Cape It Syllabus

CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examination Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W. I. Telephone Number: (876) 920-6714 Facsimile Number: (876) 967-4972 E-mail address: [email  protected] org Website: www. cxc. org Copyright  © 2008 by Caribbean Examinations Council The Garrison, St. Michael 11158 Barbados This document CXC A4/U2/08 replaces CXC A4/U1/01 issued in 2001.Please note that the syllabus was revised and amendments are indicated by italics and vertical lines. First Issued 1998 Revised 2001 Revised 2008 Please check the website www. cxc. org for updates on CXC’s syllabuses. RATIONALE1 AIMS 2 SKILLS AND ABILITIES TO BE ASSESSED2 PRE-REQUISITES OF THE SYLLABUS3 STRUCTURE OF THE SYLLABUS4 UNIT 1: INFORMATION TECHNOLOGY THEORY MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY5 MODULE 2: INFORMATION TECHNOLOGY SYST EMS9 MODULE 3: INFORMATION AND PROBLEM-SOLVING13 UNIT 2: APPLICATION AND IMPLICATIONMODULE 1: INFORMATION MANAGEMENT16 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS19 MODULE 3: SOCIAL, ORGANIZATIONAL AND PERSONAL ISSUES22 OUTLINE OF ASSESSMENT25 REGULATIONS FOR PRIVATE CANDIDATES31 REGULATIONS FOR RESIT CANDIDATES31 ASSESSMENT GRID32 GLOSSARY33 T he Caribbean Advanced Proficiency Examination (CAPE) are designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having completed a minimum of five years of secondary education, wish to further their studies. The examinations ddress the skills and knowledge acquired by students under a flexible and articulated system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three Modules. Subjects examined under CAPE may be studied concurrently or singly, or may be combined with subjects examined by other examination boards or institutions. The Caribb ean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE diploma, awarded to candidates who have satisfactorily completed at least six Units, including Caribbean Studies.The third is the CAPE Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and Communication Studies. For the CAPE diploma and the CAPE Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years. Recognized educational institutions presenting candidates for CAPE towards the award of the Council’s Associate Degree in nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded.Candidates will not be awarded any possible alternatives for which they did not apply. ? RATION ALE The Information Technology Syllabus for the Caribbean Advanced Proficiency Examination (CAPE) reflects the belief that Information Technology is essential to the economic and social development of the region. The widespread use of Information Technology, the tools and techniques for inputting, processing, storing, outputting, transmitting and receiving information, which was made possible because of improvements in computer and telecommunications technology, has significantly changed society.A large proportion of business transactions is now performed over computer networks. The Internet and multimedia computers have had a significant impact on the ways in which people work, learn, communicate, conduct business, and on the ways they seek entertainment. The increased integration of computer and telecommunications technology has led to an increased globalisation of the world economy. It is now possible to use a telephone line to transfer information between computers located anywh ere in the world.Moreover, as the world becomes familiar with the potential of Information Technology, people are beginning to realise that many problems and situations which were hitherto thought of as primarily involving physical activities, in fact rely for their solution on the ready availability of relevant information. In order for the Caribbean to participate in and contribute to this new world, it is essential that Caribbean people become familiar with this technology.This not only implies that we must know how to use the technology from a purely technical point of view; but also means that we must be conscious of the impact of Information Technology. In particular, we must be made aware that the appropriate use of Information Technology can help solve the problems that we are facing in their daily lives, whether they be of an economic, social or personal nature, and that Information Technology provides opportunities for economic development, as well as for further integrati on, of the region.However, the increased use of Information Technology also raises a number of ethical, legal and political issues, ranging from questions concerning privacy of information about individuals, to intellectual property rights. The introduction of Information Technology without careful consideration often worsens a problem, rather than solves it. Any decision to turn to Information Technology must, therefore, be preceded by a critical analysis of the strengths and weaknesses of the proposed solution. In addition, Information Technology has made access to information and misinformation far easier.It is, therefore, crucial that anyone, before using any information, first critically evaluate its reliability. ? AIMS The syllabus aims to: 1. develop an awareness of the importance of information in the solution of many problems; 2. develop a critical attitude to gathering, processing and evaluating information; 3. develop a broad understanding of hardware, software, networks, databases and information systems and their uses; 4. sensitize students to the use of Information Technology in conducting and living their daily lives; 5. evelop an awareness of the power and pitfalls of Information Technology; 6. develop an awareness of the ethical, legal and political considerations associated with information technology; 7. assist students in solving real-life problems, using the tools and techniques of the computer and computer-related technologies; 8. encourage students to use information sources and services to retrieve, interpret and communicate information; 9. develop a positive attitude to new and emerging technologies in Information Technology. ? SKILLS AND ABILITIES TO BE ASSESSEDThe skills that students are expected to have developed on completion of this syllabus have been grouped under three headings: 1. Knowledge and Comprehension; 2. Application and Analysis; 3. Synthesis and Evaluation. Knowledge and Comprehension The ability to: | |- recall and g rasp the meaning of basic facts, concepts and principles of Information Technology; | | |- identify real-life problems for which Information Technology solutions are appropriate and beneficial. | Application and Analysis The ability to: |- use facts, concepts, principles and procedures in unfamiliar situations; | | |- interpret and present data and draw logical conclusions about Information Technology issues; | | |- identify and recognize the relationships between the various components of Information Technology and their impact on society; | | |- recognize the limitations and assumptions of data gathered in an attempt to solve a problem. | Synthesis and EvaluationThe ability to: | |- make reasoned judgements and recommendations based on the value of ideas and information and their implications; | | |- use the computer and computer-based tools to solve problems; | | |- justify and apply appropriate techniques to the principles of problem-solving. | | | | ? PRE-REQUISITES OF THE S YLLABUSAny person with a good grasp of the Caribbean Secondary Education Certificate (CSEC) Information Technology Syllabus, or its equivalent, should be able to pursue the course of study defined by this syllabus. However, successful participation in the course of study will also depend on the possession of good verbal and written communication skills. ? STRUCTURE OF THE SYLLABUS This syllabus is arranged into TWO Units, each made up of three Modules. Whilst each Module in each Unit is independent, together they form a coherent course of study which should prepare candidates for the world of work and studies at the tertiary level.UNIT 1: INFORMATION TECHNOLOGY THEORY Module 1-Fundamentals of Information Technology Module 2-Information Technology Systems Module 3-Information and Problem-Solving UNIT 2: APPLICATION AND IMPLICATION Module 1-Information Management Module 2-Use of Information Technology Tools Module 3-Social, Organizational and Personal Issues In order to be successful, students should spend at least 50 hours of the 150 hours per Unit in a computer lab or on a computer at home or in the workplace. UNIT 1: INFORMATION TECHNOLOGY THEORY MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY GENERAL OBJECTIVES On completion of this Module, students should: 1. develop an understanding of how Information Technology (IT) relates to other disciplines in Computing; 2. develop an understanding and appreciation of data and information, and the distinction between them; 3. develop an understanding of the nature and sources of information; 4. develop an understanding and appreciation of Information Technology and its history. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain the concept of Information Technology; | |Definition and scope of Information Technology; application of tools for | | | |informational purposes. | | | | | |describe the relationship between Information Technology and | |Computing, Computer Science, So ftware Engineering, Computer Engineering, | |other disciplines in Computing; | |and Information Systems; commonalities and differences between | | | |disciplines. | | | | |explain the characteristics of data and information; | |Definition of terms; examples. | | | |Data: include unprocessed, unorganised and discrete (in separate, | | | |unrelated chunks), qualitative (opinion-based, subjective) or quantitative| | | |(measurement-based, objective), detailed or sampled. | | | | | | |Information: including distortion, disguise, reliability, inconsistency, | | | |incomprehensibility, subject to interpretation, value, relevance, | | | |confidentiality, timeliness, completeness, security, shareability, | | | |availability, lifespan, information as a commodity, format and medium; | | | |Nature and structure of information: strategic, tactical, operational; | | | |structured, semi-structured and unstructured. | | | | | | | | | | | | | | | | | UNIT 1 | |MODULE 1: FUNDAMENTAL S OF INFORMATION TECHNOLOGY (cont’d) | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | |distinguish among data, information and knowledge; | | Differences among data, information and knowledge. | | | | |explain information processing; | | | | | |Definition of information processing (input process, output process); | | | |manual versus automated information processing; components of manual | | | |information processing: collect, collate, analyze, present and | | | |disseminate; components of automated information processing: input (data | | | |capture or entry), process (for example, analyze, sort, calculate), store,| | | |retrieve, output (present and disseminate); transmit data and information. | | | |Interrelationship between data and information through information | | | |processing. | | | | | | |Types of manual and automated information systems. | | | | | |discuss the importance of data and information; | |Use of information in decision making: data quality; appropriateness of | | | |data. Nature and structure of information: strategic, tactical, | | | |operational; structured, semi-structured and unstructured. | | |identify ways of representing data and information; | |Data: including character, string, numeric, aural (for example, Morse | | | |Code, musical notes), visual (for example, the individual frames of a | | | |movie, fingerprints); musical symbols. | | | | | | | |Information: including text, graphics, sound, video, special purpose | | | |notations (mathematical, scientific and musical notations); graphical | | | |representations (graphs and charts); tables. | | | | |discuss various types of information sources; | |Types of information sources: including books, journals, catalogs, | | | |magazines, newspapers, online libraries, CD-ROMs, DVDs, electronic | | | |databases, web sites, people, blogs, wikis; advantages, disadvantages of | | | |information sources. | | | | | UNIT 1 | |MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) | | | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | |identify characteristics of information sources; | |Include availability, cost, currency of information, amount of detail | | | |(depth), breadth of coverage, reliability, format and medium. | | | | |identify tools used in the entry, retrieval, processing, | |Examples of hardware, software, and communication tools. Tools associated| |storage, presentation, transmission and dissemination of | |with the Internet including on-line services; search engines; Usenet, | |information; | |Internet Relay Chat (IRC), telnet, ftp, newsgroups, message board, mailing| | | |list, Internet telephony. | | | | |justify the tools used in Information Technology; | |Hardware, software and communication tool used in the entry, retrieval, | | | |processing, storage, presentation, transmission and dissemination of | | | |information; advantages a nd disadvantages. | | | | | |outline the history of Information Technology; | |Brief history of computer hardware and software, Internet and | | | |telecommunications; categories by size, cost, and processing ability. | | | | |explain the meaning of terms related to telecommunication. | |Transmission media, channels, receivers, senders, modulation, bandwidth; | | | |telecommuting. | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Use the Internet to source relevant material. 2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3.Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. 4. Invite resource persons with experience in the innovative use of Inf ormation Technology in fields, such as business and entertainment, to speak on relevant issues. 5. Develop manual filing system and compare functions, such as retrieval and sorting, with automated information system. UNIT 1 MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 1 MODULE 2: INFORMATION TECHNOLOGY SYSTEMS GENERAL OBJECTIVES On completion of this Module, students should: 1. develop an understanding of the components o f Information Technology Systems; 2. develop an appreciation for human computer interaction (HCI); 3. develop an awareness of security measures associated with information technology systems; 4. develop an awareness of the structure of the World Wide Web and its standards and protocols. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |describe Information Technology Systems; | |Definition; types of Information Technology Systems; examples. | | | | | |identify the components of an Information Technology | |Hardware, software, network, users: end-users and IT professionals; definitions | |System; | |and examples. | | | | |describe the purpose and functions of hardware | |Purpose, functions and types of hardware including input, output, storage, | |components; | |processor and peripheral devices; definitions and examples; interaction between | | | |hardware components. | | | | | describe the purpose and functions of software | |Purpose, functions and types of software including application, system (operating| |components; | |systems, language translators, and utilities); proprietary versus open source | | | |software; information systems including embedded systems: monitoring and control | | | |systems; data processing systems; management information systems, decision | | | |support systems, executive information systems; expert systems, data warehouses; | | | |definitions and examples; major input and output from each type of information | | | |system, such as data, information, processed transactions, reports including | | | |detailed, summarised, exception, ad hoc. | | | | |explain the various stages of the system development | |Including feasibility study, analysis, design, development, implementation, | |life cycle (SDLC), and software engineering; | |review; deliverables/output of each stage including system proposal, project | | | |plan, various diagrams and charts, information system (software) test plans, | | | |conversion plans, documentation including user and technical manuals. | | | | |UNIT 1 | |MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | | |discuss the tools used in the different stages of the | |Including questionnaires, interviews, observation, review/investigation of | |(SDLC); | |printed material, ER diagrams, data flow diagrams, process models, object models,| | | |decision tables and trees, computer-aided software engineering (CASE) tools, | | | |GHANT charts, prototypes, flowcharts, pseudocode, programming languages. | | | | |describe the purpose and functions of network | |Purpose, functions and types of networks including local area network (LAN), wide| |components; | |area network (WAN), metropolitan area network (MAN); virtual private network | | | |(VPN); Internet; Intranet; Extranet; configuration; topologies; transmission | | | |media: (wired versus wireless): fibr e-optic, Unshielded Twisted Pair (UTP); | | | |hotspots, protocols; definitions and examples; network security; firewalls. | | | | |explain the roles of users; | |Inclusion of IT professionals, end users: expert users, novice users; definitions| | | |and examples. | | | | | |compare the various features associated with the | |Features including, speed, efficiency, portability, maintainability, storage, | |components of Information Technology Systems; | |transmission. | | | | | |describe the interrelationship etween the components in| |Relationship between the components: hardware, software, network, user. | |an Information Technology System; | | | | | | | |describe different types of HCI; | |Types of HCI including forms, menu, command line, natural language, graphical | | | |user interface (GUI), speech and direct manipulation. | | | | |distinguish between different types of HCI; | |Types of HCI including forms, menu, command line, natural language, graphical | | | |user in terface (GUI), speech and direct manipulation. | | | | | |describe ways in which a user’s characteristics require | |For example, age, education, differently abled and cultural differences, | |adaptation of a user interface to increase | |non-visual interfaces, sensors, accessibility features; differences. |effectiveness; | | | | | | | |UNIT 1 | |MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) | | | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | |Students should be able to: | | | |compare various security mechanisms; | |Physical access control versus logical access control measures and devices; | | | |including passwords (characteristics of an effective password- not obvious, | | | |length, mixed case, alphanumeric); authentication, encryption, swipe or key | | | |cards, biometric; data integrity. | | | | | |explain the meaning of terms related to the security of| |For example, data security, passwords, authentication, encryption, data | |Information Technology Systems; | |corruption. | | | | |describe the structure of the World Wide Web (WWW) as | |Hyperlinks, home page, web page versus web site; Hypertext Transfer Protocol | |interconnected hypertext documents; | |(HTTP), universal resource locator (URL), hypertext markup language (HTML), | | | |extensible markup language (XML); IP address versus domain name. | | | | | |discuss Internet standards. | |Hypertext Transfer Protocol (HTTP); Transfer Control Protocol/Internet Protocol | | | |(TCP/IP) in terms of specifications, guidelines, software and tools. | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1.Identify a user of a microcomputer system in an office environment and conduct an interview to ascertain which software tool is used by the user and why. Discuss specific features of the software that makes it suited to the given task. Determine if a more appropriate software tool could be used for the task, identify the software tool and explain why it is more appropriate. 2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3. Identify two examples of a HCI and make a presentation comparing and contrasting those interfaces. 4. Use the example of a person driving a car and interacting with the instruments on the dashboard as an opportunity to introduce HCI. UNIT 1MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) 5. Identify HCI used in different organizations (for example, restaurants, hospitals, recording studios, security firms, scientific labs) and by the student (for example, ipod, gaming consoles, cell phone, web pages) and evaluate these designs based on a set of identified criteria. 6. Develop and use diagrams to represent the concepts and relationships contained in the Spe cific Objectives. 7. Invite resource persons with experience in the innovative use of Information Technology in business to speak on relevant issues. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | |Heathcote, P. |A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING GENERAL OBJECTIVES On completion of this Module, students should: 1. develop the knowledge, skills and understanding of the problem-solving process; 2. develop an appreciation for the value and importance of information to solve problems. SPECIFIC OBJ ECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain the concept of problem-solving; | |Problem-solving as a process; finding solutions to a problem. | | | | |describe the stages of the problem-solving process; | |Stages: including define the problem, analyze the problem (using tools, such as | | | |questionnaires, interviews, observation, reviewing documents), identify and | | | |evaluate possible solutions, select and justify the optimal solution, implement, | | | |and review. | | | | | |describe the role of information in the solution of | |Identification of the information necessary for the solution of personal, | |real-life problems; | |commercial, scientific and social problems. Categorization of information as | | | |essential, desirable, extraneous or cosmetic in the solution of a problem. | | | | |explain how information can be used to solve real-life | |Criteria for rejecting or accepting a piece of information, including bias, | |problems ; | |accuracy, cultural context, completeness, currency of information, refereed and | | | |unrefereed sources, characteristics of information on the Internet. | | | | | |analyse the role of information in fulfilling the goals | |Information used in decision-making and problem-solving; capitalising on | |of an individual or organization; | |opportunities. | | | | |use data flow diagrams (DFD) to document the flow of | |Use of symbols for data stores, processing, data flow and external entities; | |information within an organization; | |context level DFD and first level detailed DFD. | | | | | |explain the concept of an algorithm; | |Definition; algorithm as a problem-solving strategy; its role and importance in | | | |the problem-solving process; properties of algorithm. | | | | |identify the necessary properties of ‘well designed’ | |Properties including a general solution to the problem in a finite number of | |algorithms; | |steps, clearly defined and unambiguo us, flow of control from one process to | | | |another. | UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d) |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should e able to: | | | | | |identify ways of representing algorithms; | |Inclusion of narrative, flowcharts and pseudocode. | | | | | |develop algorithms to represent problem solution; | |Simple input, output, processing; control structures: sequence, selection, | | | |looping and iteration. | | | | |explain the concept of programming; | |Development of computer programs; stages in programme development; programming | | | |paradigms; examples of programming languages. | | | | | |outline the interrelationship(s) between algorithms and | |Algorithms as precursor to program development. | |programming. | | | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1.Conduct discussion leading to the definition of a problem to ascertain the students’ perspectives of the problem. Give feedback on the perspectives by identifying problems in different scenarios. For example, a farmer getting rid of a pest affecting his crop. 2. Emphasis should be placed on the fact that most if not all problems have an information component. For example, the information the farmer would need to get rid of the pest affecting his crop would be the type of pest, what are its natural enemies, what would be the effect on his crop of using a particular pesticide or a natural enemy of the pest. 3. Visit business places to observe how Information Technology is used to address problems faced by the organisation. 4.Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evalua te a comment on the presentations as well as answer the students’ questions. 5. Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evaluate a comment on the presentations as well as answer the students’ questions. UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d) 6.Choose a physical activity, such as a sport, to demonstrate how the use of information can be an effective tool or mechanism in ensuring a desired outcome, such as improved performance or success over competitors. 7. Develop a set of scenarios in which there are either opportunities or problems encountered by an organization. Students are required to (a) identify a problem, (b) formulate a problem statement, (c) suggest two possible solutions, and (d) recommend one of the solutions and justify the choice. 8. Adop t a single DFD notation style and have students complete several exercises to become familiar with that style, for example, Gane and Sarson. Present data flow diagramming errors and have students label these with the relevant terms.For example, black hole – process with only input data flow, a process with only output data flow from it; data stores or external entities that are connected directly to each other, in any combination; incorrectly labeling data flow or objects, some examples are: i) labels omitted from data flow or objects; ii) data flow labeled with a verb; iii) processes labeled with a noun. 9. Work in groups to address problem-solving through the development of algorithms and the use of pseudocode to solve those problems. This activity should ensure that all elements are practiced. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | ? UNIT 2: APPLICATION AND IMPLICATION MODULE 1: INFORMATION MANAGEMENT GENERAL OBJECTIVES On completion of this Module, students should: 1. acquire the knowledge needed to organize and manage data, making it meaningful to an organization; 2. demonstrate the skills needed to organize and manage data within a database. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |differentiate among terms used in Information | |For example, fields, records, tables, files, database and database management | |Management; | |system. | | | | | |explain how files and databases are used in | |Uses: including s tore, organize, search, retrieve; eliminate redundancies; data | |organizations; | |mining, data marts and data warehouses. | | | | |explain how data storage and retrieval have changed over| |Concept of the terms; history of storage devices; formats of data (from | |time; | |text-based to multimedia); volumes to be stored; compression utilities; access | | | |method and speed. | | | | | |explain the advantages of using a database approach | |Advantages including speed, efficiency, cost; data quality: completeness, | |compared to using traditional file processing; | |validity, consistency, timeliness and accuracy; data handling, data processing. | | | | |describe the different types and organization of files | |File types including master and transaction files; file organization including | |and databases; | |serial, sequential, random or direct, indexed sequential database types including| | | |personal, workgroup, department and enterprise databases; database organization | | | |including hierarchical, relational, network and object-oriented. | | | | |describe data flow diagrams (DFD); | |Define DFD; identify and describe the four symbols (elements): entity, process, | | | |data store, data flow; identify and describe the various levels of DFDs including| | | |context level DFD and first level detailed DFD. | UNIT 2 MODULE 1: INFORMATION MANAGEMENT (cont’d) |SPECIFIC OBJECTIVES | |CONTENT | | | | |Students should be able to: | | | | | |explain how the growth of the Internet impact on data | |Use of symbols, context level DFD and first level detailed DFD to illustrate the | |handling and data processing; | |information flow. | | | | | |explain how the absence of data quality, accuracy, and | |Including loss of revenue, sales, competitive advantage, customers; poor | |timeliness will impact on organizations; | |decision-making; missed opportunities; impact on problem solutions. | | | | |explain the concept of normalization; | |Definition of normalisation; attribute redundancy and anomalies; normal forms: | | | |including first normal form (1NF), second normal form (2NF), third normal form | | | |(3NF); keys: primary, foreign and composite (or compound or concatenated); | | | |partial and non-key dependencies; relationships, use of entity-relationship | | | |diagrams (ERD). | | | | |apply normalisation rules to remove normal form | |To 1NF, 2NF and 3NF; removal of attribute redundancy and anomalies, such as | |violations; | |repeating groups of data (or attributes), partial and non-key dependencies. | | | | | |explain how normal for relations impact databases; | |Including improve performance, data consistency, data integrity. | | | | | |construct a database. |Including forms; reports, queries, tables, tuples, relationship links, enforcing | | | |referential integrity, updates or deletions, use of foreign keys, use of macros, | | | |SQL, data validation and verification strategies; used to analyse data and | | | |provide multiple viewing and reporting of data. | | | | | Suggested Teaching and Learning ActivitiesTo facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Choose a single scenario to which students can easily relate, such as a library system or student registration system, and use it throughout the Module to develop understanding of the specified concepts and techniques. UNIT 2 MODULE 1: INFORMATION MANAGEMENT (cont’d) 2. Ask students to complete several exercises on the normalisation process involving the use of standard notations to remove normal form violations. 3. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources.This could form the basis of an in-class discussion. 4. Students should design and construct a database. 5. Develop and use diagrams to represent the concepts and relationships contai ned in the Specific Objectives. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. |A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | | |Shelly, G. , Cashman, T. and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 2 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS GENERAL OBJECTIVES On completion of this Module, students should: 1. develop confidence in selecting and using productivity tools to solve real-life problems; 2. use their knowledge and understanding of a variety of software tools and apply their use to various situations; 3. develop the competence to present information in the appropriate manner; 4. use informat ion critically; 5. develop an awareness of emerging technologies. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain reasons for the use of IT tools; | |Enhanced speed, accuracy, reliability, efficiency, flexibility, communication, | | | |presentation of information, integration of processes, decision making; storage | | | |and retrieval of large volumes of data; manageability of task; pressures from | | | |clients, competitors and suppliers. | | | | |explain the functions and uses of the major types of | |Examples of different types of software packages and their function and uses. | |software tools; | |Including Financial Packages, Software Development Tools, Statistical Tools, Word| | | |Processors, Spreadsheets, Presentation Tools, and Database Management Tools, | | | |Desktop publishing, graphics and personal information management. | | | | | |explain where a word processing tool is appropriate; | |Main purpose and uses; significa nt features of the tool. | | | | |explain where a spreadsheet tool is appropriate; | |Main purpose and uses; significant features of the tool. | | | | | |explain where a presentation tool is appropriate; | |Main purpose and uses; significant features of the tool. | | | | | |explain where a database management system tool is | |Main purpose and uses; significant features of the tool. |appropriate; | | | | | | | |jon | |UNIT 2 | |MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS (cont’d) | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | | | |use IT tools to solve real-life problems; | |Including hardware, application software, and communication tools; main purpose | | | |and uses of tool; significant features of the tool. | | | | |justify the use of IT tools to solve real-life problems;| |Criteria for selection including the nature of the solution, type of analysis | | | |required (calculations, formatting, graphing), type of data, type o f storage, | | | |type of access method, type of processing, type of reports (detailed, summary, | | | |preformatted, ad hoc). | | | | | |use the most appropriate format to display or present | |Format including text, graphics, sound, video, graphs, charts and tables. |information; | | | | | | | |use appropriate information sources to retrieve and | |Criteria for selection, appropriateness for task, types of information sources: | |disseminate information for a particular task; | |including books, journals, catalogs, magazines, newspapers, online libraries, | | | |CD-ROMs, DVDs, electronic databases, web sites, and people. | | | | | |justify the acceptance or rej

The twentieth century is an age of greed

They were. But the number of people consumed by this disease is many times more this century. Also the variety and intensity of greed is unparalled. We have many more opportunities to feed our greed on. See the amount of consumer goods available nowadays. How many of these goods can be genuinely said to benefit the user , or at the least satisfy him ? Precious few , I would think.All too often we read in the newspapers and consumer magazines about the underhand tactics used by giant corporations to sell their products. We hear about poisonous materials in foodstuffs. There are also innumerable amount of products that re shoddily made , yet passed off as up-to-standard products Then into this vast consumer market comes the pirates. These are people who make imitations. They have no scruples. So we are deluged with pirated tapes , records , books , clothes and other products. We even have pirated medicine.The misuse of public enterprise is rooted in nothing but greed. The greed for mon ey, for more and more profit, regardless of what happens or who suffers. Look at the advertisement section of any newspaper and you will see companies advertising for â€Å"aggressive† personnel. They must sell as much as they can, even if it is like forcing the product down the consumer's throat. The worsening drug situation in the world now is also a result of greed. Drug-trafficking and relatable offences are punishable, some even by death. Yet the drug trade is not bating.On the contrary, it is booming. Why is this so? Again we have people greedy enough to take risks in exchange for great returns. Their only aim is money. Drugs is one way of getting money, big money. So they go in it regardless the fact that drugs destroy people and society. They do not care who gets hurt as long as they get the money. They pretend not to see the evils of drug-addiction while their pockets are being lined with illgotten gains. Only when they get caught or are themselves addicted to drugs may they regret their greed. By then it may be too late.To see greed in action, all one has to do is to peep into a stock exchange or commodity trading centre. In smoke-filled rooms we can witness the behavior of people consumed by greed. Not all the traders are greedy, but there are some who sweat, haggle and shout themselves hoarse so as to reap as much profit as possible from the frantic buying and selling of invisible things. There are few people who purposely manipulate the market for their own ends. The smell of greed emanates from their bodies despite what they proclaim otherwise.In addition to the greed for money is also the greed for power. The more power a person has, the more power he seems to want. Considering the unceasing bickering, backstabbing, and fighting among leaders and politicians it is no wonder the modern world is in such a chaotic state. One leader holds on to power by getting rid of his enemies, whatever the means. His opponents plot and scheme to replace h im Coup-de-tats, uprisings, revolutions, assassinations and other political maneuvers are all aimed at the seizure for power. The one in power holds on tightly.In time he is dislodged by another or by his own mortality. Thus the procession goes on. Individuals come and go, but the greed of power remains to infect all who choose to follow its path. What does all these power struggles contrlDute to tne welTare 0T our Traglle planet:' Notnlng, out a alv10ea world with multitudes of nations fearfully isolating themselves from one another. In the name of religion, ideology and belief, the leaders of the world blindly leads the rest, but behind these excuses all we can see is greed and hunger for more power. So the greed persists.

Intro lit. Grammatical person Essay

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Setting †¢ a work’s natural, manufactured, political, cultural and temporal environment, including everything that characters know and own (place, time, objects) †¢ Its purpose is to establish realism or verisimilitude, to organize a story, and to create atmosphere or mood. †¢ It may reinforce development of characters and theme. 2. Characters the representations of a human being Classification of fictional characters: – Round (dynamic) = lifelike, fully-developed and recognizes changes in and adjusts to the circumstances – Flat = no growth, static – Stock = representative of a group or class (stereotypical) – Protagonist = the hero or heroine, main person in the story, person on the quest, etc. – Antagonist = the person causing the conflict, in opposition to the protagonist, the obstacle, etc. Five ways of revealing literary characters: 1. Actions 2. Descriptions 3. Dramatic statements and thoughts 4. Statements by other characters 5. Statements by the author speaking as storyteller, or observer 3. Plot and Structure the way the actions are arranged in the story reflection of motivation and causation *In the story, the queen died and then the king died shortly after. Conflict – controlling impulse in a connected pattern of causes and effects – Opposition of two or more forces (e.g., hatred, envy, anger, argument, avoidance, gossip, lies, fighting, etc.) -can be internal (man vs. himself) or external (man vs. fate/condition/other characters) Dilemma – conflict within or for one person – Conflict is a major element of plot because it arouses curiosity, causes doubt, and creates tension therefore producing interest among readers/audience. LITERARY DEVICE flashback foreshadowing local color – the superficial elements of setting, dialect, and customs Closed Plots 1) Linear – arranged chronologically 2) Circular – combination of linear and flashback 3) In Medias Res – begins in the middle part of the action Structure of Closed Plots PYRAMID PATTERN OF DEVELOPMENT Exposition Complication Crisis Climax Resolution (Denouement) 4. Point of View †¢ Refers to speaker, narrator, persona or voice created by the author to tell the story †¢ Point of view depends on two factors: – Physical situation of the narrator as an observer – Speaker’s intellectual and emotional position †¢ First person – I, we †¢ Third person – He, she, they (most common) Omniscient – all-knowing; delves into the minds of the characters at any point in the story Limited omniscient – some insight 5. Theme (Donnà ©e) Theme embodies meaning, interpretation, explanation and significance of every detail in a literary piece along with values in order to appreciate it. It is not as obvious as character or setting. It is important to consider the meaning of what has been read and then develop an explanatory and comprehensive assertion. It points out the significant truth about life and human nature that is illustrated in the actions, preoccupations, and decisions of the characters. It is not just some familiar saying or moral. Theme can be found in any of these: – direct statements by the authorial voice – direct statements by a first-person speaker – dramatic statements by characters – figurative language, characters who stand for ideas – the work itself – as a whole Theme should be: 1. expressed in complete statements 2. stated as a generalization about life. 3. a statement that accounts for all major details in the story 4. be stated in more than one way 5. should avoid statements that reduce the theme to some familiar saying 6. Images –concrete qualities rather than abstract meanings which appeal to the five senses 7. Symbolism Symbols stand for something other than themselves. They bring to mind not their own concrete qualities, but the idea or abstraction that is associated with them. Symbol creates a direct, meaningful equation between & among: – a specific object, scene, character, or action – ideas, values, persons or ways of life Symbols may be: – Archetypes (universal) = known by most literate people and have usually been used in most literary pieces therefore becoming representative figures (e.g., white dove, color black) – Contextual (authorial) = private, created by the author – Allegory = complete and self-sufficient narrative (e.g., â€Å"Young Goodman Brown†) – Fable = stories about animals that possess human traits (e.g., Aesop’s Fables) – Parable = allegory with moral or religious bent (e.g., Biblical stories) – Myth = story that embodies and codifies religious, philosophical and cultural values of the civilization in which it is composed (e.g., George Washington chopping down the cherry tree) – Allusion = the use of other culturally well-known works from the Bible, Greek and Roman mythology, famous art, etc. 8. Tone and Style †¢ Tone = methods by which writers and speakers reveal attitudes or feelings †¢ Style = ways in which writers assemble words to tell the story, to develop an argument, dramatize the play, compose the poem †¢ Essential aspect of style is diction Choice of words in the service of content Formal = standard or elegant words Neutral = everyday standard vocabulary Informal = colloquial, substandard language, slang †¢ Language may be: – Specific = images – General = broad classes – Concrete = qualities of immediate perception – Abstract = broader, less palpable qualities †¢ Denotation = word meanings †¢ Connotation = word suggestions †¢ Verbal irony = contradictory statements – One thing said, opposite is meant – Irony = satire, parody, sarcasm †¢ Understatement = does not fully describe the importance of a situation – deliberately †¢ Hyperbole (overstatement) = words far in excess of the situation

Industrialization Process in America and Work of Woman Essay

Industrialization Process in America and Work of Woman - Essay Example o now the woman i left with even le help. o although electric appliance may make houehold job eaier, they are till no le time conuming becaue whatever help a woman had before appliance ha been eliminated.1 econdly, he dicue the functionalit interpretation of the recent hitory of the family. It ay that the beginning of indutrialization caued houehold to become deprived of their eential productive role in the economy (for example, people make clothe in a factory now intead of making them at home to ell later), hence women became deprived of their eential productive function (making dree). One olution for women to gain back a ene of their function in ociety would be for them to eek a new function in the workplace outide of home. Contrary belief, however, feel that a woman hould now intead devote her time to raiing her children and to tenion management (what a lame word, which in eence mean taking care of houehold chore o that the huband and children do not have to uffer the tree of doing it themelve). o intead of redefining a woman' function in ociety to outide of the home, technology ha only moved it to another facet inide of the home. A econd olution would be to create a new ideology i n which women' function are not confined to the home. In thi ituation, a woman would not have to go through thi "role anxiety". Thi, of coure, i a better olution. Cowan goe on to ay that indutrialization wa a participant in the "backward earch for femininity". Becaue ome of women' role in the houehold were being replaced by technology, women were earching for new way of being a woman (which till meant "finding themelve" within the home). Becaue a woman' function wa now directed toward raiing children, couple began having more children, hence the baby boom. Women alo began to return to the "fruitful" and "productive" way of before indutrialization. They began knitting, crocheting, baking and growing vegetable garden.2 ome theorie ugget that appliance are what caued women to go to the workforce outide of the home. They now had free time on their hand ince their job were made eaier. For example, the wahing machine clean clothe much fater than a wahtub did. Cowan diagree with thee theorie, however. A tated earlier, time wa not alway reduced by houehold appliance. Alo, houewive began to enter the labor market outide of the home before modern houehold technologie were widely ued. Thirdly, he claim that houewive who were entering the workforce outide of the home were the one who did not have and could not afford thee amenitie. o technology i not a caue of women entering the workforce outide of home but rather it i a catalyt. It did not free them into the workforce outide of the home but rather allowed them to work and till maintain a decent home. Women, for whatever reaon, wanted or needed employment and aw that amenitie could allow them to work outide of the home without endangering the living tandard of their family. Wive could come home from work tired, and till prepare a decent dinner (thank to frozen dinner) and do a load of laundry o that their children and huband would have clean clothe to wear the next day. Cowan tate that technological ytem which dominate our houehold, and which houehold are built around (thing like water, ga, ewer), were built with the aumption that omebody would be around to

Why Was the Nile River Important for the Rise of Successful States in Essay

Why Was the Nile River Important for the Rise of Successful States in North Africa - Essay Example Most of the history of Nile River has a connection to Egyptian civilization. Were it, not for river Nile, there would not be the rise of successful states in North Africa and particularly Egypt. The river originates1 from the Blue Nile and White Nile tributaries originating from Ethiopian highlands and Lake Victoria respectively. The river flows in the northern direction for about 2000 kilometers through the Sahara. Nile River is 10 kilometers wide and supports thousands of people in strips of arable land. The river Nile valley can be regarded as a narrow and long oasis where human beings live, thanks to the river. It is the longest river so far in the world. There are several ways through which Nile River was crucial for the rise of successful states in North Africa. This paper will discuss the importance of river Nile in the rise of successful states in Northern Africa. First, due to River Nile, the people living on both banks of the river can be able to produce abundant harvests. There was a myth of the miracle in river Nile. The annual flooding of the river was much beneficial to farmers along the river. Annual flooding was advantageous to the farmers around the river as there was silt deposit after the flooding. When the river flooded, it left nutrients to the farms which were essential for growing healthy crops. The river was rising in the summer from the rains in Ethiopian highlands and central Africa between September and October. The flooding was recurrent, and farmers could predict the seasons of agriculture (Erik & Reynolds,  2012). The deposits of silt left by the river enriched the soil. This land was referred to as the fertile land. The flooding of the river could not be seen as life threatening but life enhancing. Unlike the flooding of Mesopotamia Rivers, Nile’s flooding could be predicted and used to be gradual. Although an organized irrigation system was still necessary, the villages along the Nile River made an effort without state i nterventions. Abundant supply of the food was one of the factors that led to civilization. The civilization in Egypt was rural with a majority of small population centers located along the narrow band of river Nile. The river splits 2into two branches before emptying into Mediterranean Sea. River Nile forms a delta which is a triangular shaped territory, commonly referred to as the Lower Egypt. The river created a large area; several miles wide at the banks. The created area was capable of producing plenty of harvests. The most famous cities in Egypt developed at the delta of river Nile. Up to date, a large population of people in Egypt is crowded at the banks of river Nile. The surplus food, grown along river Nile, led to prosperity of cities. Trade was established between cities, and leading trade items included agricultural products, fish, goats, sheep and cattle (Keim, 2009). The flooding enabled the Egyptians to grow wheat, beans, barley, lentils, leeks, peas, and onions. They were also able to grow fruits such as figs, dates, grapes and melons. This is an indication that the Egyptians were able to enjoy bread, wine and beer in abundance. The presence of fish in river Nile improved the food security along the river. The other reason as to why Nile River was vital for the rise of successful states in North Africa is that it served as a unifying factor. It was used as a means of transport along the cities near the river. In the ancient times, using river Nile was one of the fastest ways of travelling through the land. The river helped to make transport and communication along the states developed in North Africa. The winds originating from the north helped to push the sail boats south. Most travelers headed downstream. When people were travelling downstream, they used paddles or long poles

THE LOST BEAUTIFULNESS Essay Example | Topics and Well Written Essays - 250 words

THE LOST BEAUTIFULNESS - Essay Example On the other hand, I utterly dislike the characters of Jake Safransky, Hanneh’s husband, and Benjamin Rosenblatt, the landlord. Hanneh’s husband is a grouch who only thinks of their material condition and refuses to appreciate the beauty that his wife is offering to him. He also persistently dampens Hanneh’s enthusiasm, but fortunately Hanneh does not give in to his discouraging words. But the most appalling character in the story is the landlord, Mr. Rosenblatt. He is an unjust, greedy, uncaring, and wicked person. He is a classic epitome of a voracious capitalist during that period. The story fosters a strong connection with its audience. I, for one, felt the gravity of the injustice imposed on Hanneh. I felt how her efforts, dreams, and created beauty were crushed by the greediness of one man. The story already has a ‘universal appeal’ for it tackles issues that people all over the world experience, such as poverty, injustice, indifference, and hopelessness. And, more importantly, the story engages its audience to a realm of beauty, which no one could say no

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Research Paper on Accounting - Case Study Example Presently, the company is contributing $20 million of energy to US department (Solar Technology, n.d.). BP is also focussing on the wind energy sector since the launch of Alternative Energy business in 2005. The company is estimating a production of around 1000 MW (Wind Technology, n.d.). BP has also taken initiatives to control the global warming problem. The company has already deployed CCS technologies in many of its plants. In CCS technology, CO2 is stored underground, instead of blowing into the atmosphere. BP is planning to store 17 million tonnes of CO2 under CCS (Carbon Capture and Storage Technology, n.d.). BP sells its products under six different brands. The major brand is known as BP itself. It is into oil exploration, refining, solar projects, wind projects and shipping various products of the company overseas. Aral is another brand of BP, which is a famous brand in Germany and provides quality automotive fuels. The other brands under BP are Arco, Castrol, Ampm and Wild Bean Cafe. While, Arco is the provider of clean and low cost fuels in US, Castrol is the worldwide leading engine oil. Ampm is the convenience shop brand in Western USA and Wild Bean Cafe provides world class coffee and affordable food. BP's main objective is to produce affordable, safe and secure energy and the creation of shareholders value. Creating a highly diverse energy portfolio with utmost efficiency is the ultimate goal of the company. Along with this, BP also intends to produce sufficient fossil fuel resources. BP wants to be a major contributor to the process of pollution control for a low-carbon future. Efficient manufacturing, processing and delivering of better products are other major objectives of British Petroleum (Our Strategy, n.d.). Layout (structure) The organisation structure of British Petroleum consists of- Chairman The Board Executive directors Non-Executive directors Board Committees Chairman's Committee Nomination Committee Audit Committee Ethics & Environment Assurance Committee Remuneration Committee Methodology (methods used) Ratio analysis has been used to comment on the financial condition of BP. Ratio Analysis Net Profit Margin = Net Income/Revenue Return on Capital Employed = Gross Profit Margin = Current Ratio = Current asset/ current liability Acid Test Ratio = Stock Turnover Period = Cost of goods sold / average stock Debtors Collection Period = (average debtor / credit sales) 365 Note: Since credit sales are not mentioned, the net sales of the company has been considered as credit sales. Creditors Collection Period = (credit purchase/ average creditor) 365 Note: Since credit purchase is not mentioned, so the entire purchase (Annual Report 2008, pg 141) is considered to be the credit purchase. Gearing Ratio Debt-Equity ratio = Total Debt / Total equity Times interest earned = EBIT/ Total Interest Equity ratio = Tot

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Wal-Mart Business Strategy Analysis - Essay Example Wal-Mart draws its competitive edge in the market owning to its efficient supply chain management. The company has effectively used innovations and technology to generate efficiency in supply chain management that has helped it to fuel its highly acclaimed EDLP (Every Day Low Price) strategy. Behind this successful strategy lies technological innovations like cross docking and use of Enterprise Resource Planning to integrate various business units and generate cost effectiveness. The use of real time information system to forecast demand has helped Wal-Mart to ensure that demand forecasting is done on the basis of real time data. Wal-Mart has also integrated its suppliers with the system and also used the famous cross docking system to ensure reduced inventory carrying costs. The supply chain management of the company has helped ensure that there are no overstocking or stock outs. This has reduced the inventory carrying costs by a huge margin. The cost benefits gathered from the inve ntory management of the company has been used to fuel the company’s Every Day Low Price strategy (Bergdahl, 2008, p.20). However in recent times there have been numerous issues with regards to the company’s cost reduction strategy with reports that Wal-Mart sources low quality goods from third world countries so as to have goods with low price. In order to counter the latest bashings regarding the company, Wal-Mart initiated a slew of measures that ranged from measures to improve the social image of the organization.... This has reduced the inventory carrying costs by a huge margin. The cost benefits gathered from the inventory management of the company has been used to fuel the company’s Every Day Low Price strategy (Bergdahl, 2008, p.20). However in recent times there have been numerous issues with regards to the company’s cost reduction strategy with reports that Wal-Mart sources low quality goods from third world countries so as to have goods with low price. In order to counter the latest bashings regarding the company, Wal-Mart initiated a slew of measures that ranged from measures to improve the social image of the organization as well as promoting employee friendly policies that would have helped it to position its image as a socially responsible and employee friendly organization. In response to the bashings in various quarters, Wal-Mart increased the employee insurance cover for the employees and included both permanent as well as contractual staff. It also revamped its reward and incentive policies in order to project the company as an employee friendly organization caring towards the needs of the employees. Wal-Mart also initiated some community development programs such as eliminating wastage and use of recyclable products in order to showcase its environmental sustainability; it also planned means to reduce energy consumption. For the customers, the company initiated a new design for its stores and also came up with attractive offers and new discounts in order to project a customer friendly image of the company. Strict quality control standards were implemented for suppliers including use of eco friendly ways in their business processes. In addition to this Wal-Mart also took up measures in which it would work closely with their suppliers in order to

Trend article analysis Essay Example | Topics and Well Written Essays - 750 words

Trend article analysis - Essay Example was used because of the advantage of being able to control other variables in the environment in order to get accurate analyses and the fact that research is conducted by experts with adequate number of subjects while controlling competing factors. The methodology addresses two important issues. The first being the manner in which the stressful events could be introduced to children in ways that were salient and personally involving and the second, was the manner in which the features could be conceptualized to make them stressful . Although there have been drawbacks in the traditional methodology of analogue research, improvisations were made in the procedure that made the observations and analyses more accurate for further empirical and statistical deductions in psychology research. A child has to put up with a number of stressful situations, whether at school from peers or at home where he has to contend with intra-parental conflicts or economical challenges. These have led to changes in the way research studies are now conducted in child psychology. According to Daniel Lees in, â€Å"An Empirical investigation of the motivational theory of coping in middle to late childhood.† dealing with problems and annoyances can potentially facilitate development; they present children and youth with opportunities to develop coping skills and strategies, strengthening their resources and confidence for dealing with future events (Losoya et al. 1998;Skinner and Zimmer-Gembeck 2007). According to Cummings 1995, various dimensions of an event can be precisely specified and presented in the same way across all participants and explicit recordings of responses on multiple dimensions (e.g. Cognitive, verbal, emotional and physiological) is possible, in fact simulations or other constructed representations of actual events; live or recorded on videotape or audio tape are presented to members to obtain their reactions, as one form of laboratory method that can assess

Chinese grassroots living situation in China big cities Research Paper

Chinese grassroots living situation in China big cities - Research Paper Example The country has a relatively large number of people that are extremely disadvantaged in the socio-political and socio-economic status, with their living condition being extremely poor. Despite the available social amenities and the improved social facilities through the urban cities, the grassroots population that comprises of mostly the peasant workers, have had little benefits to enjoy (Mars & Hornsby 129). The paper thus studies on the living conditions of these Chinese grassroots people, why they live in these situations, explaining the reason why China housing prices are much higher in big cities and measures the Chinese government is devising to change the situation. The Chinese grassroots is the groups are unfortunate individuals that live in the un-humanized society. The Chinese farmers are traditionally the most inferior in class, who are the ideal representatives of the Chinese grassroots. These grassroots groups live the hardest life and work the hardest in order to feed the other ‘brilliant’ people in the big cities (Wang & Murie 93). The Chinese farmers are the ones that cover the largest portion of the population in China and thus play a critical role towards promoting social development. The economic pressures force these grassroots people into moving to cities in search of better jobs, but instead end up working as peasant workers. These people end up living in destitute conditions, which even poses risks to their own health, in order to keep on surviving in cities (Nielsen & Smyth 65). The World Health governing bodies have able to raise concerns about the living conditions of these grassroots Chinese population, hence pr ompting the government to take some actions to solve the problem. It is apparent that a number of reasons contribute to the kind of living conditions that the Chinese grassroots have to live within these cities. The first challenge is the problems of

Personal Development Plan Essay Example | Topics and Well Written Essays - 1250 words

Personal Development Plan - Essay Example It contains details recommendations with regard to introduction that should be made in order to make the positive changes come true. This is particularly important since it shows that the two ethical theories that are being discussed can be effectively applied in practice making a person a better leader. For example, the call for not treating people as means, but only as end urges a leader to respect each of the followers and never allow one to become a faceless unit that is used to achieve a certain purpose. The idea of good will is linked to the idea of perspective and the ability of a leader to outline the development of the group and facilitate it. The text also features an outline for discussion regarding integration of the two theories in question into a personal leadership plan in order to achieve a stronger presence. Thus, the Categorical imperative will contribute to the ability of a leader to choose the right option all the time and Justice as Fairness approach will ensure the appreciation of the followers. It may be particularly important to explore the values and standards that reflect the meaning of each ethical theory. The first aspect that should be remembered with regard to Categorical imperative is the need treat people as ends and never as means (Cornman & Lehrer, 1968, p. 336). This reflects the universal appreciation of one’s significance and dignity and should be maintained by all the people. Another point that should be mentioned is the notion of good will (Paton, 1971, p. 201). This means that the consequences of the action may not fully define the nature of the action, but it is good will of the subject that also should be taken into account. Indeed, if a person performs action that is largely considered to be a moral one because of the reasons that are not considered to be moral, it is obvious that on the whole the action will not be recognized as a good one. Finally, one of

The theatre works of Orson Welles Essay Example for Free

The theatre works of Orson Welles Essay George Orson Welles became known as an American actor who is also into radio, motion picture and theatrical producer. He was born Kenosha, Wisconsin on May 6, 1915. He finished his high school in Woodstock, Illinois and began his acting career with the Gate Theatre in Dublin, Ireland, in 1931. Two years later he toured the United States with Katherine Cornell and in 1937 founded the Mercury Theatre, the same year producing actors in modern-dressed version of Shakespeare’s Julius Caesar. Among his other stage production were Christopher Marlowe’s Dr. Faustus (1937) in which he played the title role and Thomas Dekker’s â€Å"The Shoemaker’s Holiday†. Welles made Mercury text recording of Shakespeare’s plays, at the same time producing radio broadcasts. The War of the Worlds, broadcast in 1938, a fictionalized narrative of the invasion of earth by creatures from other planets, is said to have created panic in the New York Metropolitan area because of its realism, although there has been some misgivings recently on the account of write-ups that there was real panic leading people to vacate the area. In 1940, Welles began his motion picture career as producer, writer, director, and actor. His most notable motion picture, which has received current acclaim as the Hollywood’s most important work to have produced, was Welles’s Citizen Kane, released in 1941. Other more prominent works includes The Magnificent Ambersons (1942), Journey into Fear (1942), Macbeth (1947), Moby Dick (1956), and Compulsion (1959). He made a documentary film in Latin America. II. Discussion A. The Issue of Politics on Welles’ Life and Works During the early years of Mercury Wonder Show, Welles took to the task of bringing travelling shows, performing before military troops during the war years. His initial performances were relegated to performing comedy shows and showcasing his abilities for magic tricks. As the broadcasting of this show became regularly heard by troops at camps while being deployed abroad, and as the war dragged on, Welles started to incorporate political issues by using war themes. The show however, had to be dropped because of its unpopularity, failing miserably on public ratings. The New York Post took Welles as one of its writers where he began to take political issues to the fore. He often considered subjects that were bordering on the controversial that had come to illustrate Welles’ works whether it be in print, radio broadcast or films. The chief problem however, for Welles and for those who employ his talent, the focus would end up in politics instead of strictly adhering to the project’s original format. The New York Post work for instance, had wanted to cash in on the saleability of Hollywood gossips to boost sales for its newspaper. The character and presence of Welles was to bring a different flavour to the columns’ set-up. This brought him constantly at odds with producers who would not gamble their financial investments on his works that catered more on his personal political passions that went for most of his lifetime unappreciated by co-workers in Hollywood. He later lost his writing space at the New York Post. Undaunted, Welles continued to take up serious political issues on air through his radio broadcast Commentaries. He would often pick up relevant issues of the time, usually speaking up to question (or ‘attack’) the validity and morality of actions and decisions done by a single individual, company, or political government. Political matters taken up in this program includes: †¢ Bikini Atomic Test – was on his radio program that questioned the validity of the government’s action of test explosions. His opinion was supposed to mirror the fears and anxieties of the public towards its safety for such undertakings. †¢ Affidavit of Isaac Woodward – the case concerning Isaac Woodard was not readily revealed, but Orson Welles made extensive efforts to expose the injustice done against Woodard. His was a case of police brutality and prejudice against blacks. South Carolina’s authorities were indicated to have grossly violated the rights of Woodard, who had been severely beaten by a police officer that left him blind for the rest of his life along with partial amnesia. The plight of this former bemedalled Naval war veteran of the 2nd World War, created a national outrage, owing largely to the works of Welles. (â€Å"1946 Orson Welles Commentaries†) B. Film The films of Orson Welles, finished or unfinished, is gaining considerable attention. This was not so during his time, wherein his unrelenting manner of insisting his way of doing his project alienated him from the major players of the studio by which he worked for, who happen to gain much control of Hollywood’s world (â€Å"Orson Welles†). Welles however, gave Hollywood two major innovative films: †¢ Touch of Evil Welles was keenly involved in upholding other Civil Rights issues. But twelve years after the outcome of Woodard issue, Welles worked on the film ‘Touch of Evil’. Its story was heavily motivated out from the Woodard case. Chiefly because of his active support for the Woodard case, Welles formed and later revealed his unconventional perspective towards the police work in general. Welles recognized the difficulty of a policeman’s predicament in fulfilling his profession. However, he redirected the focus and common view of the public, by saying that the main task of a police officer is to defend the law abiding citizen, and not to be fixated with pursuing criminals. This became the very basis in Welles’ Touch of Evil. †¢ Citizen Kane (1941) Now considered by many new filmmakers with great respect, Citizen Kane both established and destabilized Welles’ reputation. By creating citizen Kane, he also recreated Hollywood’s system of presenting its movies. Whereas, main actors and actresses commonly cause the stir among films projects, Welles was the first to put the director, Welles’ himself, into the limelight. Moreover, he had been given much freedom and control over the making and editing of the film (McAbee, â€Å"Orson Welles: Martyr of the Underground†). The story revolves on solving the meaning of the word â€Å"Rosebud† uttered by a newspaper tycoon, Charles Foster Kane before his death. Kane’s life was initially impassioned with idealism upon his entrance into the publishing business, but gradually waned off and replaced by a lifetime callous pursuit of power. The manner of unfolding the story is done by going backwards, as the reporters tries to solve the mystery of the dying man’s last words. The theme is heavily derived from the life of real newspaper magnate William Randolph Hearst, although Welles’ own life is also incorporated in the story. It was widely believed to be intended to deride of Hearst’s ruthless exploitation. Hosting lavish parties in one of his many luxurious homes, Hollywood celebrities were welcomed, for as long as they were said to divulge juicy information that could be printed in his newspaper and help keep boosting sales. This kind of abuse of power and influence was the sorts of thing that an Orson Welles would not let pass, unscathed. Known for condemning any forms of oppression or unfairness, Citizen Kane was Welles’ medium to hit upon a ruthless system of greed that has eaten up the idealistic spirit of Americans in general. The movie expectedly earned the ire of Hearst, who used his every clout to bring Welles down, and could partially be held responsible for Welles downfall. The release of Citizen Kane made Welles’ a sensation in ‘moviedom’, but Welles’ unstable directorial career was no match for a man of status such as Hearst’s whose influence and wealth blocked every progress of Welles in the field of filmmaking (Epstein Lennon, 1997). III. Conclusion Some strongly believed, along with Welles himself, of him being of outstanding ability. But there are those who debate upon the validity of Welles’ genius. Although he became well-known, his career and works were far from being fulfilling. In truth, he failed to see his efforts of being truly appreciated. While it is common and vogue to see today’s celebrities standing up for political, social or environmental cause, Welles was already way ahead of his time fighting mainly for civil rights for most of his adult life. He recognized the power wielded by the media and used it to advance the issues which he sought to find justice. He did succeed in getting public attention. Some of those attentions though, were naturally hostile to his cause mainly because they were the object of his complaints. He was not also lacking of people within his own field of work, wherein he had a run-in which had dearly hurt his career. The many works which he left unfinished were alleged to be indications of having a lack of focus towards his career or worse, of being undisciplined. But one cannot say that Orson Welles lacked a focus in his life, for he was truly zealous about going against any forms of oppression. Whether it is social injustice towards women, racial prejudice against men of colour, or expression of personal faith, Welles was sure to take it up personally, not even minding if it would cost him financially. It is within in this context in which sets him apart. The number of projects which he left unfinished may have earned him ill-refute and tainted his brilliance. But many geniuses were left un-applauded by their generation. Besides the social and political relevance of his objections, Welles talent for his craft could not be forever hidden in the vaults of movie history. His major works, Citizen Kane is now being hailed as besting all other works of all time (â€Å"Critics’ Top Ten Poll†). Another work, Touch of Evil, is not far from the number one list. There may had been some considerable projects that he failed to deliver, a sorry state to have missed what could have been another significant contribution to the field of filmmaking. But a more sorry state is the public’s failing miserably to deliver during Welles’ time, the recognition and applause that was due him. Man, has sorely lost another opportunity to give a reward on time for one of its own geniuses. References: â€Å"Orson Welles†. Reel Classics. 2008. December 21, 2008, p. 1 http://www. reelclassics. com/Actors/Welles/welles. htm â€Å"1946 Orson Welles Commentaries†. Internet Archive. 2001. December 21, 2008 http://www. archive. org/details/1946OrsonWellesCommentaries McAbee, Sam. â€Å"Orson Welles: Martyr of the Underground†. December 21, 2008 http://5mtl. com/ft/orson%20welles2. htm Epstein, Michael and Thomas Lennon. â€Å"The Battle Over Citizen Kane†. The American Experience. 1997. December 21, 2008 http://www. pbs. org/wgbh/amex/kane2/kane2ts. html â€Å"Director’s Top Ten Poll†. British Film Institute. 2007. December 21, 2008 http://www. bfi. org. uk/sightandsound/topten/poll/critics. html

Role of Carotenoids on the Immune Response

Role of Carotenoids on the Immune Response There is growing evidence from in vitro and in vivo laboratory animal studies that ÃŽ ²-carotene can protect phagocytic cells from autoxidative damage, enhance T and B lymphocyte proliferative responses, stimulate effector T cell functions and enhance macrophage, cytotoxic T cell and natural killer cell tumoricidal capacities, as well as increase the production of certain interleukins. Because of their molecular composition, specifically their highly conjugated double-bond structure carotenoids such as beta-carotene and lutein serve as effective scavenger of the harmful unpaired electrons (eg. singlet oxygen, free radicals) produced by normal metabolic processes that damage body tissues (eg. via lipid peroxidation, Krinsky 1992).The cells of the immune system are particularly sensitive to oxidative stress and may benefit substantially from the free radical trapping ability of carotenoids, as the immune response itself produces reactive oxygen species that disrupt the intercellular si gnals sent via lipid-rich, membrane- bound receptors (Chew 1993). An enormous body of literature has accumulated over the past 20 year demonstrating the potency of carotenoids as immuno stimulants in humans and other mammals(reviewed in Hughes 2001, Krisnsky 2001). However, within the last decade, it has also been suggested that these carotenoid derived sexual colours may signal the health and condition of males of birds and fish of the specific antioxidant and immune stimulatory activity of carotenoids obtained from the diet and transported through the body before they are incorporated into the integument (Lozano 1994, von Schantz et.al; 1999; Moller et.al 2000). This issue continues to be debated on theoretical grounds (Hill 1999a ; Lozano2001), fueld by the idea that colorful birds and fishes obtain far more carotenoids in the diet than carotenoid deprived mammals, thus individuals may not be limited in the extent to which they can use carotenoids to boost their immune response. Early studies demonstrating the ability of dietary carotenoids to prevent infections have left open the possibility that the action of these carotenoids may be through their prior conversion to vitamin A. Subsequent studies to demonstrare the specific action of dietary carotenoids have used carotenoids without provitamin A activity such as lutein, canthaxanthin, lycopene and astaxanthin. In fact, these non provitamin A carotenoids were as active, and at times more mediated and humoral immune response in animals and humans. Results have similarly shown immuno enhancement by non provitamin A carotenoids, based either on the relative activity or on the type of immune response affected compared to ÃŽ ²-carotene Studies on the role of carotenoids on immune response have generally used several key immune function assays. These include Ig production,lymphoblastogenesis, lymphocyte cytotoxic activity, cytokine production, delayed type hypersensitivity. In the 1930s, Green and Mellanby found that infections of the ear, bladder, kidney and gut of vitamin A-deficient rats were prevented when the rats were fed with ÃŽ ²-carotene. The level of carotene needed to prevent these infections was higher than the amount required to stimulate growth. Clauson observed that in young children with severe ear infections, improvement was seen following an increased intake of dietary carotene. These two early reports suggest that the anti-infective effect of ÃŽ ²-carotene may be due to its pro-vitamin A activity. ÃŽ ²-carotene may also have an independent effects on immune responses, separate from its provitamin A activity. ÃŽ ²-carotene and other carotenoids with nine or more conjugated double bonds may enhance immune function by quenching singlet oxygen and other reactive oxygen species, including free radicals. ÃŽ ²-carotene and canthaxanthin together inhibited the loss of macrophage receptors following exposure to reactive oxygen intermediate (Gruner et. al., 1986). T helper cells are involved in helping B cells secrete specific antibodies in response to an antigenic challenge. Experiments were performed , in which laboratory animals were either fed ÃŽ ²-carotene or canthaxanthin to determine a carotenoid effect, separate from a provitamin A effect on T and B lymphocyte functions. Canthaxanthin has the same ability to quench singlet oxygen and free radicals as ÃŽ ²-carotene but cannot be converted to vitamin A in mammals. Specific immune responses of laboratory animals were similarly enhanced with diets containing canthaxanthin as with diets containing ÃŽ ²-carotene (Benedict and Shapiro 1986). Some new investigations indicate that carotenoid can play a very important role in enhancing immune responses, which can lead to the reduction of tumor growth. The immune system has three cell types capable of killing tumor cells. In a preliminary report, it was shown that human natural killer cells killed significantly more tumor cells when incubated with ÃŽ ²-carotene than human cells not exposed to ÃŽ ²-carotene. ÃŽ ±-carotene also enhanced tumor killing (Leslie and Dubey, 1982). Carotenoids, besides acting through the various mechanisms described earlier, can also influence immune function through their ability to regulate membrane fluidity, and gap junctional communication. All these actions are most likely interrelated in their modulation of an immune response. Carotenoids help to maintain the membrane receptors that are essential for immune function, and they may also be found to be important in the release of immune modulatory lipid molecules such as leukotrienes. Carotenoids may increase the tumoricidal activity of the cytotoxic T cells, macrophages and or natural killer cells by any of these mechanism of action. Carotenoid enhances many aspects of immune function which include T and B lymphocyte proliferation, induction of specific effector cells capable of killing tumor cells, and the secretion of factors required for the communication between immunologically competent cells. The action of carotenoids on immune response hangs in a delicate balance with the intra-and extra cellular milieu, the outcome of which depends not only on the type and concentration of the carotenoid but also on the cell type and animal species involved. Even though studies to date have provided evidence for a specific action of carotenoids much has yet to be done to truly understand their molecular action. CAROTENOID AS PRO-VITAMIN A SOURCE Biosynthesis or conversion of carotendoids into vitamin A: Conversion of carotenoids into vitamin A becomes complicated in fishes and aquatic animals, due to the presence of vitamin A2, which frequently predominated over vitamin A in animals living or spawning in freshwater.The presence of an unsubstituted ÃŽ ²-ionone ring in the caroteniod molecule supports for vitamin A activity. Both vitamin A1, and A2 can be formed in some fishes from common precurors, such as ÃŽ ²-carotene (Morton and Creed, 1939). Carotenoids containing at least one unsubstituted 3, 4 dehydro ÃŽ ²-ionone ring have been shown to act as specific provitamins A2 in chicks (Budowski, et.al 1963) and mice (Budowski and Gross, 1965).According to (Budoswki, et. al 1963) the dehydration of lutein to anhydrolutein (3,4- dehydro-3-hydroxy ÃŽ ²-carotene), a provitamin A2 might be of possible biological significance in this respect. There are two pathways for the conversion of carotenoids to vitamin A in mammals, central cleavage and eccentric cleavage. In 1960, Glover thoughtfully discussed various pathways by which carotenoids might be converted into vitamin A. He indicated that two primary oxidative reaction might occur, one at the central 15, 15’ double bond and the other at one or more of the other double bonds. The product of the central cleavage of ÃŽ ²-carotene would be two molecules of retinal, where as that of eccentric cleavage would be one long and one short ÃŽ ²-apo-carotenal e.g. cyclocitral and ÃŽ ²-apo-8’-carotenal, by the rupture of the 7’:8’ double bond. The enzyme, ÃŽ ²-carotenoid-15, 15’-dioxygenase which converts ÃŽ ²-carotene into two molecules of retinal requires molecular oxygen and is inhibited by sulfhydryl-binding and iron –binding reagents. Most pro vitamin A carotenoids,including the ÃŽ ² apo-carotenals,are cleaved to retinal by this enzyme. Thus, carotenoid dioxygenase with eccentric bond specificity has been indentified in mammals, the yield of ÃŽ ²Ã¢â‚¬â€œapo-carotenals from ÃŽ ²-carotene in vivo and in vitro is very low, and ÃŽ ²-apo-carotenals are formed nonbiologically from ÃŽ ²-carotene. Cyclic carotenes may be oxidized to hydroxylated and epoxide derivatives, converted to allenic and less saturated derivatives, or cleaved oxidatively to shorter products. Central Cleavage: In 1965, the cytosolic enzyme preparations of the intestine and liver converted ÃŽ ²-carotene to retinal were shown by two independent groups (Goodwin, et.al and Olson et. al 1965 ). The enzyme required molecular oxygen, yielded retinal as the sole identified product, was inhibited by ferrous-ion chelating agents and by sulfhydryl binding reagents (Olson, 1983). The main yield of retinal formed from the ÃŽ ²-carotene was 40-60%( Goodman and Huang, 1965) and (Olson, 1969). Since ÃŽ ²-carotene is unstable during isolation by TLC some losses occurred as a result of both biological as well as non biological oxidation during incubation, retinal was the major, if not the sole, biological product of the reaction. The retinal formed was satisfactorily characterized by several chemical and physio-chemical procedures. The enzyme, termed ÃŽ ²-carotenoid 15, 15’- dioxygenase was subsequently purified 20 to 70 fold from the intestines of several species and upon purification it became unstable. ÃŽ ²-carotenoid- 15,15’-dioxygenase cleaves many carotenoids, including several ÃŽ ²-apo-carotenals.There may be some quantative differences but the relative rates of cleavage are similar(Singh and Cama 1974). In general, relative to the aldehyde form, the ÃŽ ²-apo-carotenals are better substrates and the ÃŽ ²-apo-carotenic acids are poorer substrates for the enzyme. Retinal has clearly been identified as one product of the reaction. Eccentric Cleavage. ÃŽ ²-apo-carotenals are intermediate between carotenoids and vitamin A. In conversion of ÃŽ ²-carotene to vitamin A, an important observation was made in a recent study that individual ÃŽ ²-apo-carotenals are formed in small but significant amounts by incubating ÃŽ ²-carotene aerobically in the dark with shaking for an hour in the absence of an enzyme preparation. When compared, the reported rate of enzyme-catalyzed retinal formation is much higher.Despite these low yields, ÃŽ ²-apo-carotenals might still be formed biologically from B-carotene in mammals. But in future studies, the non-biological formation of oxidation products of carotenoids must be carefully assessed and the rate of the eccentric cleavage reaction, both in vivo and in vitro, must be related to the rate of formation of retinal by central cleavage. The metabolism of the ÃŽ ²-apo-carotenals has been addressed primarily in terms of their conversion to vitamin A and their oxidation to ÃŽ ²-apo-carotenoic acids. As analogous of retinal, however, they are expected to be metabolized in a similar way. Thus a significant part of them may well be reduced to ÃŽ ²-apo-carotenols (Glover, 1960) and (Sharma et .al 1977) and subsequently esterified to ÃŽ ²-apo carotenyl esters. Such compounds like retinyl ester and esterified lipids, should be transported primarily in the Chylomicra. Fish are much more versatile than mammals in meeting their needs for vitamin A (Olson, 1983). Fish are able to convert astaxanthin (3,3’-dihydroxy, 4,4’-diketo-ÃŽ ²-carotene), canthaxanthin (4,4 diketo-ÃŽ ²-Carotene) and isozeaxanthin (4,4’-dihydroxy ÃŽ ²-carotene) to ÃŽ ² carotene. They can also convert anhydrolutein derived from lutein, to dehydroretinol (Goswami ;1987). The oxidative metabolites of carotenoids work as essential molecules in a wide variety of living organisms. Carotenoids are converted to biologically active products such as abscisic acid, trisporic acid and retinoic acid in plants, fungi and animals respectively. Their formation is mediated by enzymes that catalyze cleavage reactions against specific double bonds of cartenoids. Moreover, carotenoids vulnerable to oxidation have the potential to be converted to biologically active compounds by chemical transformation. In mammals, ÃŽ ²-carotene 15,15’-dioxygenase catalyzes conversion of ÃŽ ²-carotene to retinal (Olson and Hayaishi, 1965) and (Goodman and Huang 1965). Although the cleavage enzyme plays a crucial role in vitamin A formation, its properties have not yet been fully revealed. The regulatory mechanism of the dioxygenase in particular remains to be clarified in terms of the nutrition of pro-vitamin A carotenoids. Dietary ÃŽ ²-carotene solubilized in mixed micelles wit h bile components and hydrolyzates of dietary lipids is absorbed in intestinal cells. Retinal formed from ÃŽ ²-carotene is further converted to retinyl ester by retinal reductase and lecithin retinol acyltransferase with the aid of cellular retinol binding protien type-II (CRBP-II), and then incorporated into chylomicron (Ong,1993). Thus, the cleavage of ÃŽ ²-carotene in intestinal cells is closely linked to lipid and retinoid metabolism, and the regulation of the cleavage enzyme activity should be considered in this context. Moreover, the cleavage enzyme is located in the intestinal cells, which are directly exposed to various food components. Action of dietary phytochemicals on the dioxygenase activity might affect the bioavailability of provitamin A carotenoid derived from fruits and vegetables. Carotenoids can be oxidized to a number of compounds by chemical transformation, in contrast to the specific cleavage of certain carotenoids by the enzyme, because of the high reactivity of conjugated double bonds to active oxygen species. The enzymatic conversion of ÃŽ ²-carotene to vitamin A, the non-enzymatic cleavage of lycopene, and the biological actions of the oxidation products of lycopene are described in Akihiko Nagao†s paper.

Issues That Are Facing The Maldives Environmental Sciences Essay

Issues That Are Facing The Maldives Environmental Sciences Essay 36. String of Pearls Scattered Over the Deep Blue Indian Ocean . The first glimpse you get of this fascinating atoll formation confirms two unique aspects of the Republic of Maldives. Not only does it consist of the most beautiful tropical islands, but 99% of its 909,000 km is covered by the sea. 1190 islands are spread over 26 atolls, ring like coral formations enclosing a lagoon, which gives the Maldives its unique paradise like appearance. They stretch about 820 km from North to South, 130 km at the widest point and do not exceed a length of 4.5 miles or an altitude of 6 feet above sea level. No more than 200 islands are inhabited, the rest include 87 tourist resorts and uninhabited islands, some of which are used for drying fish or other agricultural activities. The capital Male, the seat of government and the centre of trade, commerce, business, health and education, is located in the middle of the atoll chain, a small island buzzing with the sounds and activities of about 75,00 0 people which is about one third of the population. 37. Atoll Formation. The atolls of the Maldives are formed from coral structures, separated by lagoons. The atolls are in fact part of a greater structure known as the Lacadives-Chargos Ridge, which stretches over 2000 km. The islands are low lying with the highest point at approximately 8 feet above sea level. Faru or ring-shaped reef structures form the atolls and these reefs provide natural defense against wind and wave action, on these delicate islands.1 38. The Geographical Structure of Maldives. Maldives geography based upon a group of 26 coral islands which are formed by approximately 1190 coral reef islands, and there are 20 administrative atolls along with Male which is the capital island of them all. It is a neighbour of Sri Lanka and is situated southwest of it. The view of Maldives from the air is splendid because of the beautiful patterns it makes in the clear blue sea. Maldives has numerous islands among which only 200 of them have people living there. The north-south stretch of this country is approximately 824 km and from east to west it is about 129 km. Maldives is more blue water than the land because more than 99% of it is sea. 39. There have been many devastating encounter of gale storms in the year 1812 and 1955, and the scientists have also said that the islands of Maldives are in danger due to the rise in the sea level caused by global warming. To safeguard the country from such natural calamities, the government has build up artificial breakwaters and other safety measures with the help of Japan, and has started purchasing land in India, in the event of excessive population displacement.2 Present Environmental Issues. 40. Introduction. Maldives is actively involved in bringing environmental issues to the forefront of the global political agenda, the role played by Maldives in the international arena. The environment of Maldives comprises a delicate and complex series of ecosystems that are unique to the tropical world and many have found it a pleasure of gaze upon. The Maldives has rich biodiversity and the coral reef ecosystem is one of the most productive ecosystems with linkages ranging from microscopic plankton to the giant sperm whale. However, the rapid socio-economic development and fast growing population have greatly contributed to the degradation of the environment. 41. Beach Erosion. Beach erosion is a very widespread problem. Either due to natural causes or man made changes, such as construction of coastal infrastructure; changes in the natural sediment balance; and up drift impoundment of sand behind coastal structures built without pre-filling. The process of coastal erosion and accretion is extremely complex with interrelations to climatic, geological, oceanographic, biological and terrestrial processes affecting the growth and stability of the reefs and island structures. As the beach systems are highly dynamic in nature, the prevailing seasonal conditions may gradually shift the shape as well as the position of the island by strong beach erosion and accretion on either side of the island. 42. Coral Mining. Over a six year period the volumes of coral landed in Male rose from 7,000 to 400,000 cubic feet. Brown Dunne 1988 carried out biological surveys on mined reefs and evaluated the impacts of coral mining in the Maldives. 43. Dredging. Dredging is normally associated with harbor deepening, land reclamation, and mining for construction material. 44. Land Reclamation. Reclamation which in the Maldives usually means the creation of new land. Such activities occur on both large and small scales and are usually associated with human population centres and as a byproduct of harbor dredging. 45. Population Growth. The annual population growth rate between 1977 and 1985 was 3.2% per annum. Between 1985 and 1990 was 3.4% from 1990 and 1995 has dropped to 2.75% per annum. At present 25.7% (62,793) of the population live in Male.3 46. Biodiversity. Biological diversity; the relative number of species, diverse in from and function, at the genetic, organism, community, and ecosystem level; loss of biodiversity reduces an ecosystems ability to recover from natural or man-induced disruption. 47. Deforestation. The destruction of vast areas of forest (eg., unsustainable forestry practices, agricultural and range land clearing, and the over exploitation of wood products for use as fuel) without planting new growth. 48. Greenhouse Gas. A gas that traps infrared radiation in the lower atmosphere causing surface warming; water vapor, carbon dioxide, nitrous oxide, methane, hydro fluorocarbons, and ozone are the primary greenhouse gases in the Earths atmosphere. 49. Groundwater. Water sources found below the surface of the earth often in naturally occurring reservoirs in permeable rock strata; the source for wells and natural springs. 50. Pollution. The contamination of healthy environment by man-made waste. 51. Salination. The process through which fresh (drinkable) water becomes salt (undrinkable) water; hence, desalination is the reverse process; also involves the accumulation of salts in topsoil caused by evaporation of excessive irrigation water, a process that can eventually render soil incapable of supporting crops. 52. Soil Degradation. Damage to the lands productive capacity because of poor agricultural practices such as the excessive use of pesticides of fertilizers, soil compaction from heavy equipment, or erosion of topsoil, eventually resulting in reduced ability to produce agricultural products. 53. Soil Erosion. The removal of soil by the action of water or wind, compounded by poor agricultural practices, deforestation, overgrazing and desertification.4 Environment Assessment. 54. Background. The environment is characterized by numerous fringing coral reefs and lagoons, which contain rich biodiversity. The atolls vary significantly in shape and size. The 26 geographical atolls are grouped into 20 administrative regions, also referred to as atolls. The Maldives coral reefs are globally significant being the 7th largest in world and covering an area of 8920 km. Protecting the environment and natural resources is critical to sustainable livelihoods and the Maldives economy. Fishing directly employs and 11% of the work force, while 20% of the population is dependent on fisheries for the majority of its income. High quality eco-friendly tourism inn the Maldives accounts for around 33% of GDP and is based on the Maldives natural assets including unique geography and coral reefs. 55. Climate Change and Coral Reefs. Coral reefs play a key role in the lifestyles of Maldivians through natural protection of the islands and serve as a major resource for the Maldives economy from tourism and fishing industries. 56. Waste Management. Solid and hazardous waste management is recognized as a critical environmental issues. There are no provisions for collection, treatment and disposal of hazardous wastes. 57. Freshwater Availability and Quality. Rainwater harvesting is the primary source of drinking water. Groundwater accumulates in rainwater recharged aquifers which lie at a depth of 1-1.5 meters below the surface where they are highly vulnerable to:- Contamination from inadequate sanitation facilities and other human activities. Solid waste run-off. Over exploitation. Saline intrusion through soil erosion and flooding (storms, tsunami etc). 58. Biodiversity Loss. The main threats to biological diversity in the Maldives are habitat destruction and overexploitation. Habitat destruction arises from coastal development activities such as harbour development and land reclamation. Run-off from pesticides and fertilizers used in agricultural activities is becoming an increasing problem and threatens the eutrophication of coral reefs. 59. Air Pollution. Ambient air quality is currently not monitored in Male and the available indicators of air pollution include:- An increase in vehicle numbers. The rising quantity of imported fuel. A positive trend in recorded respiratory disease. The number of buildings constructed over the years. Impacts of Sea Level Rise in Male. 60. As sea level rises, the thickness of the freshwater lens decreases, and the volume of freshwater decreases. Also sea level rise would increase the likelihood of storm over wash of the islands, causing increased incidence of saltwater contamination of the freshwater lenses. 61. Tourism industry relying heavily on the marine ecosystems is also under threat from the impacts of climate change. 62. The islands of Maldives are reef-based and coral reefs serve as natural breakwaters. With damage to the coral reefs comes the bigger danger of loosing the natural protection of the islands from the waves and currents. 63. Fishery is also expected to suffer from the impacts of climate change. 64. There is also an urgent need for the development of resources to adapt to possible impacts of climate change. Major Policy Responses and Initiatives. 65. In order to reduce the emission of greenhouse gases, the Maldives has started pilot projects on alternate sources of energy: Solar power has been used to power telecommunication sets, navigational aids and government office buildings and mosques in the islands. The main constraint to the widespread use of solar energy is the lack of technical backup and high installation costs. While wind is a regular feature of the Maldives, existing wind speeds are considered marginal for electricity generation, unless high towers are erected at high capital costs. Supplementing conventional energy supply by alternate energy sources, wherever viable, has been included in the energy sector objective and strategy in the National Development Plan. 66. Various programs have been designed and implemented in areas such as coastal protection, freshwater management and coral reef protection. 67. A United Nations Environment Program mission visited the Maldives and recommended training of local personnel to monitor and evaluate impacts of expected environmental changes and the development of strategies that would permit sustainable development. 68. Maldives is a party to the UNFCCC. The Maldives signed he Convention on 12th Jun 1992 and ratified the same on 9th November 1992. The Maldives played a very important role with AOSIS in the negotiation process that started in Berlin and culminated in Kyoto. The Maldives, though disappointed with the low targets agreed for in the Kyoto Protocol, looks for early implementation of the Protocol. The Maldives was the first country to sign the Kyoto Protocol on 30th December 1998. The first National Communication of the Maldives to UNFCCC was submitted at the 7th Session of the Conference of the Parties to UNFCCC held in Marrakesh in 2001. The National Greenhouse Gas Inventory, National Mitigation Plan, Vulnerability Assessment and Adaptation Options are included in the national communication of Maldives.6 69. President Nasheed had said that the climate change has reached a critical phase and would soon become not just an environmental threat but a security concern too. The UN inter governmental panel on climate change said that within the next century, the sea level will go up by 59 CMS and this would merge most of the islands of Maldives.7 1. http://www.maldiveisles.com 2. http://www.maldiveisle.com. 3. http://www.fao.org 4. http://www.maldivesvacationpackages.net. 5. http://www.fao.org. 6. http://www.indexmundi.com. 7. http://www.adb.org.