Reconstruction Era of the United States Essay

92. In 1865 an appointment was held between representatives of an African American community in Savannah, Georgia and Edwin Staunton, Secretary of War, and Major General Sherman concerning topics of the freedman in Georgia. Land was set aside, 40 acres, and a mule that could no longer be used by the Army to establish a community of their own. 1. Black leaders believed that owning land was essential to freedom because by them owning their own land they would be able to support themselves by themselves. 2. Blacks understand their relationship to the national government as the Civil War drew to a close as being dependent upon their freedom. Q: Why 40 acres and a broken down mule? Do you believe they deserved more/less land? Did they not deserve a more useful mule? 93. The committee on behalf of the freedmen sent a letter to Andrew Johnson in 1865 concerning keeping the land, which had been set aside for them after the war, which had been rumored to be given back to the previous owner. 1. It was important for the petitioners to obtain the land on Edisto Island as opposed to land elsewhere in the country because there was a legal agreement made that should be adhered to. 2. The relationship between owning land and freedom to them is not having to rely on anyone else and being able to feel equal to the white men. Q: What similarities does this have to the Native Americans? 94. The Mississippi black code of 1865 was rules and regulations on which African Americans had to adhere to. 1. I think that the state of Mississippi required all black persons to sign yearly labor contracts but not white citizens because the vagrant law only applied to freedmen and it was a way of regulating work for the plantations. 2. The basic rights that were granted to the fomer slaves were the right to marriage, ownership of land, and involvement in the court system but only if it was not dealing in all white cases. The basic rights that were denied to them by the black code were the right to vote, own firearms, and marry/cohabitate/ fornicate outside of their race. Q: Do you feel as though the freedmen were really free since these rules and regulations were bestowed upon them? 95. This was a sharecropping contract between Thomas J. Ross, a land owner, and 8 freedmen. The contract set the rules, regulations, and remunerations for sharecropping Ross’s land. 1. The contract limits the freedom of the laborers in that they are still under the power of the land owner, with essentially the same rules as being a slave except they were getting paid in the crop for their work. 2. The benefits for the freed people of the sharecropping arrangement the security of land to work and half the harvest, the risks of the sharecropping arrangement would have been the chance of little crop and still being dependant on the Whites. Q: Do you feel as though sharecropping as a whole, with the good and the bad, was a good idea? 96. During the Reconstruction period Elizabeth Staunton demanded the idea of equality for women. In her essay she expressed ways that men and women are equal but not seen as being so, she also believed that women should be able to vote. 1. Stanton defined the â€Å"social revolution† the United States underwent after the Civil War as because it went deep down to the very foundation of society. 2. Stanton believed that industrial freedom within the family could be established by first changing the laws and public opinion. Q: How do you think that women felt not having any rights even after the Civil war that once again established freedom for all. 97. Frederick Douglass gave a speech, Composite Nation, in Boston in 1869 concerning rights for Asian-Americans. He condemned anti-Asian discrimination and called for equal rights for all Americans. 1. What Douglas meant by the term â€Å"Composite Nation† was that everyone in the nation came from different places to form one nation. 2. He believed that people should be allowed to move freely from one country to another because he felt as though we were allowed to travel to other countries why couldn’t other races? Q: Do you think that Douglas would have the same views for current times? 98. Robert B. Elliott delivered a speech to Congress in 1864 concerning a bill that he supported, that later became the Civil Rights Act of 1875. 1. Elliot defended the constitutionality of the Civil Rights Bill by saying that the bill would settle the political status forever. 2. Elliott referred to the â€Å"cornerstone speech† of Alexander H. Stephens in making his argument because it showed how much progress had been made. Q: Why did all the states not follow the Civil Rights Bill?

The Four Primary Symptoms of Narcolepsy

Narcolepsy is a rare sleep disorder characterized by uncontrollable episodes of falling asleep at any place or time. After a 10 or 15 minute sleep attack, the person feels rested only brief period of time, then returns to an uncomfortable feeling of intense sleepiness. Many narcolepsy patients describe attempting to stay awake during the day like trying to stay awake after 3 days without sleep. Attacks may occur while driving, talking, or working. The central nervous system is involved. This disorder begins in adolescence or young adulthood and continues throughout life. Narcolepsy is a potentially disabling, life-long condition estimated to afflict about one in every one thousand people in the United States. Although it is not uncommon, narcolepsy is often misdiagnosed, or diagnosed years after symptoms first appear. The four primary symptoms of narcolepsy are excessive daytime sleepiness (EDS) and cataplexy. People with narcolepsy are unable to resist the temptation of falling asleep and do so regardless of the number of hours slept the previous night. The excessive daytime sleepiness experienced by people with narcolepsy has been described as being like trying to stay awake after going several days without sleep. Frequently, people with narcolepsy fall asleep at inappropriate times, for example while eating or in the middle of a conversation. These moments often frequently occur during periods of intense emotion such as surprise, laughter, anger, or excitement (even in some of the most passionate situations). Cataplexy is the sudden loss of strength in voluntary muscles triggered by these intense emotions. The cataplectic attack can range from partial muscle weakness in a few muscle joints to almost complete loss of muscle control and last for several minutes. Sleep paralysis and hypnagogic hallucinations are also extremely common among patients afflicted with narcolepsy. Although these four symptoms are considered the four key symptoms of narcolepsy, all four symptoms only occur in small portion of the patients most other patients experience some combination of the four symptoms. A. Extensive Daytime Sleepiness (EDS) This is probably one of the most persistent and disabling conditions that can be experienced by someone with narcoleopsy. This feeling typically lasts the entire day and occurs on a daily basis. When a patient with narcolepsy experiences a period where they do fall sleep it is more tan likely due to a failure to resist sleep instead of a sudden attack of sleepiness. Although this strong desire to sleep is constant, recent prior sleep does seem to relieve for momentary periods of time. Other factors that appear to prevent a sleep attack are physical activity and stimulants, but it also prolongs the period of feeling sleepiness. EDS has had a rather significant negative affect on narcoleptics' job performance at school and at the workplace. Narcoleptics experience severe problems with and are typically unable to work with automobiles and dangerous equipment. Narcoleptics are more impaired than epileptic patients in terms of job performance and how prone they are to accidents. Narcoleptics lack many physical, emotional, and family supportive needs, even when compared to patients with cerebral palsy and alcoholism. Cataplexy is the condition in which the skeletal muscles experience extreme muscles. This can vary from paralysis in one limb or throughout the entire body. During an attack, the person is conscious and aware of the environment surrounding him or her and if the paralysis is only partial maybe capable of carrying on a conversation. After the attack, the patient is fully conscious and experiences no confusion. This nearly always triggered by some form of emotional stimulus. The occurrences of attacks vary from patient to patient; it can happen daily or happen only once in a patient's life. These are realistic dreamlike hallucinations that occur either from consciousness to sleep or sleep to consciousness. The hallucinations are typically visual with occasional auditory or other sensory components. It often occurs in conjunction with sleep paralysis (see below). One of the most common hallucinations is to get out of bed and moving about while simply lying in a bed and not even moving a leg. Other hallucinations are more threatening as if a possible attacker enters the room and the patient is unable to move. This is form of paralysis that is the failure to move any skeletal muscle during the period from transition of consciousness to sleep or sleep to consciousness. This occurs frequently to narcoleptic patients. These experiences are extremely traumatizing to a patient and make it difficult for the patient to breathe. The attack usually lasts about 5 minutes but can be broke either by an extreme effort by the patient or external force such as being spoken to or touched. The precise factor that causes of narcolepsy is not clearly understood. Narcolepsy seems to be a biological problem, possibly involving abnormalities of brain chemistry. Narcolepsy or a predisposition to it may run in families suggesting a genetic influence. However, the way the predisposition might be inherited remains unknown. There is no evidence for a psychological basis for the disorder. The most accepted theory is that there is something disturbing REM sleep. The impaired REM system is the theory that explains EDS as well as cataplexy, hypnagogic hallucinations, and sleep paralysis. This was based upon the similarities between cataplexy and REM sleep. In both cases, skeletal muscles experience impairment, due to motor neuron blocking. This blocking of motor neurons occurs along the spinal causing excitation of the neuron in the spinal cord.. Cataplexy occurs when this inhibition of mental neurons are blocked during consciousness. Sleep paralysis may occur when motor neuron occurs prior to actual sleep or extends beyond the waking up period. Hypnagogic hallucinations occur when shifting between REM and wakefulness, this results in the unusual hallucinations experienced during hypnagogic hallucinations. The precise neurological abnormality that causes the symptoms of narcolepsy. The symptoms of narcolepsy are usually first noticed during teenage or young adult years although it can strike at any age. Most often the initial symptom to appear is excessive daytime sleepiness. Later, after several months or even years, cataplexy, hypnagogic hallucinations, or sleep paralysis typically develop. Different individuals experience wide variations in both the developments, the number and the severity of their symptoms. Family, friends, educators, employers and even those with narcolepsy often have a hard time understanding the problem and just what is happening. There is no known cure for narcolepsy. Narcolepsy symptoms can be treated with varying degrees of success with medications and adjustments of life-style and educational. Treatment is primarily intended to cope with the symptoms of narcolepsy. Stimulants are often given to promote alertness and to cope with EDS. The two stimulants that are prescribed the most frequently are methyphenidate and pemoline. Dosage is usually scheduled to promote alertness at the most crucial times. The one difficulty is that tolerance can rapidly develop to stimulants so it is recommended that stimulants be used only when truly needed. Adapting your work schedule to provide for naps at the time most crucial times of the most intense sleepiness can help prevent some of the affects of EDS. This also reduces the need and possible dependency upon medication. Funds for research are needed to advance knowledge about narcolepsy and test the effectiveness of methods of treatment and management.

Effect of Changes in Substrate Concentration on the Reaction Rate

Effect of changes in substrate concentration on the reaction rate of an enzyme IB biology Internal Assessment 3/23/12 Research Question: Effect of changes in substrate concentration amount on the reaction rate of an enzyme Introduction: In this experiment, the substrate is hydrogen peroxide. The purpose of this investigation is to find out the relationship between the substrate concentration and the rate of reaction. Substrates are molecules that are acted upon by enzymes. For instance, amylase, an enzyme found in saliva, helps break down complex starch molecules (substrates) into smaller sugar molecules (products).In other biochemical reactions, substrates require assistance of specific enzymes to form new products. When the amount of enzyme stays constant, the substrate concentration will determine the rate of reaction. However, when the number of substrate molecules exceeds the available number of enzyme, the rate of reaction will no longer increase, but stay constant. If there is a constant amount of enzyme, as the concentration of a substrate increased, the rate of reaction will increase as well. This is because of molecular collisions.If you have more reactant molecules, there are more to collide. Aim: The effect of hydrogen peroxide on the enzyme activity of catalase Hypothesis: When the amount of enzyme stays constant, the substrate concentration will determine the rate of reaction CONTROLLED VARIABLES| Units| Possible effect(s) on results| Amount of enzyme | 2. 8g| an extra drop of enzyme can alter the rate of reaction | Size and type of test tubes | 30ml| The size and type of test tubes were constant, because they can alter the pressure | | Units| Range|INDEPENDENT VARIABLE | Hydrogen Peroxide (Substrate) Concentration | ml| 5,10,15,20,25,30| DEPENDENDENT VARIABLE| Rate of Reaction | Seconds| 80 secs| VARIABLES: METHOD FOR CONTROLLING VARIABLES: CONTROLLED VARIABLES| Method for control:| 1. Amount of enzyme| All liver used were at a constant weight of 2. 8g | 2. Size of test tube | All test tubes were 30ml| METHOD FOR COLLECTING DATA: 1. Prepare a tube rack and place 6 30ml tubes in them. 2. Weigh liver at a constant 2. 8g. 3. Place the 6 pieces of liver into the test tubes. 4.Obtain 3% hydrogen peroxide and a graduated cylinder. 5. Pour 5ml into test tube 1, 10ml into test tube 2, 15ml into test tube, 20ml into test tube 4, 25 ml into test tube 5, 30ml into test tube 6 (but not at once one after the another) . 6. Once hydrogen is in the test tube start the stop watch to see how long it will take to react. 7. Repeat the action in no. 5 & 6, six times for each tube. 8. Observe what happens to the liver while reacting to the hydrogen peroxide. 9. Clear up the station and pour liver into a waste beaker. 0. Clean each of the test tubes out and put the materials away. The materials used in this experiment are: I. 50-ml graduated cylinder II. Fresh liver III. 6 test tubes (30 ml) IV. 3% Hydrogen peroxide V. Disposable Pipettes VI. Sto pwatch VII. Digital scale VIII. 50ml beaker IX. Test tube rack X. Plastic knife XI. Scissors QUALITATIVE DATA. The reaction started as soon as Catalase touched the surface of hydrogen peroxide. More concentrated hydrogen peroxide produced more oxygen bubbles and the reaction rate was faster.As more substrate was added the reaction was faster. Once the 5ml of hydrogen peroxide was put into the test tube with the liver, the reaction rate was slow. As the amount of hydrogen peroxide increased the reaction became faster. When putting the 15ml of peroxide into the test tube 3 during the first trial the reaction bubbles spilled into tube 4 affecting the result slightly, because it made it to start reacting before the 20ml of peroxide was put into test tube 4 . In test tube 6 during the first trial the liver was lifted from the surface about 2cm.The color for test tubes 1-5 during all the six trials was light brown, but for tube six the color was dark brown. BEFORE SUBSTRATE AFTER SUBSTRAT E RECORDING RAW DATA:PROCESSING RAW DATA: Amount of Solute concentration (ml)| Repeat| Reaction time (s)(+/-0. 5s)| 5| 1| 130| | 2| 129| | 3| 130| | 4| 132| | 5| 128| | 6| 123| 10| 1| 100| | 2| 110| | 3| 92| | 4| 98| | 5| 95| | 6| 101| 15| 1| 87| | 2| 87| | 3| 84| | 4| 88| | 5| 82| | 6| 84| 20| 1| 63| | 2| 70| | 3| 78| | 4| 71| | 5| 74| | 6| 75| 25| 1| 59| | 2| 58| | 3| 60| | 4| 60| | 5| 58| | 6| 59| 0| 1| 39| | 2| 42| | 3| 37| | 4| 41| | 5| 40| | 6| 38| Amount of Solute concentration (ml)| Repeat| Reaction time (s)(+/-0. 5s)| Mean (s)(+/-0. 5s)| 5| 1| 130| 128. 6| | 2| 129| | | 3| 130| | | 4| 132| | | 5| 128| | | 6| 123| | 10| 1| 100| 99. 3| | 2| 110| | | 3| 92| | | 4| 98| | | 5| 95| | | 6| 101| | 15| 1| 87| 85. 3| | 2| 87| | | 3| 84| | | 4| 88| | | 5| 82| | | 6| 84| | 20| 1| 63| 71. 8| | 2| 70| | | 3| 78| | | 4| 71| | | 5| 74| | | 6| 75| | 25| 1| 59| 59. 0| | 2| 58| | | 3| 60| | | 4| 60| | | 5| 58| | | 6| 59| | 30| 1| 39| 39. 5| | 2| 42| | 3| 37| | | 4| 41| | | 5| 40| | | 6| 38| | *Sample Calculation of mean: sum of reaction time for tube/# of trials 39+42+37+41+40+38=237 237/6= 39. 5 PRESENTING PROCESSED DATA CONCLUDING: My hypothesis was supported based on my data. The data suggests that as the hydrogen peroxide concentration increases the rate of reaction increased. It took less time for it to react according to figure 1. The general trend that was in this experiment was that the numbers for each amount of hydrogen were in the same range e. g. 15ml (87 87 84 88 82 84).My prediction was correct the more substrate was added the less time it used to react hence a faster reaction rate. There were no anomalous results. The data in this experiment suggests that the change in amount of substrate creates a faster reaction rate. EVALUATING PROCEDURES: Even though the experiment and the outcome of the experiment support my hypothesis; there are some weakness in this experiment that would have enabled a better outcome. The weaknesses that were present in the in the method of chosen for this investigation was the size of liver.The last weakness the arrangement in the steps taken. IMPROVING THE INVESTIGATION: To improve the results of this investigation is the size of liver should have been smaller, so that more reaction would have taken place and the color of the liver would have changed more for all of the tubes. Another improvement would be in the arrangement of steps taken. To avoid the spillover of the reaction bubbles into test tube 4, the amount of hydrogen peroxide should have been in the test tubes first then the liver should have been dropped in after.

Footnote to Youth Reaction Paper Essay

â€Å"The youth is the hope of motherland.† It has always been said that we, the youth, is the hope of our country. This has been the mentality of almost everybody in the society. I, myself had this mentality strongly rooted in my mind before I had read the story, â€Å"Footnote to Youth.† Yes, the youth could possibly be the hope of our country or even of the world. As many have said, we are creative, dynamic, good thinkers, marvelous doers and a lot more. All these positive things also have corresponding negative thoughts from those who don’t believe in our capacity. They say we are lazy, dependent, coward, apathetic and a lot more. I think it is neither laziness nor dependence that drives us youth into somebody useless in the society. We never wanted to become just a piece of crap of course. We always have wanted to do something extraordinary not just for ourselves’ sake. We have always wanted to be something the older and younger generation would be proud of. For me, the dilemma is not within us. It is on how our parents and the people around us treat us and affects us. I admit our minds are not as weak as the minds of the little children. We cannot be easily manipulated. But we’re not also as fixed-minded as the older people. We need guidance. How can we be the hope of the country if our parents themselves don’t lead us to the right path? How can we be the hope if our parents themselves don’t believe that there is real hope from within us? How can we be the hope if our parents themselves cannot correct the mistakes we do? Just like Dodong and Blas, we are preoccupied of the thinking that we can do everything we want to; that we are ready to do the things that the older people can; that what we think is always right. Yes we can do everything if we really insist to but without the guidance of our parents or the older people who know better, we will never know if we are making the right steps toward the right road. They hold the key that runs the engine of hope within the youth. I still believe that we, the youth, is the hope of the motherland but this will just come to reality if the older generatio n, especially our parents know how to bring out the best in us. -Jogie Rodriguez Torres, BST- IV June 25, 2013

Broken Globe Stage 2

Characterization is the process by which authors make characters come alive for readers. Authors have many techniques available to portray characters, and they can broadly be divided into indirect and direct presentation. In the short story â€Å"The Broken Globe†, author Henry Kreisel brillantly develops the two principle characters, Nick Solchuk and his father, through indirect presentation. Consistency is the key to good characterization. From ? rst person point of view, the reader obtains a full portrait of both Nick and his father indirectly by learning what the narrator sees and hears somewhat objectively. Nick, the narrator’s friend, is a successful geophysicist studying the curvature of the earth. He demonstrates persistance, passion, and determination in the study of the earth. He asks the narrator â€Å"eagerly† with â€Å"his face reddening† about his paper to the International Congress. Even under the torture of his father, he still keeps his goal of proving that the earth moves. He even retorts his father by saying â€Å"You can beat me and break my globe, but you cannot stop [the earth] from moving. † This passage shows his determination in his belief. On the other hand, Nick’s father adopts personas of sophistication during the short visit of the narrator. His father is stubborn that he only believes what he sees is the truth: â€Å"[the earth] is ? at, and she stands still. † He is also imptuous and fractious that he â€Å"[beats] Nick like he is the devil† when he wants Nick to accept the same concept of the earth as he believes. Both characters are consistent and static, for they are still living in their own world: one lives in a ? at world and the other lives in the world of science. Another signi? cant objective of characterization is to reveal motivation. Kreisel’s story is set mainly in Alberta, a â€Å"land ? attens until there seemed nothing. † Living in Alberta, Nick’s father sees only the open prairies and ? elds every day; thus he perceives that the earth is exactly ? at and still as what he sees. Moreover, the reader learns that he is hard to change his mind because â€Å"he received an education of sorts when he was a boy. † Therefore, he believes that the earth is the center of the universe and the center is still. Similarly, Nick’s motivation is intrigued by a teacher who teaches him the earth is round and is moving. This teacher’s â€Å"enthusiasm [is] infectious† as Nick says. The teacher shows Nick a world larger than the ?at prairies, a world that is exuberent. Although the two characters’ own views of the world contradict one another, they do care and love each other. To build characters that convincing, the author must make their actions realistic and believable. Nick and his father are plausible due to their backgrounds. Nick’s father is taught that â€Å"the earth is ? at and still,† and what he sees outside in Alberta is only the far-distant prairies with â€Å"neither hill nor tree nor bush. † Furthermore, Nick, suffering from the violence of his father, always illustrates indomitable perserverence in seeking the truth. He continually shows to his father a globe can move, even though he knows his father will be mad. People with bond ? de determination can achieve their goals, just like Nick achieves his goal and becomes a geophysicist (to prove his father wrong? ). Altogether, they both are rounded characters in that they demonstrate many attributes and traits. Nick’s father is a stubborn, impulsive, and fractious father whereas Nick is a passionate, indomitable, and persistent geophysicist. In the story â€Å"The Broke Globe† Henry Kreisel effectively utilizes many techniques to develop characters, and further reveals a thoughtful insight into life. Nick’s father who insistently believes that the world is ? at and still lives in his own â€Å"broken globe†, where â€Å"Satan has taken over all the world† but him. 1. Sample Task for English 12 Writing Prepared by Seaquam Page 15 Characterization: A Father and a Son, How the Apple Falls Characters can make a short story rich and worth reading. In Henry Kreisel’s â€Å"The Broke Globe† the differences in ethics between a man and his father is seen through the eyes of a somewhat neutral narrator. Nick Solchuk is a brilliant man of science, while his father is the polar opposite. His father is a pious prairie farmer who does not value higher education or the values its teaches. Even though these characters are presented indirectly, Kreisel utilizes other methods to develop the characters. He shows them as static and round characters who are plausible and who remain consistent. Being ? rst person narrative, no direct presentation is used because the author cannot speak directly. He simply assumes the persona of a a narrator and therefore all presentation is indirect. One can ? nd out a lot about a character by what others say about him. Nick’s father is developed in the beginning during the conversation between Nick and the narrator. At this point the reader discovers that Nick and his father differ in many ways. Obviously, Nick is a man of great intelligence as the narrator say, â€Å"he studied at Cambridge and got his doctorate there and was now doing research at the Imperial College. † The reader also learns that despite being a brilliant man, nick whistfully remembers his simple childhood growing up in Three Bear Hills, Alberta. Nick’s father is developed much the same way later on in the conversation. Nick reveals that his father is a polar opposite. Nick’s father is shown as a religious prairie farmer with â€Å"a strange imagination. † Nick also explains why there is tension between himself and his father. â€Å"Curious man my father. He had strange ideas and a strange imagination too. He couldn’t understand why I was going to school or university. † â€Å"I suddenly realized that the shape of the world he lived in had O been O ? xed for him by some medieval priest in the small Ukranian villiage he was born in O But he still lived in the universe of the medieval church. : The reader now knows that Nick and his father are very different. Dialogue becomes a very important part of this story. The reader learns a lot about the father by what he says and by what he says he does. The ? rst meeting between the father and the narrator shows a lot about the father. â€Å"You friend of NickOWhat he do now? O still tampering with the earth? † Now, it has been con? rmed that Nick’s ideas differ greatly from his father’s. Nick’s father may be a simple prairie farmer, but that does not mean that he is rude. The father acts very formally when inviting the narrator inside his house. He stands as the narrator comes in, which is a sign of respect; he even brings out coffee for the narrator. The reader continues to learn about the relationship Nick’s father has with his son, and certain other people. The father explains how he exploded at a teacher for â€Å"letting Satan in† and for teaching Nick science at school. This act shows how the father deals with other people. The father goes on to elaborate on how he dealt with Nick as a child. â€Å"I grab him by the arm and I shake him and I beat him like he was the devilOAnd he made me madder and madder because he doesn’t cry or shout or nothing. † â€Å"I would of killed him right there for sure. † The reader now knows how he handles his son. Nick and his father are both static, round characters. They do not change at the end of the story, but they have many traits. Nick’s father proves he does not change by saying to the narrator â€Å"Satan has taken over all the world. † Then he suddenly rousled himself and hits the table with his ? st crying passionately, â€Å"But not me! Not me! † The characters act consistently throughout the story. â€Å"The Broken Globe† is a deeply driven character story. Both main characters are well developed. In some cases, the apple falls very far from the tree.

Organisational behaviour assignment based on case study Essay

Organisational behaviour assignment based on case study - Essay Example Through this approach, organisations are expected to be able to understand the flaws and strengths of its operations in a more efficient manner, which can further be considered in the process of enhancing organisational operations (Cole, 2000). From a generalised perspective, the study of organisational behaviour might also be crucial in the case of A & S Fashion Limited. Started in the year 1993, the company has developed from a small business to adding a large customer base. However, since the year 2011, the company has been continuously failing to reach its targeted sales, which further impacted its reputation in the targeted market. Different reasons have been stated in this concern, addressing the probable drivers that led to business deficiencies in A & S. In order to deal with this situation, the company will essentially need to understand the organisational behaviour by comprehending its workplace environment. Contextually, the aim of the paper will be to analyse the current operational situation of A & S and identify the major flaws that could have lead to such a vulnerable performance of the company. In this context, concepts of psychological contract, motivational gap and communication mechanisms will be taken into account in the discussion henceforth. Implementation of Psychological Contract in the Company Due to Negative Responses of the Staff For the poor performance of the company in the last couple of years, several potential reasons can be identified to have emerged in the scene. In this regard, the negative responses of the staff of the organisation might be a potential reason for the decline in the performance level of the business operations. Arguably, a generalised perspective to this context affirms that employees are the most vital assets in any organisation and constitute the vital elements of contribution in raising the performance of the business (King & Grace, n.d.). In fact, studies have revealed that the performance of businesses is directly dependent on the approach and the conduct of the employees (Vance, 2006). Hence, their satisfaction, which further impacts their working behaviour, is quite vital to be monitored continuously and managed efficiently for the welfare of the organisation. It is in this context that applying measures to understand the psychological contract in A & S shall be essential to identify the rudimental causes of the negative responses obtained from the staff. As can be observed from the case scenario, the employees of A & S have been deciphering a degree of negative response, which has in turn affected the coordination and cooperation between groups and departments as well. Such non-cooperative behaviour has altogether affected the productivity and efficiency of the organisation as every department of the business has been reported to be falling to perform at the expected level, increasing instances of inter-group conflicts. To be precise, the marketing department in A & S has been ac cusing the HR department for their deficiency to recruit professionals as per the need of the specific department. The finance department of the business has also been accused for being incapable to provide enough funds required for

Chlamydia Trachomatis infections Dissertation Example | Topics and Well Written Essays - 500 words

Chlamydia Trachomatis infections - Dissertation Example Similarly, an increase in prevalence rate was higher among African Americans than among whites. Same observations were made among â€Å"American/Indians,† ‘Hispanics and whites in which the Alaska natives registered the highest prevalence rate followed by Hispanics and the whites reporting a significantly lower rate. These observations suggest a relationship between the Chlamydia ‘Trachomatis’ infections and both age bracket and ethnicity as risk factors, a subject that can be ascertained in Miami Florida. Though the difference in the prevalence rate of the infections across age groups and ethnic groups has been identified, no significant relationship has been scientifically established. The problem is, therefore, determination of the existence of a significant relationship between the infections and the factors. The thesis will, therefore, conduct a quantitative research, based on existing data on the infections’ prevalence rates across different age groups, with the age bracket of 14- 24 years as a group, and ethnic groups in Miami Dade Florida. The research will then apply statistical analysis to determine the existence of a significant relationship between the factors and the prevalence rates with the objective of determining the age group and ethnicity are risk factors for the infections. Research questions The research will seek to answer the following questions Is there a significant relationship between Chlamydia Trachomatis infections prevalence rate and the 14 to 24 - age bracket?