What do you understand by globalisation Discuss who- if anybody, is Essay

What do you understand by globalisation Discuss who- if anybody, is benefiting from different aspects - Essay Example The policy changes have opened up borders domestically and internationally hence facilitating the movements of goods and services and causing massive migration across the globe (Johnson, 2002, 428). Many nations have adopted free-market economies thus expanding investment and trading opportunities, as well as expansion of production potential. The advancement in technology is the main driver of globalization and is making people develop the capacity for making informed decisions (Intriligator, 2003, p. 3). The use of information technology and the use of internet have increased the interactions of people through use of mobile phones and the use of social media such as facebook, twitter, YouTube and MySpace among others. The interactions of people have resulted to peace and understanding across the globe. The interaction of people from different cultural backgrounds has improved the way people respond to various issues (Thompson, 2007, p. 1). Different people have enriched their culture by copying positive aspects of the other people’s culture thus improving their living standards. For example, the Western culture has imposed significant changes in the cultures of developing nations in a positive way. The religion of the Western communities has been accepted in the developing countries (Dator, 2006, p. 23). The building styles of the Western countries have been greatly appreciated in other communities and so on. The governments from different nations have benefitted from globalisation because, through the movement of goods and people across nations, the governments are able to increase revenue. Globalisation has resulted to exports and imports of products across the globe (Intriligator, 2003, p. 7). The governments levy custom duties on imports thus increasing the nations’ income. The world nations are able to increase their GDP because they have the opportunity to produce products for sale in other

Antivuris Programs Essay Example for Free

Antivuris Programs Essay Today, people rely on computers to create, store, and manage critical information, many times via a home computer network. Information transmitted over networks has a higher degree of security risk than information kept in a user’s home or company premises. Thus, it is crucial that they take measures to protect their computers and data from loss, damage, and misuse resulting from computer security risks. Antivirus programs are an effective way to protect a computer against viruses. An antivirus program protects a computer against viruses by identifying and removing any computer virus found in memory, on storage media, or on incoming files. When you purchase a new computer, it often includes antivirus software. Antivirus programs work by scanning for programs that attempt to modify the boot program, the operating system, and other programs that normally are read from but not modified. In addition, many antivirus programs automatically scan files downloaded from the Web, e-mail attachments, opened files, and all types of removable media inserted in the computer (Karanos 201-205). One Technique that antivirus programs use to identify a virus is to look for virus signatures, or virus definitions, which are known specific patterns of virus code. According to Shelly and Cashman (Antivirus Programs), many vendors of antivirus programs allow registered users to update virus signature files automatically from the Web at no cost for a specified time. Updating the Antivirus program’s signature files regularly is important, because it will download any new virus definitions that have been added since the last update. Methods that guarantee a computer or network is safe from computer viruses simply do not exist. Installing, updating, and using an antivirus program, though, is an effective technique to safeguard your computer from loss.

RNA World Theory: Summary and Analysis

RNA World Theory: Summary and Analysis This essay will explore the principles of the RNA world theory and supports and criticisms for it. It will look at the properties of RNA which make this theory viable and it will also look briefly at alternate competing theories. RNA, which stands for ribonucleic acid, is a polymeric molecule made up of one or more nucleotides. Each nucleotide is made up of a base: adenine, cytosine, guanine, and uracil, a ribose sugar, and a phosphate which can then form chains. Like DNA, RNA has four main structures: primary, which is the basic polypeptide chain. The Secondary structure is a twisted form of the chain into usually an alpha helix and beta sheet. The tertiary structure is a further folded shape and is often unique. This structure determines the function of the protein. Finally the quaternary is the joining together of multiple tertiary subunits to form one large subunit. The discovery of ribozymes supported the RNA World Hypothesis. This is the theory that earlier life forms may have relied solely on RNA to catalyse chemical reactions and store genetic information. This hypothesis was proposed by Carl Woese, Francis Crick and Leslie Orgel in the 1960s, this was decades before the discovery of ribozymes but soon after the double-helical structure of DNA was determined. According to the RNA World Hypothesis, life later evolved to use DNA and proteins due to RNAs instability relative to DNA and its poorer catalytic properties. Gradually, ribozymes became increasingly phased out. A ribozyme, ribonucleic acid enzyme, is an RNA molecule that is capable of performing specific biochemical reactions, similar to the action of protein enzymes. The structure of RNA nucleotides is very similar to that of DNA nucleotides, with the main difference being that the ribose sugar backbone in RNA has a hydroxyl group that DNA does not. Another minor difference is that DNA uses the base thymine in place of uracil. Despite great structural similarities, DNA and RNA play very different roles from one another in modern cells. RNA plays a central role in the pathway from DNA to proteins, known as the Central Dogma of molecular biology. An organisms genetic information is encoded as a linear sequence of bases in the cells DNA. During transcription, an RNA copy of a segment of DNA, messenger RNA (mRNA), is made. This strand of RNA can then be read by a ribosome to form a protein. Another major difference between DNA and RNA is that DNA is usually found in a double-stranded form in cells, while RNA is typically found in a single-stranded form. The lack of a paired strand allows RNA to fold into complex, three-dimensional structures. RNA folding is typically mediated by the same type of base-base interactions that are found in DNA, with the difference being that bonds are formed within a single strand in the case of RNA, rather than between two strands, in the case of DNA. The strongest evidence for the RNA World Hypothesis is the fact that the ribosome, a large molecular complex that assembles proteins, is a ribozyme. Although the ribosome is made up of both RNA and protein components, structural and biochemical analyses revealed that the mechanisms for translation is catalysed by RNA, not proteins. This suggests that the use of RNA by early life forms to carry out chemical reactions may have preceded the use of proteins. John Sutherland and his colleagues from the University of Manchester performed and experiment that greatly supports the RNA world hypothesis. He and his team created a ribonucleotide, which is a major part of RNA, from simple chemicals. These chemicals are those though to be present on the early earth, or primordial soup. Donna Blackmond, a chemist at Imperial College London, stated that this is extremely strong evidence for the RNA world. We dont know if these chemical steps reflect what actually happened, but before this work there were large doubts that it could happen at all. Critics of these ideas suggest that other organic molecules, rather than nucleic acids, were the first self-replicating chemicals capable of storing genetic information. According to this idea, these simple hereditary systems were later replaced by nucleic acids during the course of evolution. Electric Spark Generation of amino acids and sugars from the atmosphere. The  Miller-Urey supports this theory. The experiment in 1952 was one  that simulated the conditions thought at the time to be present on the  early Earth, and tested for the occurrence of  the chemical origins of life. Miller took molecules which were believed to represent the major components of the early Earths atmosphere and put them into a closed system. The gases they used were methane (CH4), ammonia (NH3), hydrogen (H2), and water (H2O). Next, he ran a continuous electric current through the system, to simulate lightning storms believed to be common on the early earth. Miller observed that as much as 10-15% of the carbon was now in the form of organic compounds. Two percent of the carbon had formed some of the amino acids which are used to make proteins. Millers experiment showed that organic compounds such as amino acids, which are essential to cellular life, could be made easily under the condi tions that scientists believed to be present on the early earth. Community Clay The first molecules of life might have met on clay, according to an idea elaborated by organic chemist Alexander Graham Cairns-Smith at the University of Glasgow in Scotland. These surfaces might not only have concentrated these organic compounds together, but also helped organize them into patterns much like our genes do now. Chilly Start As the sun was about a third less luminous than it is now. This layer of ice, possibly hundreds of feet thick, might have protected fragile organic compounds in the water below from ultraviolet light and destruction from cosmic impacts. The cold might have also helped these molecules to survive longer, allowing key reactions to happen. Simple Beginnings Instead of developing from complex molecules such as RNA, life might have begun with smaller molecules interacting with each other in cycles of reactions. These might have been contained in simple capsules akin to cell membranes, and over time more complex molecules that performed these reactions better than the smaller ones could have evolved. Panspermia Rocks regularly get blasted off Mars by cosmic impacts, and a number of Martian meteorites have been found on Earth that some researchers have controversially suggested brought microbes over here, potentially making us all Martians originally. Other scientists have even suggested that life might have hitchhiked on comets from other star systems. There is no scientific evidence to suggest that RNA is spontaneously being created and capable of forming pre-cellular life today. While some artificial ribozymes have been created in the laboratory (reviewed in Chen, et al., 2007), there are still significant holes in reproducing an RNA world to support the hypothesis. The ribozymes created artificially lack the abilities to sufficiently process themselves, and there is no evidence of them producing large quantities of advantageous nucleotide sequences. Moreover, no system has ever created cellular life. There is even significant debate among scientists over the conditions and constituents of a prebiotic Earth model.

R.C. Sherriffs Journeys End :: Sherriff Journeys End Essays

R.C. Sherriff's "Journey's End" 'Journey's End' was written in 1928, ten years after the end of the First World War. The author, R. C. Sherriff, was injured during action in World War 1 and therefore got a ticket home. Sherriff was trying to raise money for a new boat club and so decided to write this play and perform it. The other club members refused to act out this play because it was too like the World War. There had been a tendency for men returning from the front not to discuss their experiences as they were too horrific and they did not wish their womenfolk to know the truth. So Sherriff went to the 'Incorporated Stage Society'. They agreed, after a while of asking, to have one Sunday performance at the Savoy Theatre in London. They were to judge the play and see if it was successful. It was very successful and then ran for another 600 shows. Sherriff then became a full time writer and died in November 1975. After 'Journey's End', many other books and plays were written and performed about World War 1, but Journey's End had been the first. In the play Sherriff uses many ways to portray the horrors of war and because it is set in a dugout the audience is brought right to the front line for the entire play. The conditions are conveyed in great detail and they are introduced at the very beginning of the play with Hardy trying to dry his sock out over a candle in a dugout. Sometimes the men could not get dry for days and the condition known as trench foot took its name from an infection of the feet resulting from being constantly wet. Lice affected the soldiers very badly in the trenches. The soldiers were on duty at the front for six days and then got time off to rest and be de-loused. The lice would be everywhere and even if the soldiers were clean they would be re-infested very quickly. Stanhope said the dugout 'reeked of candle-grease, and rats - and whisky' and like 'cess-pits'. During the play it was said by Hardy that there probably is over two million rats in and around No man's land. Hardy advised Osbourne not to sleep with his legs hanging too low 'or the rats gnaw your boots'. During the six days at the front the soldiers very rarely took their uniform off, not even for bed, except their shoes and wet items of clothing. They slept on beds sometimes with no bottoms, in the dugouts. They were bunk beds and had a frame and a few cross bars.

Advantage and Disadvantage About Internet

Nowadays, nobody is unfamiliar with the internet. Considering the past hundred years, many people believe has been the greatest invention. Some people feel strongly that it is necessary for their lives. However, it is important to look at both sides of the discussion. First of all, many people like to use the internet. Especially, those who want to have an easy life. For example, people can buy services or products via online shopping.This is convenient for those who do not have time to go shopping. Moreover, the internet is suitable for distance education. This is convenient for people who do not have time to go to university or college, so they are able to learn from anywhere at any time they want. Furthermore, the internet can be a tool to connect people in the world. People can keep in touch with their families and friends when they live far from each other.For these reasons, many people feel the internet is essential. On the other hand, many people are easily addicted to the int ernet. Particularly, teenagers who love a social network sites, they often spend a lot of time accessing such sites, for example, Facebook, Skype and Twitter. This is one reason why many teenagers do not communicate with their parents. In addition, a lot of people have lost their life style. They do not need to talk each other face to face.They prefer to contact their friends and colleagues by sending messages or posting comments on the social media about what they want or what they did. Finally, it is easy for someone to steal your information. For instance, your bank account number, username and password and mobile number, then they use your details to buy something or do bank transactions. To sum up, the internes is like a double-edged sword, you must be careful and learn how to use the internet. Besides, you should avoid some websites if you are not sure they are safe.

Developmentally Appropriate Practices In Relations To Students

The National Association for the Education of Young Children ( NAEYC ) defines developmentally appropriate pattern ( DAP ) as the â€Å" model of rules and guidelines for best pattern in the attention and instruction of immature kids † ( Developmentally Appropriate, 2009 ) . DAP draws on cognition gained from research on the development of kids and besides on the cognition of effectual educational schemes in order to advance maximum acquisition and development in kids ( Developmentally Appropriate, 2009 ) . DAP ( 2009 ) is of import because, when used, it helps instructors make educational determinations that are appropriate for the pupils ‘ age group, set ends for pupils that are both disputing and accomplishable, and guarantee intentionality in all their instruction patterns. The determinations that instructors make in their schoolrooms can potentially hold a great impact on pupils ‘ acquisition experiences. Positive larning experiences lead to future positive larning behaviours such as continuity and flexibleness ( Developmentally Appropriate, 2009 ) . When doing determinations sing the instruction of their pupils, instructors must take into history the general developmental features and larning capablenesss of kids in the age scope that they are learning and besides the single features and larning capablenesss of pupils within his or her schoolroom ( Developmentally Appropriate, 2009 ) . All aspects of development and acquisition are of import and interconnected, and it is non until a instructor to the full understands where his or her pupils stand physically, cognitively, and emotionally that effectual determinations sing their instruction can be made ( Spano, 2004 ) . The determinations being made by instructors lead to the scene of ends in the schoolroom. Not merely do instructors necessitate to guarantee that pupils achieve these ends, but they besides need to dispute pupils to construct on the cognition they already possess to make a higher degree of understanding and development. These challenges must ever be presented as the following logical measure harmonizing to the kid ‘s phase of development ( Developmentally Appropriate, 2009 ) . In general, the phases of kid development are well-documented and follow a predictable sequence ( Spano, 2004 ) . However, it is true that each single kid reaches each phase of development at a different clip which makes it of import for instructors to cognize the general features of the age group every bit good as the single pupils ‘ features. If a instructor is non cognizant of their pupils ‘ single developmental degrees, ends may be set either excessively high or excessively low, and larnin g will non happen ( Developmentally Appropriate, 2009 ) . Another ground that DAP is of import is that DAP ensures intentionality ( Developmentally Appropriate, 2009 ) . Intentional instructors use their cognition of their pupils ‘ development to be after all facets of their category, from the schoolroom set-up to the usage of assorted learning schemes to the types of appraisals administered. Teachers must understand that development and larning take topographic point best in state of affairss where the kid is unafraid in his or her milieus and that positive acquisition experiences shape their motive ( Helping your kid, 2005 ) . They should besides maintain in head that kids learn in a assortment of different ways, so assorted attacks to the stuff should be made. When instructors design their categories with developmentally appropriate purposes in head, a much more effectual acquisition environment is created ( Developmentally Appropriate, 2009 ) . Now that the importance of developmentally appropriate patterns has been defined, a elaborate description of the features of the cognitive, affectional, and psychomotor development of striplings runing from age 12 to sixteen will be reviewed while discoursing the impact that these features have on instruction and acquisition. The developmental psychologist, Jean Piaget, classified the phases of cognitive development in kids ( Anderson, 2004 ) . In his theory, there are four phases of cognitive development ( sensorimotor, preoperational, concrete operational, and formal operational ) ( Anderson, 2004 ) . Early striplings ( approximately ages 11 to 13 ) , says Piaget, see the passage from the concrete operational phase to the formal operational phase ( Anderson, 2004 ) . Adolescents at this phase should be traveling off from the construct of egocentricism, or the apprehension that one ‘s position is non needfully the position of person else ( as cited in Malerstein & A ; Ahern, 1979 ) . Another facet of this passage is that striplings move from concrete idea to more abstract idea, intending that they are able to believe about inside informations that do non refer to an existent object or event. Concepts such as love are more apprehensible to striplings than to younger kids ( as cited in Malerstein & A ; Ahern, 1979 ) . Besides, persons in the formal operational phase of development are able to believe more scientifically ( Anderson, 2004 ) . This means that, when presented with a job, the person will travel about work outing the job by organizing hypotheses and proving each hypothesis until the right result is reached ( as cited in Malerstein & A ; Ahern, 1979 ) . Adolescents in this age scope become progressively concerned about the hereafter instead than the present with early striplings being concerned chiefly with the close hereafter while in-between striplings ( age 14 to 16 ) are more concerned with future callings and life programs ( Spano, 2004 ) . These persons are going more interested in their ain potency, and besides in the sentiments of others ( Helping your kid, 2005 ) . The thought of adolescent egocentricism is fundamentally the development of uneasiness ( Elkind, 1967 ) . Adolescents usually have ideas that everyone is watching them, known as the fanciful audience ( Elkind, 1967 ) . This may stem from the physical alterations that they are sing ( i.e. , pubescence ) , which will be discussed in more item subsequently on. Another signifier of adolescent egocentricism tied to physical development is the thought of personal fabrication, where persons perceive themselves as finally alone and perchance unbeatable ( Elkind, 1967 ) . The deductions of cognitive development on acquisition and instruction at this age scope are rather of import. Because striplings now have the capacity for abstract idea, their verbal problem-solving accomplishments are much greater ( Developmentally Appropriate, 2009 ) . Teachers can now utilize inquiry-based acquisition at a more advanced degree ( Developmentally Appropriate, 2009 ) . For illustration, in the biological science schoolroom pupils at this degree of cognitive development may be take a relevant subject, develop a research inquiry, signifier hypotheses, test the hypotheses, observe the consequences, make decisions, and pass on the importance of the findings to other schoolmates ( Mississippi Science Framework, 2001 ) . Socially and emotionally, adolescence is a really disruptive clip ( Helping your kid, 2005 ) . During pubescence, sex endocrines, bodily alterations, and nervous pruning ( the cutting dorsum of fresh nervous tracts ) lead to incomprehensible temper swings ( Helping your kid, 2005 ) . This is besides a clip when striplings are developing a personal individuality and sense of ego ( as cited in Hamachek, 1988 ) . Erik Erikson ‘s theory of the eight phases of development provinces that the most of import phase for this age scope is stage five: individuality versus individuality confusion ( as cited in Hamachek, 1988 ) . In this phase, persons are get downing to set up a stable self-concept that does non alter. However, Erikson besides says that persons in this phase can hover between being certain of themselves and uncertainness which may be due to the rapid alterations that adolescents experience during pubescence ( as cited in Hamachek, 1988 ) . In phase four of Erikson ‘s theory, the single begins to develop a sense of industry and lower status ( as cited in Hamachek, 1988 ) . This means that by age about age 12, striplings should be cognizant of their ain capacity to bring forth things every bit good as the fact that they may non be every bit good at some things as others ( as cited in Hamachek, 1988, Helping your kid, 2005 ) . A sense of lower status creates self-aware feelings about oneself which may take the stripling to move shyly or sharply but besides to derive or lose motive in academic enterprises ( Spano, 2004 ) . Besides at this age, striplings are traveling off from dependance on parents and closer to interaction with equal groups ( as cited in Hamacheck, 1988 ) . They begin to value the sentiments and involvements of their friends over the sentiments and involvements of their parents, and they besides begin to take involvement in edifice stronger relationships with people outside their immediate household ( Spano, 2004 ) . Therefore, peer force per unit area can be a major factor in behaviour ( Helping your kid, 2005, Spano, 2004 ) . Even though striplings are seeking independency from their parents at this age and finding their single personalities, they can besides return back to Acts of the Apostless of childish in times of emphasis ( as cited in Hamachek, 1988 ) . One must maintain in head that merely because striplings have the visual aspect of immature grownups, they are still slightly kids cognitively and emotionally ( Kipke, 1999 ) . So in the schoolroom, instructors should retrieve to put ends that are disputing but non excessively disputing ( Developmentally Appropriate, 2009 ) . Showing a challenge that can be accomplished with some attempt gives the pupil a sense of assurance in his or her ain abilities which can take to a greater sense of individuality, whereas showing impossible challenging can hold negative effects on self-esteem and deter positive acquisition behaviours ( Developmentally Appropriate, 2009 ) . Teachers should besides maintain in head that pupils are extremely societal at this clip, so concerted acquisition is a positive instruction scheme ( Developmentally Appropriate, 2009 ) . For illustration, in the biological science schoolroom, have pupils work together on an assignment such as dissecting a toad while the instructor acts as a facilitator and moves about the room to assist groups when they can non reply the inquiries on their ain ( Mississippi Science Framework, 2001 ) . Just retrieve that, in the schoolroom, societal interaction should non roll excessively far from the content. The most apparent signifiers of development in striplings are psychomotor and physical development. Approximately between the ages of 11 and 15, adolescents undergo pubescence, or the development of secondary sex features ( Kipke, 1999, Spano, 2004 ) . At this point in their lives, striplings become capable of reproduction which entails a figure of physical alterations such as an addition in height and weight and organic structure hair, etc. ( Spano, 2004 ) . This drastic alteration in bodily proportions, coupled with the phenomenon of nervous pruning ( which is the decrease of fresh neural tracts in the encephalon during adolescence ) , sometimes leads to awkwardness and shortages in coordination every bit good as alterations in affect ( Coch, Fischer & A ; Dawson, 2007 ) . Physical alterations interact closely with emotion and knowledge ( Coch, Fischer & A ; Dawson, 2007 ) . Due to all the physical developments, striplings spend a important part of clip focused upon themselves which gives grownups the feeling of egoism ; and because they are so focussed on themselves, they feel like others are focused on them as good which is the impression of the fanciful audience ( Elkind, 1967 ) . These rapid alterations make them experience self-aware and over-concerning about their physical visual aspect ( Spano, 2004 ) . Although pupil may be awkward or clumsy at this age, implementing schemes that require honing of all right motor accomplishments is a good thought ( Coch, Fischer & A ; Dawson, 2007 ) . Having pupils fix their ain moisture slides in a biological science category is a valuable tool because it requires pupils to pay attending to item and develop concentration and a new accomplishment set that can be used subsequently on ( Mississippi Science Framework, 2001 ) . All of these new developments in striplings lead to new chances in larning. Cognitive development allows immature striplings to finish more in-depth job state of affairss and focal point for longer sums of clip ( Helping your kid, 2005 ) . Adolescents are besides developing a sense of ego and personal involvements, so they are capable of ramifying out into extracurricular activities that they enjoy such as music or art ( Hamachek, 1988, Helping your kid, 2005 ) . This is besides the clip in life where persons form womb-to-tomb reading wonts, so encouragement to read is of import ( Helping your kid, 2005 ) . In drumhead, the old ages of adolescence ( ages 12 through 16 ) are a clip of major development non merely cognitively but emotionally and physically every bit good. For instructors, structuring content around developmentally appropriate patterns is highly of import. Without maintaining in head the degree of cognitive ability of their pupils, instructors run the hazard of making lessons that are either excessively long and advanced or excessively easy and short. Teachers need to understand what their pupils are traveling through emotionally and socially every bit good. Implementing learning schemes where the pupils get to interact with one another is a positive incentive for adolescent pupils. In the scientific discipline schoolroom, all these deductions are merely every bit valid as in any other schoolroom. Designing lesson programs that allow the pupils to develop an involvement in different subject and work out jobs that are disputing will assist them to make a high degree of development, and showing the stuff in assorted ways helps pupils with changing personalities learn the stuff. Without usage of developmentally appropriate patterns, effectual instruction is non possible.