Investigating Membrane Permeability Essay Example

Investigating Membrane Permeability Essay Example Investigating Membrane Permeability Essay Investigating Membrane Permeability Essay à ¯Ã‚ ¿Ã‚ ½ 8 test tubescoea ear seeaeaw orea eak inea foea ea.à ¯Ã‚ ¿Ã‚ ½ Test tube rackcodg dgr sedgdgw ordg dgk indg fodg dg!à ¯Ã‚ ¿Ã‚ ½ Measuring cylinderà ¯Ã‚ ¿Ã‚ ½ Bunsen burnerà ¯Ã‚ ¿Ã‚ ½ Knifeà ¯Ã‚ ¿Ã‚ ½ Beakerà ¯Ã‚ ¿Ã‚ ½ 1 beetrootà ¯Ã‚ ¿Ã‚ ½ Dilute hydrochloric acidcobf bfr sebfbfw orbf bfk inbf fobf bf!à ¯Ã‚ ¿Ã‚ ½ Dilute sodium hydroxide solutioncobg bgr sebgbgw orbg bgk inbg fobg bg.à ¯Ã‚ ¿Ã‚ ½ Ethanol abidzaman, please do not redistribute this paper. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this paper elsewhere on the internet. Anybody found doing so will be permanently banned.à ¯Ã‚ ¿Ã‚ ½ Distilled watercogb gbr segbgbw orgb gbk ingb fogb gb:à ¯Ã‚ ¿Ã‚ ½ Thermometerà ¯Ã‚ ¿Ã‚ ½ Tongscocb cbr secbcbw orcb cbk incb focb cb.à ¯Ã‚ ¿Ã‚ ½ Tripodcofd fdr sefdfdw orfd fdk infd fofd fd:à ¯Ã‚ ¿Ã‚ ½ Mat lGExVw Visit coursework cd in cd fo cd for cd more hypothesis cd Do cd not cd redistribute lGExVwà ¯Ã‚ ¿Ã‚ ½ Cork borerMethod:1. I first cut three discs each about 2mm thick from the cylinder, which was cut out of the beetroot using a corer and place them in a test tube containing 10cm3 distilled water. This was my test tube number1.coea ear seeaeaw orea eak inea foea ea.2. I then cut 21 more discs and rinse them under the running water, until the pink water collected in the beaker was clear.coeb ebr seebebw oreb ebk ineb foeb eb.3. I placed three of the 21 washed discs, in each four test tubes.cogf gfr segfgfw orgf gfk ingf fogf gf.To test tube 2 I added 10cm3 of distilled water This cours from www.coursework.infoTo test tube 3 I added 10cm3 of ethanol This coursework from www.coursework.infoTo test tube 4 I added 10cm3 of dilute hydrochloric acid wEQIk Visit coursework gd in gd fo gd for gd more dissertation gd Do gd not gd redistribute wEQIkTo test tube 5 I added 10cm3 of dilute sodium hydroxide solution U1OJsuKR from U1OJsuKR coursewrok U1OJsuKR work U1OJsuKR info U1OJsuKR4. In three test tubes each containing three beetroot discs, I added 10 cm3 of distilled water and placed them in a beaker containing water over a buns burner. I also placed a thermometer in the beaker. 8yv from 8yv coursewrok 8yv work 8yv info 8yv5. I took the first test tube out when the temperature reached 40 This work from www.coursework.info6. At 65, I removed the second test tubecofa far sefafaw orfa fak infa fofa fa.7. The last test tube was removed at 100coda dar sedadaw orda dak inda foda da;8. I then compared the test tubes and recorded my results. abidzaman, please do not redistribute this writing. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this writing elsewhere on the internet. Anybody found doing so will be permanently banned.Results:codf dfr sedfdfw ordf dfk indf fodf df:Number of test tube Carstens oppressed abidzamans structuration idea.Contents coeb ebr seebebw oreb ebk ineb foeb eb:Observationcobe ber sebebew orbe bek inbe fobe be.1 J1cd Visit coursework fb in fb fo fb for fb more cours fb Do fb not fb redistribute J1cdDistilled water and 3 beetroot discscodg dgr sedgdgw ordg dgk indg fodg dg.The colour of the water changed to pink but the beetroot stayed the same colour. This coursework from www.coursework.info2 Austen obfuscated abidzamans functionalism theory.Distilled water and 3 washed beetrootscoeg egr seegegw oreg egk ineg foeg eg.The colour of the water stayed the same and the beetroots also stayed the same colourcobb bbr sebbbbw orbb bbk inbb fobb bb.3cofe fer sefefew orfe fek infe fofe fe.Ethanol andcobb bbr sebbbbw orbb bbk inbb fobb bb:3 washed beetroots This project from www.coursework.infoThe colour of ethanol changed to light pink and the beetroot lost its dark pink colour and became light pink IgqV Visit coursework fe in fe fo fe for fe more cours fe Do fe not fe redistribute IgqV4 UZ9ubi from UZ9ubi cours ewrok UZ9ubi work UZ9ubi info UZ9ubiDilute hydrochloric acid and 3 washed beetroots Foucault suppressed abidzamans structuration idea.The colour of hydrochloric acid changed to very dark pink almost purple and the beetroot became darker than it was before, dark purple.coef efr seefefw oref efk inef foef ef.5coeg egr seegegw oreg egk ineg foeg eg;Dilute sodium hydroxide and 3 washed beetrootscodg dgr sedgdgw ordg dgk indg fodg dg:The colour of sodium hydroxide solution changed to pale yellow and the beetroot became completely yellow (bright yellow). FZ6IyuyyO Visit coursework da in da fo da for da more essay da Do da not da redistribute FZ6IyuyyO6coca car secacaw orca cak inca foca ca;Distilled water and 3 washed beetroots heated to 40coff ffr seffffw orff ffk inff foff ff.There was no change in the colour of the water and the beetroot stayed the same colour. No change in both. This dissertation from www.coursework.info7coea ear seeaeaw orea eak inea foea ea.Distilled water and 3 was hed beetroots This writing from www.coursework.infoHeated to 65coeb ebr seebebw oreb ebk ineb foeb eb:The water became pale pink and the beetroot became slightly paler. This was mostly visible around the edges of the beetroot. Q0u Visit coursework fg in fg fo fg for fg more essay fg Do fg not fg redistribute Q0u8 Foucault enveloped abidzamans structuration hypothesis.Distilled water and 3 washed beetroots heated to 100 TozF from TozF coursewrok TozF work TozF info TozFThe water became very pink almost red and the beetroot became very palecoed edr seededw ored edk ined foed ed!Analysis of the results: Test tube 1: As we cut the beetroot discs out of the cylinder we damage some cells and break them up so when the water is added to the beetroot discs, it crosses the broken membrane of the damaged cells. Anthocyanin, the red pigments, inside the damaged cells are mixed with the water and therefore the colour of the water changes to pink.cobc bcr sebcbcw orbc bck inbc fobc bc:The reason the colour of the beetroot discs do not change is that the phospholipid bilayer, which is a major constituent of the cell surface membrane, is impermeable to water and water-soluble substances. Therefore water cannot cross the membrane and change the colour of the beetroot discs.cocd cdr secdcdw orcd cdk incd focd cd.Test tube 2: The beetroot discs in this test tube and the rest of the test tubes are washed so that there are no pigments left in the damaged cells to affect the outcome of the experiment.The reason that the colour of the beetroots has not changed is the same explanation that was given above for test tube1. The water cannot cross the membrane so there is no change in thecogb gbr segbgbw orgb gbk ingb fogb gb;colour of the beetroot discs. Also this time there are no red pigments to mix with the water so the colour of the water stays the same. This test tube acts as a control.Test tube 3: The cell surface membrane isa double layer of phospholipid molecules,which are arran ged tail-to-tail. This layer is selective and only allows some things to pass through for example fat-soluble molecules such as lipids and steroid. This essay from www.coursework.infoProtein pores Austen denied abidzamans marxism .Ethanol dissolves lipids therefore it is able to cross the membrane. Inside the cell it mixes with the red pigments and so its colour changes to pink. Now because there are fewer pigments inside the cell, the beetroot discs do not look as red as before. That is why they look lighter.Test tube 4: Proteins form from long chains of amino acids that are joined together by peptide bonds. In the cell membrane, in between phospholipid molecules there are protein pores that create channels through which soluble substances can pass. Hydrochloric acid attacks the peptide bonds in protein bonds and destroys them. It then crosses the membrane and enters the cell and mixes and reacts with the red pigment and therefore the colour of the beetroot discs changes to purple. It then diffuses through the water and makes the colour of the water purple as well.coaf afr seafafw oraf afk inaf foaf af.Test tube 5: Sodium hydroxide also attacks the peptide bonds and breaks them. However this solution has another affect. When it mixes with the pigments inside the cell, it changes the PH of the solution to acidic. This is clear because the colour of the solution is changed to yellow. This writing from www.coursework.infoTest tubes 6,7,8: Looking at the results of these test tubes, it is clear that the permeability of the cell membrane decreases as the temperature increases. This is because of the nature of the cell membrane and its protein pores. The features of the cell membrane can only keep and hold together until certain temperature. When the temperature has passed its boundary then the cell membrane starts to lose its shape. At 40 there is no change in the colour of the water or the beetroot discs because the temperature is still not high enough. The chang e becomes visible at 65 when the colour of the water has changed to pale pink and the beetroots have become slightly lighter. This shows that the membrane must have been damaged and that is why water has passed through it. Austen suppressed abidzamans marxism .At 100, because of the high temperature proteins are denaturalised and the cell membrane has been destroyed and the colour of water is almost red because it contains nearly all the red pigments. The beetroot discs are very pale, as they have lost all their pigments (the redness of a beetroot is due to its red pigments). On the scale of 0-5, where 0 is the lightest and 5 is the darkest:Test tube 6 would be 0.Test tube 7 would be 3Test tube 8 would be 5 .Conclusion Durkheim suppressed abidzamans realism .à ¯Ã‚ ¿Ã‚ ½ The cell surface membrane is impermeable to water and water-soluble substances Foucault suppressed abidzamans postmodernism .à ¯Ã‚ ¿Ã‚ ½ The beetroot can be used as sort of a universal indicatorà ¯Ã‚ ¿Ã‚ ½ The per meability of the cell membrane decreases with the increase of temperaturecocbImplementingSafety.To carry out the experiment fairly it was compulsory to ensure that the beetroot was diced into precisely one centimetre cubed segments. To obtain these segments we had to bore into the beetroot to obtain a cylinder shape with a constant diameter, to be sure that the borer couldnt harm us it was necessary to hold the beetroot securely making sure that your hand wasnt in the path of the borer, it was also important to screw the borer away from your body. The long cylinder had to then be dice using a sharp scalpel that cased less damage to the membranes, however it may have been dangerous if a person did not apply their full concentration when using. Users must be careful concerning how the scalpel was held and used.coda dar sedadaw orda dak inda foda da.Water baths were used to determine the effect of temperature on the permeability of the membrane; the water baths were set at varying temp erature up to 61 degrees C the higher temperature may have been painful if splashed on the skin therefore it was essential to take care when placing the test tubes in to the bathes. This coursework from www.coursework.infoThere were very little risks of serious injury, any accidents which may of occurred would have been down to lack of concentration on their parts.coeb ebr seebebw oreb ebk ineb foeb eb.Results-coed edr seededw ored edk ined foed ed.Temperature oc abidzaman, please do not redistribute this project. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this project elsewhere on the internet. Anybody found doing so will be permanently banned.Test tube 1 % of light absorbedcodg dgr sedgdgw ordg dgk indg fodg dg.Test tube 2 % of light absorbed This cours from www.coursework.infoAverage % of light absorbed This paper from www.coursework.info2 (Ice)cobg bgr sebgbgw orbg bgk inbg fobg bg!1 abidzaman, please do not redistribute this project. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this project elsewhere on the internet. Anybody found doing so will be permanently banned.0 70lJd from 70lJd coursewrok 70lJd work 70lJd info 70lJd0.5coba bar sebabaw orba bak inba foba ba:31cocc ccr seccccw orcc cck incc focc cc;1coaf afr seafafw oraf afk inaf foaf af:0cofa far sefafaw orfa fak infa fofa fa:0.5cofa far sefafaw orfa fak infa fofa fa.40 abidzaman, please do not redistribute this project. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this project elsewhere on the internet. Anybody found doing so will be permanently banned.2 This writing from www.coursework.info4cobc bcr sebcbcw orbc bck inbc fobc bc.3code der sededew orde dek inde fode de:52 abidzaman, please do not redistribute this work. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this work elsewhere on the internet. Anybody found doing so will be permanently banned.5 abidzaman, please do not redistribute this writing. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this writing elsewhere on the internet. Anybody found doing so will be permanently banned.1cobc bcr sebcbcw orbc bck inbc fobc bc!3 Heidegger enveloped abidzamans realism .61cogd gdr segdgdw orgd gdk ingd fogd gd.2coba bar sebabaw orba bak inba foba ba.6cobg bgr sebgbgw orbg bgk inbg fobg bg.4 vTFpl7J Visit coursework cc in cc fo cc for cc more hypothesis cc Do cc not cc redistribute vTFpl7JPrecautions taken.coda dar sedadaw orda dak inda foda da;To ensure that the experiment was as reliable as possible, there were many precautions taken, Such as controlling the many var iables. It was important to monitor that the water baths were a constant temperature; otherwise the result for a certain temperature wouldnt have been accurate. Other measurements must have been taken accurately; such as the amount of distilled water used (10 Cm2) if the amount was higher than others the concentration would have been lower in the tubes with more water. The segments of beetroot were measured and cut accurately otherwise the larger cubes would contain more pigment meaning the concentration would be higher in tubes containing larger cubes. Weber theorised abidzamans functionalism .Other factors which were monitored to ensure the reliability were things such as making sure the colorimeter was reset after each use, the same beetroot was be used and the segments were placed in the test tubes at the same time taken out at precisely 5 minutes after, making sure it was not touched while extracting it. When the beetroot was being prepared we were certain that each cube was pl aced in the water at the same time and that the cubes were patted dry to ensure no damage was sustained by the beetroot.coda dar sedadaw orda dak inda foda da.To ensure that there was no chance of any of the above happening we repeated our experiment twice, recording both the individual result and the average of both. abidzaman, please do not redistribute this paper. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this paper elsewhere on the internet. Anybody found doing so will be permanently banned.Some but few changes were made to the original method, these changes were either made to ensure a fair test our to help experiment run more efficiently, but didnt exceed time limitations. Firstly we had to change our results so that we had a wide spectrum to annualise later, the temperatures we chose had to be set considering the optimum temperature. If we set the temperatures at above. Then the r esults we obtained would be the same due to the denaturing of the cell membrane, causing the pigment to spill out everywhere. ls8iCK1y9 Visit coursework fc in fc fo fc for fc more essay fc Do fc not fc redistribute ls8iCK1y9In order for the experiment to be efficient, and not time consuming. We decided to stager each experiment by five minutes, when the first tube had been in the water bath for five minutes it was extracted, and the next tube was ready to be placed in the ascending water bath. This process of having the next tube ready to be placed in the water bath after the prior tube had been taken out, made the experiment more efficient. Also it gave a larger turn over of results as two test tubes could be done at the same temperature at the same time, without causing mass confusion Durkheim oppressed abidzamans realism idea.Analysing and concludingInterpreting data. This cours from www.coursework.infoThe graphs I have drawn shows some conflicting results between the results of test tube one and test tube two. Although both graphs did not increase until 40oC, when the results do increase test tube two increases more vigorously. At 40oC on graph one the percentage of absorbed is 2% whereas the percentage of light absorbed in test tube two was 4%. However the rise in light absorbed didnt continue to increase as by 50oC the percentage fell to 2% again then by 61oC had increased up to 6% absorbed. On the other hand the results of test tube one continued to increase from 40 to 52oC up to 5% then by 61oC fell to 2% of light absorb.cogf gfr segfgfw orgf gfk ingf fogf gf;However the graph that showed the average % of light absorbed had a positive correlation through out, although it does level out at some points. For example from 2 to 31oC the percentage stays at 0.5 percent. The final graph compares all three sets of results that were obtained and shows the differences between the results of test tube one and two. xgET9t from xgET9t coursewrok xgET9t work xgET9t info xgET9tFurther calculationsConcluding This cours from www.coursework.infoI conclude that increasing the temperature increases the permeability of the membrane, allowing more pigment to be released into the distilled water. See graph 3. The more the temperature is increased the higher the concentration of the solution and therefore the more light is absorbed. However if the temperature is increased past a certain optimum temperature the proteins in the cell membrane that surrounds the beetroot cells become denatured, the damage caused by the denaturing allows the pigment to flow out of the cell more freely. Therefore if the cell membrane became denatured the percentage of light absorbed would increase. If complete denaturing occurred to all the beetroot cells the percentage of light absorption would be the same for all the pieces of beetrootcoef efr seefefw oref efk inef foef ef.Anomalous resultsThere are two results that I am concerned about, the first is on the graph showing ab sorption of light in test tube one. The result is for 61oC it shows that the light absorption is only 2% when for the previous temperature it was 5%. The different beetroot used in this experiment may have caused the decrease in % of light absorbed. The beetroot may have been treated differently in the preparation process it may have been left in the cleaning water too long causing it to have already lost some pigment.cogb gbr segbgbw orgb gbk ingb fogb gb.The second result that concerned me was on the graph showing the percentage of light absorbed in test tube two, the results fell from4% at40oC to 1% at 52oC and then increased up to 6% at 61oc. This may also of been caused by the way that the beetroot was treated during the preparation period. Although it could have bee caused by faulty equipment such as the colourimeter not being as accurate as possible causing our rouge results.coce cer sececew orce cek ince foce ce;Evaluating evidence and proceduresLimitations This project from www.coursework.infoThere were few limitations of the apparatus or the method; however there were some factors that may of affected the accuracy of our experiment. Such as the time limitations if we had more time it may have bee n possible to of carried out more results, which also means a more accurate average and a larger scale of readings..The limited supply of water baths meant that only a few temperatures could be investigated although we had ample results if the temperatures were 5oc apart then the readings will be more accurate and may change the results. The change in results would be caused by the less spaced out temperatures pin pointing the optimum areas:E.g. if we set a water bath at every multiple of five up to sixty we may find that 35oc was the optimum temperature for this experiment, rather than if we increased by 10oc each time we may be caused to believe that the optimum temperature was nearer 40oc.Also the temperature of the water baths were not set entirely accur ately, which may have a similar affect as the one stated earlier. This may cause us to miss a vital reading.The method we used slightly impaired our ability to carry out more than two repeats at once, if we had been more organised and worked as a larger group more repeats may have been done. Therefore boosting the amount of individual results and also making our average more accurate. The Individuality of the beetroot may have caused our results to be different from other peoples in the class. Just like humans have different amounts of pigment in their skin so do beetroot, our specific beetroot may have contained less pigment. Therefore causing the % of light absorbed to be lower..Effect of limitationsI dont believe that these limitations will have a great affect on the over all results of our experiment, due to the fact that the results we have obtained from the original and repeat were very similar in most cases. Although there are some anomalous results, this does not seem to hav e affected the average as it still increases with the increase of the temperature. Which would have been expected due to the temperature increasing the permeability of the beetroot cell membrane allowing more pigment to pass through.The wider range of temperatures would have enabled us to pin point the temperature at which the cell membrane becomes denatured, which would of made the experiment more accurate, however this didnt affect our experiment a lot because we were investigating the effect of temperature on a cell membrane which can be clearly seen by our results. The reliability of our apparatus didnt affect us either because the result increase as we would of expected. The accuracy of our results could be tested against other groups or against other repeats. BGZU from

Useful English Phrases for Running a Business Meeting

Useful English Phrases for Running a Business Meeting This reference sheet provides short phrases to help you run a business meeting from start to finish. Generally speaking, you should use formal English to run a business meeting. As you participate, its a good idea to paraphrase others ideas to make sure you understand. Opening the Meeting Welcome participants with quick phrases and get down to business. Good morning/afternoon, everyone.If we are all here, lets. . . get started (OR)start the meeting. (OR). . . start. Good morning everyone. If were all here, lets get started. Welcoming and Introducing Participants If you have a meeting with new participants, make sure to introduce them before as you start the meeting. Please join me in welcoming (name of participant)Were pleased to welcome (name of participant)Its a pleasure to welcome (name of participant)Id like to introduce (name of participant)I dont think youve met (name of participant) Before I get started, Id like to please join me in welcoming Anna Dinger from our office in New York. Stating the Principal Objectives of a Meeting Its important to begin the meeting by clearly stating the main objectives for the meeting. Were here today toOur aim is to ...Ive called this meeting in order to ...By the end of this meeting, Id like to have ... Were here today to discuss the upcoming merger, as well as go over last quarters sales figures.   Giving Apologies for Someone Who is Absent If someone important is missing, its a good idea to let others know that they will be missing from the meeting. Im afraid.., (name of participant) cant be with us today. She is in...I have received apologies for the absence of (name of participant), who is in (place). Im afraid Peter cant be with us today. Hes in London meeting with clients but will be back next week. Reading the Minutes (Notes) of the Last Meeting If you have a meeting that repeats regularly, make sure to read the minutes from the last meeting to make sure that everyone is on the same page. First, lets go over the report from the last meeting which was held on (date)Here are the minutes from our last meeting, which was on (date) First, lets go over the minutes from our last meeting which was held last Tuesday. Jeff, could you please read the notes? Dealing with Recent Developments Checking in with others will help you keep everyone up to date on progress on  various projects.   Jack, can you tell us how the XYZ project is progressing?Jack, how is the XYZ project coming along?John, have you completed the report on the new accounting package?Has everyone received a copy of the Tate Foundation report on current marketing trends? Alan, please tell us how the final arrangements for the merger are coming along.   Moving Forward Use these phrases to transition to the main focus of your meeting. So, if there is nothing else we need to discuss, lets move on to todays agenda.Shall we get down to business?Is there any other business?If there are no further developments, Id like to move on to todays topic. Once again, Id like to thank you all for coming. Now, shall we get down to business? Introducing the Agenda Before you launch into the main points of the meeting, double check that everyone has a copy of the agenda for the meeting. Have you all received a copy of the agenda?There are three items on the agenda. First,Shall we take the points in this order?If you dont mind, Id like to ... go in order (OR)skip item 1 and move on to item 3I suggest we take item 2 last. Have you all received a copy of the agenda? Good. Shall we take the points in order? Allocating Roles (secretary, participants) As you move through the meeting, its important that people keep track of whats going on. Make sure to allocate note taking. (name of participant) has agreed to take the minutes.(name of participant) has kindly agreed to give us a report on this matter.(name of participant) will lead point 1, (name of participant) point 2, and (name of participant) point 3.(name of participant), would you mind taking notes today? Alice, would you mind taking notes today? Agreeing on the Ground Rules for the Meeting (contributions, timing, decision-making, etc.) If there is no regular routine to your meeting, point out the basic rules for discussion throughout the meeting. We will hear a short report on each point first, followed by a discussion around the table.I suggest we go round the table first.The meeting is due to finish at...Well have to keep each item to ten minutes. Otherwise well never get through.We may need to vote on item 5, if we cant get a unanimous decision. I suggest we go round the table first to get everyones feedback. After that, well take a vote. Introducing the First Item on the Agenda Use these phrases to begin with the first item on the agenda. Make sure to use sequencing language to connect your ideas throughout the meeting. So, lets start withShall we start with. .So, the first item on the agenda isPete, would you like to kick off?Martin, would you like to introduce this item? Shall we start with the first item? Good. Peter will introduce our plans for the merger and then will discuss the implications.   Closing an Item As you move from item to item, quickly state that you have finished with the previous discussion. I think that covers the first item.Shall we leave that item?If nobody has anything else to add, I think that covers the important points of the merger. Next Item These phrases will help you transition to the next item on the agenda. Lets move onto the next itemThe next item on the agenda isNow we come to the question of. Now, lets move onto the next item. Weve been having a bit of a personnel crunch lately. Giving Control to the Next Participant If someone takes over your role, give control to them with one of the following phrases. Id like to hand over to Mark, who is going to lead the next point.Right, Dorothy, over to you. Id like to hand over to Jeff, who is going to discuss the personnel issues. Summarizing As you finish the meeting, quickly sum up the main points of the meeting. Before we close, let me just summarize the main points.To sum up, ...In brief,Shall I go over the main points? To sum up, weve moved forward with the merger and expect to start work on the project in May. Also, the personnel department has decided to hire additional staff to help us with the increased demand. Suggesting and Agreeing on Time, Date and Place for the Next Meeting As you end the meeting, make sure to arrange for the next meeting if necessary. Can we fix the next meeting, please?So, the next meeting will be on... (day), the . . . (date) of.. . (month) at...What about the following Wednesday? How is that?So, see you all then.   Before we leave, Id like to fix the next meeting. What about next Thursday? Thanking Participants for Attending Its always a good idea to thank everyone for attending the meeting. Id like to thank Marianne and Jeremy for coming over from London.Thank you all for attending.Thanks for your participation. Thank you all for your participation and Ill see you next Thursday. Closing the Meeting Close the meeting with a simple statement. The meeting is closed.I declare the meeting closed. Explore useful phrases and proper language use in these business English articles: Introduction and Example Meeting Dialogue Phrase Reference Sheet for Participating in a Meeting Formal or Informal? Appropriate Language in Business Situations

U08d2 Court Case Analysis Essay Example | Topics and Well Written Essays - 500 words

U08d2 Court Case Analysis - Essay Example The main intention of the bill was to improve the current, i.e. less than 3% of the Massachusetts residents without health insurance. Hence to help the people overcome and not be uninsured, the state has established that hospitals need to charge the patients on reasonable rates rather than being based on the actual costs (Goodnough, 2009). The case involved a number of claims, like, ‘BMC’s constitutional claims also face high hurdles. The hospital contends that in requiring BMC to treat patients without providing full payment, the state engaged in a â€Å"regulatory taking† — essentially, using the hospital’s property without paying for it’ (NEJM, 2009). This case is absurd in a few manners. The main issue is due to the stem of an older case and conflict between the state and Medicaid cost cutting. Cases of this nature tend to be never ending and with a chance of low solutions for the health care industry. As explained in the case, ‘As long as powerful interests clash over limited health care resources, parties will do what they have always done: go to court’ (NEJM, 2009). The case of Massachusetts allows being a guide to help resolve the several health care reforms and will also allow a future solution for the cases where hospitals are not given their freedom to treat patients and are directed by the State Legislation (NEJM, 2009). Hence the case has a clear amount of impact on the health care industry and this case to some extent although a bit absurd is a benchmark for the several cases where the hospitals are not treated

Business to Business Essay Example | Topics and Well Written Essays - 2000 words

Business to Business - Essay Example Amazon.com, the world’s largest online retailer, has developed improved mechanisms for promoting its B2B e-business transactions. This paper will analyze Amazon’s B2B arrangements with other companies and the nature of B2B transactions the company engaged in. In addition to discussing Amazon’s technical architecture that supports its B2B transactions, the paper will also identify the benefits and drawbacks of these transactions. Amazon’s B2B transactions Amazon.com has developed B2B arrangements well with firms across the globe. According to the Forbes writer Kanellos, Amazon is under an ongoing evolution process where the organization is transferring from a consumer retailer to a logistics provider to business houses. Amazon allows third parties (or external marketers) to sell their products by means of its online retail services. Firms can display their inventory information, sell their products, and receive payments online once they created an account i n Amazon.com. In addition, sellers can also make use of Amazon’s Webstore, which would help them take advantages of search engine optimization and backend organization. As Kanellos points out, the volume of products sold by external marketers on Amazon website increased to 36 percent. Amazon follows an interesting B2B model in delivering services to third-party retailers. Traditionally, a store owner or a wholesaler considers the difference between the retail and wholesale price as its profit. In contrast to this conventional business practice, Amazon likes to obtain a commission on its online retail services. Market analysts observe that this business model has greatly assisted the company to advance in B2B marketing. The organization has developed an affiliate program for promoting its products and its online retailers. Businesses can earn income when Amazon products are purchased through clicking those firms’ advertisement link. Publishing is another B2B service off ered by the Amazon. The company launched its self-publishing site in 2011with intent to assist individuals to self-publish their movies, music, and books online and thereby to eliminate intermediary costs. Once an individual obtains a copyright on his products like books or movies, he can use the advertisement and payment solutions provided by the Amazon. The company offers free publishing options and finds its revenues through royalty payments and shopping fees. As Smith opines, the fulfillment program is Amazon’s one of the major advancements in its B2B environment; this program allows organizations to store and ship their products through Amazon’s fulfillment center. Once the Amazon fulfillment center receives the items sent by companies, those items are cataloged into the firm’s system. Under this option, companies can either sell their offerings through Amazon.com or complete the sales process using their own techniques. When items are ordered, Amazon fulfi lls the orders and delivers the products to the end customers directly. Amazon’s back office system assists business houses to track the fulfillment. It is identified that Amazon has B2B relationships with different sizes of businesses ranging from sole traders to corporate giants. As per Amazon’s B2B strategy, new and un-established companies need to commence their operations with personal accounts.  

Initial Personal Development Plan Essay Example for Free

Initial Personal Development Plan Essay Study skills. During my GCSEs I wasn’t sure what I wanted out of life. I chose to study French, Graphics and History. I enjoyed French the most and did quite well in it, however if I had concentrated more I could’ve done a lot better. I was also working in my dads’ cafà ©. I enjoyed working at the cafà © a lot. It was hard at times to manage my time between School, working at the cafà ©, going to football practice and also making time to do homework and revision. In class I enjoyed myself a lot and got my work done fast so went on to do extra question or ‘bonus questions’. When I was in the classroom environment I felt more confidant in my work as I had the teacher to double check if I had any doubts but because I didn’t go over my work at home I feel it put me really behind .However having to juggle school, work, football and revision was very stressful and I didn’t do well as well I would have liked which put education in a negative light for me. I did consider at one point to stop my education after leaving school while I was at school because I didn’t believe I would be able to handle the pressure, however I knew that education is a very big part of my life and my family’s life as everyone has been to university in my family so I felt I had to go to college and further my education. Through this time my teachers were very helpful, I found it hard to ask for at first but when I did seek advice it was definitely the right choice. It made it clearer what I wanted in the long term and helped boost my confidence a bit in my work. After school had finished, in the summer I worked full time in my dads’ cafà © and learned a lot of new skills. I worked at the front of the shop. This made me in charge of taking orders, making sure the customers were happy, making sure the chef understood what the customer wanted, deal with complaints and come up with a fair solution. I got to experience what it’s like to run a business first hand, I got experience in taking stock, ordering stock, deliveries, cash handling, making targets, pushing sales, customer service and sorting the rotas out. This was my first time having a proper full time job, it was hard at times as at the beginning it a new environment and I wasn’t used to it, however I soon realised that one of my strengths is that I can adapt to new environments rather fast which has helped me in other jobs. While at college I studied Psychology, Sociology and English language/literature. I preferred psychology to my other subjects as I find behaviour very interesting and the cause behind it. Studying at college was a completely new environment, I didn’t have the same pressure as I did at school from my teachers, but however I had more pressure on me to get my work done on my done. I got a part time job as sales assistant in a mens shirt shop. The job was a one person shift job, so it was all up to me to make sales, attending to all the customers, making sure the shop was in a selling state. I soon moved from being just a sales assistant to supervisor which gave me more responsibility, I opened and closed the shop, cash handling, did the banking, ordering stock, sorting the delivery and sorting the rota. Again working and studying was quite stressful, but as I was enjoying my courses at college I did not find it as stressful as I did at school. I had more freedom and also more time so I was able to manage my time a lot better without the pressure. When it comes to my strengths and weaknesses, I sometimes feel my strengths can by my weaknesses. I have a strong sense of empathy which makes it a lot easier for me to get along for with different people and be able to communicate with them on their level. Also being able to speak more than one language has helped too, I speak English, Kurdish, Arabic and a bit of Swedish. Having a strong sense of empathy can be a weakness as I can be too pleasant towards people and can be a push over, but I can stand my ground if need be. I am very strong about my morals and I know where to draw a line between what’s right and wrong. I believe one of my biggest strengths is my will power. I’m very driven when it comes to my work, when I’m in a selling environment I’m very comfortable. Sometimes I am too driven and I can ignore things on the side. Being a very goal oriented person I sometimes forget to enjoy myself and spend too much time achieving my goals. Coming for the middle east a region that is very rich in oil and gas, I am inspired to work in the field. Not very many people from my part of the world work in managing our local resources, I wish to be able to work managing oil and gas and ensure all members of society benefit from the riches of the industry. One of my life’s dreams is to open an orphanage and educate the less fortunate. I firmly believe that an education is the only way to eradicate the social ills affecting my region. I am a firm believer in the fact that education is the cure for all evils. I hope by educating myself as a women from a region where education is not very common I hope to able to stand on my own two feet so as to be able to help others better themselves.

Understanding the Modern Consumer Culture :: BTEC Business Marketing GCSE Coursework

Understanding the Modern Consumer Culture In The Rise of Consumer Society in Britain, John Benson identifies consumer societies as those "in which choice and credit are readily available, in which social value is defined in terms of purchasing power and material possessions, and in which there is a desire, above all, for that which is new, modern, exciting and fashionable." For decades research on the history of consumerism had been winding the clock up to the nineteenth century as the starting point of a culture of consumption that fits Benson’s description. For societies like these to exist, there needed to be a fair portion of the population with enough money to purchase goods beyond daily necessities; there needed to be powerful productive forces to make enough goods available and allow for new strategies of marketing and selling; there also needed to be a tendency among people to start investing social meanings and emotions in the acquisition of goods. Industrialization, these histories tell us, prepared the grou nd for a consumer culture to develop thanks to malleable markets, large production lines, rise of shopping, advertising, marketing, etc. In Consumer Culture and Modernity, Don Slater argues against a "productivist bias" which misleads into believing that production is the "engine and essence of modernization" (p. 16). Through a brilliant overview of the literature of revisionist historians, he traces the development of consumer culture from the present day to the early modern period. A consumer revolution, with the characteristics Benson suggested, was emerging as early as the sixteenth century. A new ‘world of goods’ deriving from colonial exploitation led to a wide penetration of consumer goods into the lives and homes of more social classes. Towards the eighteenth century a growing consuming public bred a desire for the new and created new demands and new styles. Contemporary features of consumer culture existed in the early modern mind, but they were recognizable in different forms. Under the disguise of commerce and trade, not production or consumption, the early modern man came to contact with a new ideology of free exchange, not only of goods and services, but of ideas, opinions, and meanings as well. Consumer culture, according to Slater, is not a reference to a recent phenomenon: it is rather part of a new terminology that came to replace the notion of civil society, which itself is born to modernity. The ideal of autonomous individuals rationally pursuing their interests in a free market – a notion so much cherished within consumer culture – stands at the heart of the project of modernity in the eighteenth century.

Does This Milkshake Taste Funny

George Stein, a college student employed for the summer by Eastern Dairy is faced with an ethical dilemma. His co-workers don’t care about proper procedures required in ensuring that the milkshake produced during the shift is hygienic and safe for human consumption. The milkshake that is produced is usually delivered to fast-food restaurants and drive-ins. George had less than a minute to think about his choices and must decide if he is going to remove the filters from the plant's piping and, thus, allow the current production run of milkshake mix to be contaminated with maggots or refuse to remove the filters, and report the maggot problem to management. Removing the filters will save the company’s money, at least in the short run, and allow George's shift to go home on time. George is disturbed, however, by the thought of children drinking those milkshakes. Analysis: The others looked Paul Burnham as direction. He’s goal was completing all of the assigned work before the end of the shift and clean the equipment. He does not care about other things from this. Such as the quality of the final product, the contaminants whether or not mix into the milkshake. Eastern Dairy was lack of quality control and quality management. It over relied on an occasional visit by the inspectors from the county health department for the overall production facility health check. Recommendation: * Create the quality control and quality management system, ensure that the quality of products, stuff behavior and administration are under control. * Design a monitoring situation. The company can set a night superintendent to monitor stuff and quality of production. * Establish a ethical concept and corporate social responsibility to stuff. * Improve the organizational culture.

Ethnicity and Religion Essay

This compared with around 45% of Hindus and Sikhs. In contrast, only 11% of white people described themselves as belonging to the Church of England. Amongst Muslim men over the age of 35, four in five reported that they visit mosque at least once every week. Data from the 1991 census demonstrates that Britain is ethnically diverse, there is a wide range of ethnic groups with different religious affiliations, and there are more ethnic groups than identified in the census data Modood and Berthoud (1997) analysed the 1991 Census data on ethnicity they suggest that ethnicity comprises: 1. Subjective identification: with which ethnicity do I and my group identify? 2. Religious identification; to what extent does it help construct ethnicity? A number of general points can be made about religious affiliation among ethnic minority groups; that is, those people comprising the 5. 49% of the population identified in the Census as non-white. Most ethnic groups are more religious than the majority of the population. The table below shows the results of a survey conducted in Britain which asked respondents to state their religious affiliation

Aesthetic Music Education and the Influence of Bennett Reimer Essays

Aesthetic Music Education and the Influence of Bennett Reimer Essays Aesthetic Music Education and the Influence of Bennett Reimer Paper Aesthetic Music Education and the Influence of Bennett Reimer Paper An explicit concept since the late 1950s, aesthetic education first developed to provide a strong philosophical foundation for music education and continues to evolve as a solid theoretical orientation for current effective practices. Bennett Reimer has contributed much to the discussion and development of the value of aesthetic education for the teaching and learning of music. Others in music education also support and promote these ideals and focus on developing an improved understanding for music educators. Some scholars oppose the principles of an aesthetic education, recently demonstrated by David Elliott who favors a praxial philosophy of music education centered on musical performance. The work of Reimer shows an influence of these thinkers and illustrates the essential benefits of a professional emphasis on aesthetics, the branch of philosophy especially devoted to studying the value of the arts. With guidance from aesthetics, music educators better understand the value of music and its fundamental role within the school curriculum. With its introduction, aesthetic education provided an understanding of authentic fundamental characteristics of music not previously discussed and encouraged an articulation of those ideas into relevant objectives for teaching and learning. The appearance of Basic Concepts in Music Education (ed. Nelson B. Henry, 1958) and the college text Foundations and Principles of Music Education (Charles Leonard and Robert W. House, 1959) promoted the acceptance of an aesthetic-based philosophy as a guiding theoretical foundation. These significant resources encouraged individuals to put their previous intuitions into effective practice using a shared, progressive concept of musical experience and learning. Many music educators embraced aesthetic education (and continue to do so) because it reinforced the validity of music study in the school curriculum for reasons intrinsic to the art itself. Reimer emphasizes that we (as music educators) need not establish discipleship to one particular person or point of view of aesthetic education. The ideal of Music Education as Aesthetic Education (MEAE) does not exist as a particular collection of fixed certainties; it supports the attitude that philosophical truths develop and transform as we advance and verify new ideas. Many sources (books, journals, articles, etc. ) provide the insight of professional scholars on the fundamental values of music supporting the aesthetic approach. The music educator who commits to MEAE must seek this knowledge to understand the art of music beyond his or her own instincts. Only with that awareness can the teacher adequately portray a genuine representation of the artistic values of music to students. Reimer describes aesthetic education as the development of a sensitivity to the aesthetic qualities of things. He consciously avoids using the term definition yet provides a much-appreciated explanation that achieves that function. Reimer further illustrates that MEAE should encourage our ability to perceive and respond to conditions of musical relationships (e. g. tension-release, expectation-deviation) in perceptible objects and events. Musical works may possess various qualities (such as functional ones), but the primary significance of music should lie in its aesthetic value. If we abandon this unique characterization of music and emphasize its societal role, we risk degrading ourselves as well as our work. As teachers, we mediate the interactions between our students and aesthetic objects and should seek to improve these relationships with different experiences. Yet, we must first ensure that students have the ability to perceive expressive conditions as well as the ability to respond to them. Reimer distinguishes that effective MEAE cultivates a persons ability to yield meanings from (a work of arts) structures of interrelated sounds and to transform words, images, ideas, emotions, and any other socially shared human values by incorporating them as meaningful aspects of musical structure?. Abraham Schwadron also promotes this perception of feeling in music, pioneered by Susanne Langer. He asserts that formal education should address structural approaches to describing responses to music and not the emotive states that may result. That is, teachers should use elements of music to explain qualities of feeling (suspense, deception, resolution, etc. ) and not teach music as the translation of sound into emotion by the composer or the performer (i. e. , how does this music make you feel? ). MEAE should consider extra-musical descriptions, however, when those factors influence the understanding of a particular piece of music or musical process. Once we have created the potential for our students to recognize aesthetic qualities, we must encourage their ability to perceive and respond to those experiences. Teachers must present a variety of musical items and events to develop this aural aptitude. They must also guide the relationship between the student and the aesthetic object as each learner produces, conceptualizes, analyzes and evaluates music. In 1972, this philosophy led Reimer to emphasize the necessity of a unified curriculum in the arts and advocate curriculum development in music education. We observe this influence, years later, in the music section of the National Standards for Arts Education, published in 1994. These (relatively) recent standards, which Reimer helped developed, promote an expansion of the music curriculum and encourage a comprehensive approach to music instruction, which incorporates many characteristics of MEAE. Even with this concept of an inclusive aesthetic education, performance remains the primary curricular activity with which we attempt to realize our goals, especially at the secondary level. This myopic approach neglects other ways that people experience music (e. g. , listening, composing) and often emphasizes skill development over musical understanding. Bennett Reimer declares that, Our past and present mentality about music, so dominated by the performance model, is now beginning to be out of phase with the realities of our art. He offers that we can learn much from the Discipline-Based Art Education movement that recognizes that multi-dimensional curriculum guidelines (which include aspects of history, criticism, and analysis) enhance aesthetic experiencing. Embracing the ideals of MEAE means accepting that all students, not just a small percentage of gifted ones, should have access to the aesthetic qualities of music. By cultivating enjoyment in the majority of students (about 85 percent, Reimer implies) who choose not to perform, we also augment our authentic presence in the school environment. To achieve our aesthetic intentions, a transformation must occur that creates three aspects of a comprehensive music curriculum: the required general music program, the elective performance program and the elective composition program. These components would more accurately represent the three key functions involved in Western music: listening, performing and composing. A complete program of music, aligned with the fundamentals of MEAE, would use performance and composition to enrich the universal musical activity of listening emphasized by the comprehensive general music program.

Effects of the American Revolution on Britain

Effects of the American Revolution on Britain American success in the Revolutionary War created a new nation, while British failure tore away part of the empire. Such consequences were inevitably going to have impacts, but historians debate their extent compared with those of the French Revolutionary and Napoleonic Wars, which would test Britain soon after their American experience. Modern readers might expect Britain to have suffered greatly as a result of losing the war, but its possible to argue that the hostilities were survived so well that Britain could fight a very long war against Napoleon soon after. Financial Effect Britain spent a huge amount of money fighting the Revolutionary War, sending the national debt soaring and creating a yearly interest of nearly 10 million pounds. Taxes had to be raised as a result. The trade that Britain had relied on for wealth was severely interrupted. Imports and exports experienced large drops and the following recession caused stocks and land prices to plummet. Trade was also affected by naval attacks from Britain’s enemies, and thousands of merchant ships were captured. On the other hand, wartime industries, such as the naval suppliers and the part of the textile industry that made uniforms, experienced a boost. Unemployment fell as Britain struggled to find enough men for the army, which caused them to hire German soldiers. British privateers experienced as much success preying on enemy merchant ships as almost any of their opponents. The effects on trade were short term. British trade with the new USA rose to the same level as trade with the colonies by 1785, and by 1792 trade between Britain and Europe had doubled. Additionally, while Britain gained an even larger national debt, it was in a position to live with it, and there were no financially motivated rebellions like those in France. Indeed, Britain was able to support several armies during the Napoleonic wars and field its own instead of paying for other people. Its been said that Britain actually prospered from losing the war. Effect on Ireland Many in Ireland opposed British rule and saw the American Revolution as a lesson to be followed and a set of brothers fighting against Britain. While Ireland had a parliament, only Protestants voted for it and the British could control it, which was far from ideal. Campaigners for reform in Ireland reacted to the struggle in America by organizing groups of armed volunteers and a boycott of British imports. The British were afraid a full-blown revolution would emerge in Ireland  and made concessions. Britain relaxed its trade restrictions on Ireland, so they could trade with British colonies and freely export wool, and reformed the government by allowing non-Anglicans to hold public office. They repealed the Irish Declaratory Act, which had secured Irelands dependence on Britain while granting full legislative independence. The result was that Ireland remained part of the British Empire. Political Effect A government that can survive a failed war without pressure is rare, and Britains failure in the American Revolution led to demands for constitutional reform. The hardcore of government was criticized for the way it had run the war and for the apparent power it had, with fears that Parliament had ceased to represent the views of the people- except for the wealthy- and was simply approving everything the government did. Petitions flooded from the Association Movement demanding a pruning of the king’s government, the expansion of voting, and a redrawing of the electoral map. Some even demanded universal manhood suffrage. The Association Movement had huge power around early 1780, and it achieved widespread support. That did not last long. In June 1780 the Gordon Riots paralyzed London for almost a week with destruction and murder. While the cause of the riots was religious, landowners and moderates were frightened away from supporting more reform and the Association Movement declined. Political machinations throughout the early 1780s also produced a government with little inclination for constitutional reform. The moment passed. Diplomatic and Imperial Effect Britain may have lost 13 colonies in America, but it retained Canada and land in the Caribbean, Africa, and India. It began to expand in these regions, building what has been called the Second British Empire, which eventually became the largest dominion in world history. Britain’s role in Europe was not diminished, its diplomatic power was soon restored, and it was able to play a key role in the French Revolutionary and Napoleonic wars despite the loss across the sea.

Enterprise Skills Assignment Example | Topics and Well Written Essays - 4750 words

Enterprise Skills - Assignment Example Entrepreneurialism mattered less and remained so for long although we can see the importance it plays in the economy at present. Ward asserts that we are in the third phase of the industrial revolution marked by telecommunications, nanotechnology, and information technology (IT), robotics and biotechnology. The traits of the present revolution include breakthroughs and harnessing scientific knowledge. Technological changes have brought social impacts in the present world. A fast response time is a requirement for the emerging mass customization. There has been the emergence of skills divide over the last decade, and the gap between skilled and unskilled labor has grown immensely. High-skilled labor demand has been on the increase for the present technological change. On the other hand, there has been automation or outsourcing of low-skilled labor to low-wage countries. Martinez et al.  assert that, in the new economy, many people have accepted the increasing relevance of entrepreneurship in job creation. However, he argues that a few exhaustive studies on the subject exist. This means that people are still viewing entrepreneurship with a negative attitude. Galloway et al. mention that it is not large industrial companies that drive the growth of modern economies, but rather small and new businesses. The concepts of innovation and flexibility are fundamentally crucial in the present shift of economic focus. Entrepreneurial economy and the past industrial capitalist economy are similar in that both have innovation, exploitation of innovation and creation as economic drivers. Ward mentions refer to this present time as the ‘Age of Personal Sovereignty’ in which, unlike the previous generations, there are several choices for individuals to make.