — the study of the development and changes of the meanings of speech forms. Semantics is also a study of the process by which meaning is derived from symbols, signs, text, and other meaning-bearing forms. 2. Syntax — the conventions and rules for assembling words into meaningful sentences; syntax varies across languages. 3. Graphophonic — Refers to the sound relationship between the orthography (symbols) and phonology (sounds) of a language. 4. Phonological awareness — The understanding that speech is composed of sub-parts sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes. Cuing Strategies â€Å"Used by effective readers to figure out unfamiliar words and to make meaning, cuing strategies include knowledge of syntax, semantics, words and word meaning, and graphophonics (letter/sound associations). Teachers can guide students to use cuing strategies by reminding them to ask themselves, did it sound right? Did it make sense? Did the word look right? † (Teacher Resources, 2002). References Advice for Teachers: Assessing Student Writing. UNL | FLWI. 2008. 03 Apr. 2009 http://flwi. unl. edu/advice/studentwriting. html#suggestions. Porter, Patricia, and Deborah VanDommelen. Integrating Assessment with Grammar-for-Writing Instruction. CATESOL: California Teachers of English to Speakers of Other Languages. 2005. 03 Apr. 2009 http://www. catesol. org/Porter_vanDommelen. pdf. Hurst, Carol Otis. Portfolio Assessment in the Reading-Writing Classroom. Carol Hursts Childrens Literature Site Reviews and teaching ideas for kids books. 03 Apr. 2009 http://www. carolhurst. com/profsubjects/portfolioassess. html. Westwood, Peter. What Teachers Need to Know about Spelling. Aust Council for Ed Research, 2008. Teaching Reading: Lens on Literacy. Teacher Professional Development and Teacher Resources by Annenberg Media. 2002. http://www. learner. org/libraries/readingk2/front/otherterms. html.

Molecular Modelling: Explained

Molecular Modelling: Explained Molecular modelling is one of the fastest growing fields in science, but what is it and what does it mean? â€Å"Molecular modelling encompasses all theoretical methods and computational techniques used to model or mimic the behaviour of molecules. The techniques are used in the fields of computational chemistry, drug design, computational biology and materials science for studying molecular systems ranging from small chemical systems to large biological molecules and material assemblies. The simplest calculations can be performed by hand, but inevitably computers are required to perform molecular modelling of any reasonably sized system. The common feature of molecular modelling techniques is the atomistic level description of the molecular systems. This may include treating atoms as the smallest individual unit (the molecular mechanics approach), or explicitly modelling electrons of each atom (the quantum chemistry approach).†[1] As stated, molecular modelling is a way to notice the interaction of a molecule with a molecular system. The best way currently to carry out this process is through computer modelling, but it is still plausible to perform the simplest of studies through the use of molecular mechanics or through the use of a notepad, pen and calculator. However the main concern is that most of the time it may be necessary to carry out molecular modelling through computer modelling as it can be very difficult to work out some of the calculations by hand, whereas the computer can accomplish this for us. So what is it? Furthermore to this all, molecular modelling is an expanding topic with more and more developments occurring within the field as the days go on. New scientific papers and methods are being posted as well as an increased amount of journals being published. From this we can see that it’s a topic with a huge variety knowledge and background. This is justified alone from how many issues there are with the problems where molecular modelling can be applied and the abundance of methods that can be used. The journals and papers written about molecular modelling also go into detail of theoretical chemistry and computational chemistry. As a result of this, it is very hard to keep up with molecular modelling techniques and theories due to the fact that there is an increased knowledge of the field as each day goes on. Thanks to the role of the internet, scientists are able to access more journals and papers to find articles on the relevant field they are interested in studying. This in tu rn also means that there are articles directed for all readers to understand, whether you know nothing at all to someone who is a researcher in the field of theoretical chemistry. The brilliance of this all is that there are documents of research, which keep up to date with only the recent developments, so it’s a quick fix for some scientists to see what they’ve missed out.[2] Molecular modelling is alternatively know as molecular mechanics. The basis of the method is to work out the structure and calculate the energy of molecules from their nuclear motion. The idea of how molecular modelling works is assumed on the Born-Oppenheimer approximation of the Schrà ¶dinger equation. This meaning that the approximation states that nuclei, due to their mass being greater than electrons, move more slowly. As a result we can identify the nuclear motion of nuclei separately to that of electrons and therefore the rotations and vibrations can be studied alone assuming that electrons move fast enough to adjust to any movement of its nuclei. Through the use of force fields, we can calculate the energy and geometry of a molecule. This creates the measure for molecular modelling. A force field is a collection of atom types, parameters and equations. By looking into further examples, we can show how molecular modelling is used. Looking into the idea of force fields, we can see that certain atoms have several atom types. We can look at compounds like ethylbenzene, which contains hybridised carbon atoms and aromatic carbon atoms. Through this, we can further explain it to show the parameters of force fields in different bonds as ethylbenzene has different C-C bonds, which are present in the ethyl group and phenyl ring. The total energy of a molecule is separated into different parts named force potentials. These are calculated separately and then added together to give the total energy present within a molecule. These force potentials are what are associated with the equations for the energies with bond stretching, bond bending, torsional strain and van der Waals interactions. E(total) = E(stretch) + E(bend) + E(s-b) + E(torsion) + E(vdW) + E(dp-dp) Energy due to Bond Stretching If a bond within a compound is stretched or compressed, the energy of the bond increases. The form of calculation for the potential energy for a bond stretching and compressing is a similar calculation to that of Hooke’s law for a spring, except a cubic term is included. As a result of the cubic term, it helps to keep the energy from rising too sharply when the bond is stretched. Energy due to Bond Angle Bending When bonds are bent away from the standard degree, the energy increases. However, there are some exceptions for the calculations of this energy, as cyclic compounds provide special atom types and parameters, which are used in the force field. Energy due to Stretch-Bend Interactions Bonds will stretch to release tension when two bonds have their angle reduced. Through the use of cross term potential functions, we can take into account the terms of bond stretching and bond bending together. Energy due to Torsional Strain intramolecular rotations require energy. The torsional potential is a Fourier series that accounts for all one to four through-bond relationships. Energy due to van der Waals Interactions The van der Waals radius of an atom gives its effective size. As two non-bonded atoms are brought together, the attraction increases causing a decrease in energy. If the distance between the two non-bonded atoms equals the sum of the can der Waals radii the attraction is at a maximum. The closer the atoms are brought together, the greater the energy and the greater the van der Waals repulsion. Energy due to Dipole-Dipole Interactions The calculation for dipole-dipole interactions is similar to that of Coulomb’s law. We can calculate it by considering all the interactions in a molecule. If there is a net charge present in the molecule, calculations must be carried out for charge-charge and charge-dipole.[3] To put this all into layman terms, molecular modelling varies from the construction and imaging of simple molecules to creating computer simulations on large protein molecules. Through the use of advanced computer software, we can visualise, rotate, optimise and manipulate molecular models. Some calculations can take up to a few seconds but there are models where it would take months to produce results.[4] What is it used for? Molecular modelling allows us to create a greater visual aspect to show the shapes of molecules and show how they interact. It is used vastly in certain fields, such as, Biology. An example of this would be through enzymes. Their substrates, receptors and their signalling. As of this we can see how useful and how certain molecules interact with one another forming complex molecules where we can then evaluate how strong the binding affinity is and how it would visually be seen. The biological activity of a drug molecule is supposed to depend on just one unique shape amongst all low energy structures. Through the use of molecular modelling, we can search and target these bioactive conformations. Molecular modelling allows us to identify the atomic and molecular interactions that control the behaviour of a physical system. The molecular interactions that would be identified would be those mentioned above to work out the energy of the force potentials. One of the first approaches to calculating molecule-molecule binding free energy differences was through the use of comparative molecular field analysis (CoMFA) [Cramer et al., 1988], which allowed us to understand and interpret the active sites of enzymes without a crystal structure being present. Molecular mechanics allows us to find the best viable solution in which we can model large and non-symmetrical chemical systems. This can be for molecules such as proteins and polymers. Through the use of the classical laws of physics, molecular mechanics allows us to predict the chemical properties of molecules. The issue with this is that we cannot calculate or deal with bond breakage or formation where the treatment of electrons dominate the effects. We tend to turn to molecular mechanics for comparative results rather than absolute quantities. For example, a force field is an empirical approximation for structure-energy relationships in molecules, which allows us to show a comparison between speed and accuracy. We can produce a better, or even, a more realistic geometry value for the vast majority of organic molecules, due to the fact they are highly parameterised thanks to molecular mechanics. Molecular dynamics is highly dependent on Newtonian mechanics. this is a conformation space search where atoms are given an initial velocity and are then allowed to evolve in the time. [van Gunsteren Berendsen, 1977]. The issue with molecular dynamics is that we have to use minimisation schemes, but if we take a look at the effects of temperature, some molecules can overcome the potential energy at the surface. Through the use of simulated annealing, we can control these issues at present [Kirkpatrick et al, 1983, Cerny, 1985]. This allows us to use molecular dynamic calculation in which the system temperature is raised to a large value to allow a spread of exploration of the available conformational space. With an increase in dynamics, the system temperature would be decreased. The last phase would be to use minimisation to select a minimum energy molecular conformation.[5] Molecular Modelling Challenges There are numerous challenges that pose in the way of molecular modelling. They range from the lack of knowledge about certain species of molecules to the free energy calculations that are taken place. There has been vast development in knowledge within areas such as in gene databases. The issue is, there is a lack of information in the laws of protein folding for example. There is only so much we know about sequence information but with the little intelligence we have about protein folding, it restricts the inference of structure from sequence. A novel approach scans a pathological vector victimisation the tools of molecular biology; of the various relevant proteins made, a couple of are often isolated, crystallised, and structurally elucidated. The structures of traditional and pathological molecules are often compared and compounds designed to inhibit pathogenic enzymes or receptors by selection. distinguishing the targets is that the initial downside we tend to encounter. So with the structure of even one target protein, and therefore the information of function of its receptor or active site, its currently doable to use computer tools to make and dock a ligand or inhibitor before investing time and resources for synthesis and testing. Conversely, large-scale screening might detect â€Å"new leads† that then should be modelled so as to explore later synthetic analogs. In either case, molecular modelling is crucial for understanding and exploring the structure-function relationship. attractive and repulsive forces are often summed and therefore the work quantified. Ideally, one seeks a correlative listing of experimental and computational values to offer assurance that novel compounds are often evaluated before being synthesised. However, there still are exceptions and sudden surprises (Meyer et al., 1995) that has to temper the passion of the molecular modeller. Based on Fischer’s â€Å"lock and key† simile, the mechanical view of molecular interactions are often understood and applied to biomolecules. However, even â€Å"rigid† molecules have local flexibility and fluxional water molecules are typically a structural appendage of each the â€Å"lock† and therefore the â€Å"key,† which implies the in vivo structure might disagree considerably from that on the display screen. Therefore, modelling code must have a choice to simulate the presence of pervasive water molecules. Molecular mechanics calculations will solely seek the local energy minimum, however are unable to climb the pass into the next energy level. Molecular dynamics simulations are a strong tool for inclusion of the fluxional nature of biomolecules and in best circumstances, will explore the energetic landscape in search of the energy minimum. Atomic parameters are approximate and based on a generic, classical atom, whereas these parameters change modify in a fluxional structure, thus quantum molecular dynamics is required. This field has however to mature, and necessary computational resources greatly exceed today’s supercomputers, to not mention the PC. Again, however does one treat water rigorously (dielectric constant, ionisation state, fluxional H-bond- ing; bulk vs. microscopic quantities)? Challenge #3 could be a rigorous computational simulation of a biochemical reaction in an exceedingly in a accessible to the synthetic chemist, as mentioned by professor Ursula Roethlisber ger (ETH Zentrum, Zà ¼rich, Switzerland) at this symposium.[6] Another big issue is the topi that there is extreme difficulty in calculation free energies by computer. Free energy is often considered to be the most important value when looking into thermodynamics. It can be expressed in two ways, Helmholtz function or Gibbs function. Both work similarly in the sense that they both work with only a constant number of particles and a constant temperature, but Gibbs free energy works with also a constant pressure (NPT) and Helmholtz works with a constant volume (NVT). Most experiments that are carried out, it is best suited to use the Gibbs function as most conditions are kept under constant temperature and pressure. The issue with all of this, is that free energy calculations are difficult to carry out then working with liquids or flexible macromolecules as they have far too many minimum energy configurations separated by low-energy barriers. Other calculations that are difficult to carry out are those such as entropy and chemical potentials. Through the use of the Monte Carlo simulation or ‘standard’ molecular dynamics, it is still very difficult to calculate free energy because said simulations do not sufficiently sample the regions of phase space, which contribute greatly to free energy. The two simulations, molecular dynamics sampling and Monte Carlo, are used to find the lower-energy reasons of phase space. as a result, the sampling data will not show reflection of the high-energy regions, so calculating free energy through simulation tends to give inaccurate values. Another problem is the calculation of free energy differences of two states. We can approach these issues mentioning the simulations above. Three methods have been proposed; thermodynamic perturbation, thermodynamic integration and slow growth. From these we can calculate the free energy differences. New methods for calculating free energy changes can be worked out with errors no more than 1 kcal / mol in certain cases. Through the use of the two different simulations, one of the initial system and one of the final system. The energies calculated from the two systems are large numbers, with a great error. The difference would be comparable in magnitude to the error in the energy of each system. We determine what the free energy is in terms of interactions involving the solute, which in turn allows us to give a more accurate reading in energy calculations. The two energy systems calculated, are large numbers with a great deal of error, but from this we can take the enthalpy difference and error difference then compare them in magnitude. From this, free energy is calculated based on the interactions involving the solute, therefore we can calculate free energy much more accurately. When looking at the major sources of error with free energy calculations in computer simulations, they can result from inaccuracies in potential model choice or its implementation. Our other source of error comes from the phase space, by collection insufficient sampling. The main issue is the fact that we cannot find a method that guarantees adequate coverage of phase space, meaning it is hard to calculate free energy values. We can identify the inadequate sampling through two methods, we can run the simulation for an increased duration, so using the molecular dynamics simulation, or for an increased amount of repetitions, so the Monte Carlo simulation. We can perform this in both the forward and reverse directions, so a different scheme can be use to calculate the free energy difference. Most of the time, the simulation is run in both directions, and from this, we can calculate the lower-bound estimate of the error in calculation from the different in free energy values. One thing we have to be cautious of is the fact that we need to be careful when carrying out these simulations, because when we cary out more than necessary amounts of simulation over a short simulation, estimating errors is a lot more difficult because the results give a near zero difference between the forward and reverse directions. If the time of simulation exceeds that of the relaxation time of the system, then it is possible to carry it out reversibly. However, if the time of simulation is that of the same order of magnitude as the relaxation time then approximately zero hysteresis may result. This would be due to the incapability of the system to adjust to the changes. Within this, free energies in both directions could appear to be the same and as a result, quite likely to be wrong.[7] [1] Molecular modelling Wikipedia, the free encyclopedia. 2014. Molecular modelling Wikipedia, the free encyclopedia. [ONLINE] Available at: http://en.wikipedia.org/wiki/Molecular_modelling. [Accessed 22 March 2014]. [2] Leach, Andrew R., 2001. Molecular Modelling: Principles and Applications. 2nd ed. London: Harlow : Prentice Hall. [3] Introduction to Molecular Modeling. 2014. Introduction to Molecular Modeling. [ONLINE] Available at: http://chemistry.gsu.edu/Glactone/modeling/MMintro.html. [Accessed 22 March 2014]. [4] What is Molecular Modeling?. 2014. What is Molecular Modeling?. [ONLINE] Available at: http://www.worldofmolecules.com/txtbk2/topic1.htm. [Accessed 22 March 2014]. [5] Using Molecular Modelling to Study Interactions Between Molecules with Biological Activity | InTechOpen. 2014. Using Molecular Modelling to Study Interactions Between Molecules with Biological Activity | InTechOpen. [ONLINE] Available at: http://www.intechopen.com/books/bioinformatics/using-molecular-modelling-to-study-interactions-between-molecules-with-biological-activity. [Accessed 22 March 2014]. [6] Edgar F. Meyer, Stanley M. Swanson, Jocylin A. Williams, 2000. Molecular Modelling and Drug Design. Pharmacology Therapeutics, [Online]. 85, 113–121. [7] Leach, Andrew R., 2001. Molecular Modelling: Principles and Applications. 2nd ed. London: Harlow : Prentice Hall.

Customs of the Arunta Society Essay -- essays research papers

The Arunta are a group of Australian Aborigines who have many customs and reasons for why they do what they do. Their customs reflect their society because everything they do has a reason. Some customs may have come about because of the environment, the natural resources, or possibly just beliefs. There are several customs about family and kinship. An Arunta camp usually has one to two families. The Arunta live in such small groups so they do not have to worry about hunting a lot of food for big camps. If their camp were attacked, it would be a lot easier to look after a small amount of people and belongings. It may be more efficient to hunt in larger groups, because you have more of a chance to find animals, and if one person were to be attacked by some sort of animal or person, there ...

Foundation Degree in Accounting & Finance Essay -- Business Management

Foundation Degree in Accounting & Finance How training contributes to the achievement of business objectives In order for the organisation to benefit from successful training, there must be a planned and systematic approach to effect management of training. R Harrison (1989:48) defined systematic approach as â€Å"†¦in order to determine as precisely as possible what are the minimum resources the organisation should invest for the development of its workforce, an accurate assessment should be made of known and agreed training needs at all levels. A training plan can then be formulated which can guide the organisation in its investment of resources, in the operation of training and development, and in their evaluation.† A plan for training and development can guide top management to make the following decisions:  · Decision about the investment of resources through time.  · Decision about the agreed corporate goals and strategy for employee development.  · Decision about the key roles necessary to ensure effective implementation of strategy. Within the individual manager’s department, there should be the same agreement on what overall needs exist, however they may be defined and over whatever time length they are to be met. The manager can then put forward a reasoned case for the resources to meet those needs. L Mullins (2002:694) cited that â€Å"The purpose of training is to improve knowledge and skills, and to change attitudes. It is one of the most important potential motivators. This can lead to many possible benefits for both individuals and the organisation.† L Mullins (2002) suggested that training can make an impact on the organisation: * Increase the confident, motivation and commitment of staff. * Provide recognition, enhanced responsibility and the possibility of increased pay and promotion. * Give a feeling of personal satisfaction and achieve, and broaden opportunities for career progression. * Help to improve the availability and quality of staff. Therefore we can see that training is an essential element of improving organisational performance. The intention of training is to generate a greater measure of positive commitment, a reduction of workplace alienation and enhanced quality of output. D Torrington et al (2002) suggested that objectives should give employees a clear idea of p... ...3rd edition, The Cromwell Press, Wiltshire Harrison R (1989), Training and Development, 2nd edition, LR Printing Service Ltd, West Sussex Mullins L (2002), Management and Organisational Behaviour, 6th edition, Pearson Education Ltd, Harlow Torrington D et al (2002), Human Resource Management, 5th edition, Pearson Education Ltd, Harlow Bibliography Beardwell I et al (2004), Human Resource Management – A Contemporary Approach, 4th edition, Pearson Education Ltd, Harlow Garratt T (1997), The Effective Delivery of Training Using NLP, Kogan Page Ltd, London Harrison R (1992), Management Studies 2 - Employee Development, 3rd edition, The Cromwell Press, Wiltshire Harrison R (1998), People and Organisation - Employee Development, 2nd edition, The Cromwell Press, Wiltshire Harrison R (1989), Training and Development, 2nd edition, LR Printing Service Ltd, West Sussex Mullins L (2002), Management and Organisational Behaviour, 6th edition, Pearson Education Ltd, Harlow Pettinger R (2002), Introduction to Management, 3rd edition, Palgrave, Hampshire Torrington D et al (2002), Human Resource Management, 5th edition, Pearson Education Ltd, Harlow

U.S. Army 8 Person Funeral Detail

8 SOLDIER FUNERAL DETAIL COMPOSITION OF DETAIL C-12. The 8 man funeral detail normally consists of an OIC or NCOIC (depending on the rank of the deceased veteran), an NCOIC of the firing party, a five or six soldier firing party (who also act as pallbearers) and a bugler, if available. For this description there is an OIC of the funeral detail and an NCOIC of the firing party/pallbearers. DETAIL, WEAPONS ARE IN PLACE C-13. Weapons are pre-stacked in an appropriate position, in plain view, and a good distance from the gravesite. The firing party, acting as pallbearers, is pre-positioned along the roadside; awaiting the arrival of the hearse.The OIC is located where the hearse will stop. RECEIVING THE CASKET C-14. As the hearse approaches, the NCOIC orders the detail to â€Å"ATTENTION† and â€Å"Present, ARMS. † Once the hearse has passed the detail, the NCOIC calls the detail to â€Å"Order, ARMS† and â€Å"Parade, REST. † The OIC comes to attention and pr esent arms as the hearse approaches his position. The OIC terminates his salute when the hearse comes to a halt. C-15. After the vehicle has come to a halt, the driver gets out and opens the rear door. The driver prepares the casket for movement to the gravesite by removing the stock.The driver pulls the casket to the rear of the hearse. The OIC, with a nod of his head, signals the NCOIC to move the pallbearers to the end of the hearse, three on each side, to remove the casket. The NCOIC marches the pallbearers into place, then orders â€Å"Mark time, MARCH;† â€Å"Detail, HALT† and â€Å"Center, FACE. † After the pallbearers are facing inward, the individuals closest to the casket will grasp the handrails and pull the casket from the hearse. Each pallbearer, in turn, grasps a casket handle as it reaches him. The OIC will render a hand salute while the casket is being removed. Moving the Casket C-16.On the NCOIC's command of â€Å"Ready, FACE,† the pallbe arers will execute the appropriate facing movements so that they are all facing the feet of the casket. The NCOIC orders the detail to â€Å"Forward, MARCH. † Led by the OIC, the pallbearers incline to the proper direction to move to the gravesite, ensuring the casket is level and feet first. Once the casket is over the gravesite, the NCOIC commands â€Å"Mark Time, MARCH,† and â€Å"Detail, HALT. † Once at the head of the gravesite, the OIC will come to render a hand salute until the casket is placed on the lowering device. To maintain uniformity the pallbearer NCOIC will command â€Å"Center, FACE. When pallbearers are facing center, the casket is set on the lowering device. After the casket is set down, the pallbearers come to attention and the OIC will drop his hand salute. MOVING TO THE WEAPONS C-17. On the command â€Å"Ready, FACE,† by the pallbearer NCOIC, the pallbearers all face toward the head of the casket. The next command is â€Å"Forward, MARCH. † The pallbearers move from the gravesite to the location of the weapons. Just prior to reaching the stacked arms, the firing party NCOIC, and formerly the pallbearer NCOIC, gives â€Å"Mark Time, MARCH† and â€Å"Detail, HALT. The firing party NCOIC assumes their position and gives a â€Å"File from the Left, Forward, MARCH. † On the command â€Å"March† the firing party performs the proper movements to form a single file to the rear of the weapons. When the firing party are to the rear of the stacked arms, the NCOIC gives â€Å"Mark Time, MARCH† and â€Å"Detail HALT,† and the appropriate facing movement to face the rifles. Retrieving the Weapons and Conclusion of Religious Services C-18. The next command given is â€Å"Take, ARMS. † On the command of execution, the stack man secures the first two weapons. The left and right soldiers receive the weapons from the stack man.The left and right soldiers then pass the weapons to the outside soldiers. The stack man grasps his center weapon. The left and right soldiers step toward the stack and remove their weapons, returning to the position of Attention. Once the left and right soldiers retrieve their weapons, the stack man secures his weapon and comes to the position of Attention. Once all of the firing party is at Order Arms, the firing party NCOIC gives them â€Å"Parade, REST. † The firing party will remain at Parade Rest until the end of the religious services. Once the religious services are over, the Chaplain steps away from the casket.The OIC steps to the head of the casket and renders a hand salute. This is the signal for the firing party NCOIC to command the firing party â€Å"ATTENTION. † Firing of Honors C-19. After bringing the firing party to Attention, the NCOIC gives the command of â€Å"Ready. † At the command of Ready, each rifleman executes Port Arms, faces Half Right, and moves his right foot to the right ten inches. Each rifleman then chambers a round, places his weapon on Fire, and resumes Port Arms. When the firing party has completed the movements, the firing party NCOIC gives the command â€Å"Aim. On the command of Aim, the detail shoulders their weapons with the muzzles of the weapons at a 45-degree angle from the horizontal. When the NCOIC commands â€Å"FIRE,† the detail fires and returns to Port Arms. On the subsequent commands of â€Å"Ready,† each rifleman pulls and returns the charging handle of his weapon. After the third round is fired each rifleman resumes Port Arms, and the firing party NCOIC commands â€Å"CEASE FIRE. † Each rifleman places his weapon on Safe, resumes the position of Order Arms, and faces Half Left. The firing party NCOIC then commands â€Å"Present, ARMS† for the playing of â€Å"Taps†.The bugler plays â€Å"Taps. † If a bugler is not available, one soldier is positioned to turn on the high quality recording (and is n ot part of the firing party). STACKING ARMS C-20. After â€Å"Taps†, the NCOIC brings the firing party to â€Å"Order, ARMS,† and then commands â€Å"Stack, ARMS. † On the command of execution, Arms, the stack man grasps the barrel of his rifle and places his rifle directly in front of him. At the same time, the left and right soldiers grasp the barrels of their respective rifles, step toward the center and insert the muzzles through the sling loop of the stack man's weapon.Both soldiers swing the butts of their rifles out and then down to the ground ensuring the stack is steady. The two outside weapons are then passed to the stack man, who adds them to the stack. RETURNING TO GRAVESITE OR SHELTER C-21. After Stack Arms is complete, the NCOIC moves the firing party two steps backward and gives the appropriate facing movement to have the firing party move back to the gravesite. From this position, the NCOIC will form the firing party in two columns by giving the command â€Å"Column of Two to the Right, MARCH. † Once in Column of Two formation, the NCOIC takes the last position, and gives â€Å"Forward, MARCH. The firing party marches to the gravesite along either side of the casket. Once at the gravesite the NCOIC gives â€Å"Mark Time, MARCH,† and â€Å"Detail, HALT. † The NCOIC gives â€Å"Center, FACE,† to ensure that all of the pallbearers are facing the casket. FOLDING THE FLAG C-22. After the pallbearers have faced the casket, they use their peripheral vision to take their cues from the NCOIC. As a unit, the pallbearers reach down and secure the flag. Once flag is secured, the detail folds flag. The flag is first folded with the lower stripe area over the blue field. It is then folded so that the folded edge meets the open edge.The triangular fold is started at the striped end and is continued until only the blue field remains. The flag margin is then tucked in and the flag is ready for presentation. PRES ENTING THE FLAG. C-23. After the flag has been folded, it is passed down to the soldier closest to the right side of the OIC. This soldier executes a Half Left as the OIC executes a Half Right and the flag is then passed to the OIC at, chest level. After the pallbearer has passed the flag, he salutes the flag for three seconds then executes Order Arms. The soldier executes a Half Right as the OIC executes a Half Left and resumes their original position.At this time the pallbearers will leave the gravesite. The NCOIC commands â€Å"Outward, FACE,† (pallbearers face towards the head of the casket) and â€Å"Forward, MARCH. † Once the detail is out of the area, the OIC will present the flag to the next of kin or Chaplain, it next of kin is not available. The OIC recites the following passage: |†Ma'am (sir), this flag is presented on behalf of a grateful nation and the United States Army as a token of appreciation for your loved one's | |honorable and faithful servic e. † |C-24. At the conclusion of the remarks and presentation, the OIC will render a hand salute and hold the salute for three seconds then assumes Order, Arms. OIC then executes marching movement and marches back towards the direction of the pallbearers. CONCLUDING THE CEREMONY C-25. The firing party returns to the location of the stacked arms in the same manner as before. When commanded to â€Å"Take, ARMS,† the party retrieves the rifles in the same manner as before. After retrieving the weapons, the NCOIC marches the detail away from the funeral site to clear and inspect the weapons.The firing party will police all of the brass after the service is over and the next of kin have left the area. The OIC is not required to escort the next of kin back to his/her vehicle. 2 SOLDIER FUNERAL DETAIL RECEIVING THE CASKET C-26. The OIC is located where the hearse will stop. The NCO is to the left of the OIC. As the hearse approaches, the OIC brings himself and the NCO to â₠¬Å"ATTENTION† and â€Å"Present, ARMS. † The OIC gives the command of â€Å"Order, ARMS,† after the hearse has come to a halt. The funeral director is responsible for removing the casket from the hearse and placing it on the lowering device at the gravesite.When the casket is being removed from the hearse, the OIC commands â€Å"Present, ARMS. † Once the casket has cleared the peripheral vision of the OIC, then the OIC commands â€Å"Order, ARMS,† and â€Å"Parade, REST. † CONCLUSION OF RELIGIOUS SERVICES C-27. Once the religious services are over, the Chaplain steps away from the casket. The OIC commands â€Å"ATTENTION. † The OIC commands â€Å"Ready, FACE,† and the OIC and NCO face in the direction of the casket. OIC then commands â€Å"Forward, MARCH,† The OIC marches to the head of the casket, and faces the head of the casket, while the NCO marches to the foot of the casket facing the OIC.If a bugler is not available , the NCO moves to the device that will play the high quality recording of â€Å"Taps. † FOLDING THE FLAG C-28. The OIC gives the command to the NCO to secure flag. Once the flag is secure the bugler will play â€Å"Taps† and both the OIC and NCO execute Present, Arms. When â€Å"Taps† is complete, both the OIC and NCO execute Order, Arms. The OIC gives the command to side step march (just far enough to preclude the flag from touching the casket). Once the OIC and NCO have cleared the casket the OIC nods to begin folding the flag.NOTE: If a bugler is not available, once the casket is on the lowering device, the NCOIC will march to the recording device and wait for the Chaplain to conclude religious services. He will play â€Å"Taps† after the OIC is positioned at the head of the casket. When â€Å"Taps† is complete, the NCOIC will march to the foot of the casket and then assist in folding the flag. C-29. The flag is first folded with the lower stri pe area over the blue field. It is then folded so that the folded edge meets the open edge. The triangular fold is started at the striped end and is continued until only the blue field remains.While folding the flag the NCO moves towards the OIC. The flag margin is then tucked in by the OIC and the NCO presents the flag to the OIC. Once the NCO presents the flag to the OIC, the NCO renders the hand salute and holds the salute for three seconds then executes Order, Arms. The OIC is ready for presenting the flag to the next of kin. PRESENTING THE FLAG C-30. After the flag has been folded and passed to the OIC, the OIC then moves in the direction of the next of kin and presents the flag to the next of kin while the NCO marches away from the gravesite.The OIC will present the flag to the Chaplain if the next of kin is not available. The OIC recites the following passage: |†Ma'am (sir), this flag is presented on behalf of a grateful nation and the United States Army as a token of a ppreciation for your loved one's | |honorable and faithful service. † | C-31. At the conclusion of the passage and the flag presentation, the OIC will render a hand salute and hold the salute for three seconds then assumes Order, Arms.OIC then executes a marching movement and marches away from the gravesite. CONCLUDING THE CEREMONY C-32. The OIC is not required to escort the next of kin back to his/her vehicle. NOTES C-33. The meaning of the word gravesite also includes a committal shelter. The meaning of the word casket also includes a receptacle containing the cremated remains of the deceased. On windy days, the flag should already be anchored to the casket by the funeral director. If the flag is not secured, the detail will fold the flag immediately after placing the casket on the lowering device, then hand the flag to the OIC. d