What is meant by conservative vs. non-conservative amino acid Essay

What is meant by conservative vs. non-conservative amino acid substitutions in a protein, what are the possible implications of each, including a possible impact upon nutrition - Essay Example On the other hand a non conservative amino acid substitution brings about a change in the protein. There is a remarkable change in the position, shape and other attributes of the amino acid arrangement. Non Conservative amino acid substitutions result in changes in the protein which can be described as mutations. Occurrence of mutations may cause malfunctioning of the protein (Krawczak, 48). Many chemical changes cause damage to the DNA. There are different mutations that affect the functioning of the gene in different ways. Because of this abnormalities in body and blood function such as sickle cell anemia can be witnessed. Mutations can block protein synthesis, disrupt transcription and splicing, produce protein products that are truncated, and generally disrupt the functioning of proteins (Krawczak, 47). Mutations affect the functioning of red blood cells so that transportation of oxygen to the cell becomes very difficult. Body nutrition is therefore adversely affected (Chasman, 6 90). Chasman Dennis. and Adams Ramney. Predicting the functional consequences of non- synonymous single nucleotide polymorphisms: structure-based assessment of amino acid variation.  J. Mol. Biol.,307, 2001, 683–706. Krawczak Mariam., Ball Egler. Fenton Insar., Stenson Pardy, Abeysinghe Sam., Thomas Nick. and Cooper Dick. Human gene mutation database-a biomedical information and research resource.  Hum. Mutat.,  15, 2000,

History of the Rockettes Research Paper Example | Topics and Well Written Essays - 1250 words

History of the Rockettes - Research Paper Example The Rockettes have a long history that spans several decades. Most people who enter the Radio City Music Hall may not know that the Rockettes were a group that was formed in 1925 in St. Louis, Missouri by Russell Markert. Markert originally called the group, â€Å"The Missouri Rockets† (The Radio City Rockettes). Markert decided to create this group after he saw the John Tiller Girls who were a part of the Ziegfeld Follies in 1922. Markert thought that he would be able to put together a group comprised of leggy women who could do â€Å"complicated tap routines† and â€Å"eye-high kicks† that in his words, would â€Å"knock your socks off† (The Radio City Rockettes). Eventually, the Missouri Rockets were moved to New York to perform at the Roxy Theater, then owned by S.L. â€Å"Roxy† Rothafel, who was the theater impresario. The Missouri Rockets performed in a program at that time called Rain or Shine. There were actually three different groups of women who comprised the Missouri Rockets until Rothafel, so imp ressed by the women, pulled them all together and renamed them the Roxyettes. In 1932, the Radio City Music Hall had its opening night and the Roxyettes performed for the first time on this stage; since then, there have been hundreds of performances and they have become famous. During this opening night, they were part of 17 groups who performed including such performers as the Flying Wallendas, Ray Bolger and Martha Graham (The Radio City Rockettes). In 1934, the group was â€Å"streamlined† and the Rockettes were born. In the early years of the Rockettes all girls were white and their height had to be between 5’6† tall and 5’10† to 5’10  ½Ã¢â‚¬  tall. In 1985, Setseko Maruhashi became the first Asian (Japan-born) Rockette and in 1988, Jennifer Jones became the first African-American. For many years, there was controversy about hiring African-Americans because it was felt that they would â€Å"distract from the consistent

Kraft Foods Board of Directors Essay Example for Free

Kraft Foods Board of Directors Essay Reviewï ¼Å¡ Kraft Foods Inc. is a global snacks powerhouse with an unrivaled portfolio of brands people love. The Compensation Committee of the Board of Directors of Kraft Foods Group, Inc. will discharge the Board’s responsibilities relating to compensation for executives and independent directors. In fulfilling its responsibilities, the Committee will have full access to all of Kraft’s books, records, facilities and personnel. The Committee will also have the authority to conduct investigations and to retain independent counsel and advisers, as it determines necessary to carry out its duties and responsibilities, including sole authority to engage, retain, approve fees and other retention terms of, and terminate compensation consultants. - HP’s Board of Directors Name/Title| Current Board Membership| Ralph V. Whitworth, 57Independent Non-Executive Chairman| Sovereign Bank, Na (pennsylvania), Hewlett-packard Co.| Meg Cushing Whitman, 57President, Chief Executive Officer Director| Hewlett-packard Co., Zipcar, Inc., The Nature Conservancy, Inc., Teach For America, Inc., Zaarly, Inc., Procter Gamble Co.| Marc L. Andreessen, 41Independent Director| Tinyco, Inc., Zend Technologies, Inc., Glam Media, Inc., Kno, Inc., Ebay, Inc., Stanford Hospital Clinics, Hewlett-packard Co., Hewlett-packard Development Co. Lp, Facebook, Inc., Skype Sarl, Tidemark Systems, Inc.| Ann M. Livermore, 54Director| Hewlett-packard Co., United Parcel Service, Inc., Lucile Packard Childrens Hospital| Rajiv Lochan Gupta, 67Lead Independent Director| Hewlett-packard Co., Information Resources, Inc., Avantor Performance Materials, Inc., Stroz Friedberg Llc, The Vanguard Group, Inc., Delphi Automotive Llp, Affle Pte Ltd., Tyco International Ltd., The Conference Board, Inc., Delphi Automotive Plc| Shumeet Banerji, 53Independent Director| Hewlett-packard Co.| Gary M. Reiner, 58Independent Director| Hewlett-packard Co., Box, Inc., Norwalk Health Services Corp., Appirio, Inc., The Norwalk Hospital Association| Patricia F. Russo, 60Independent Director| Alcoa, Inc., General Motors Co., Kkr Management Llc, Kkr Co. Lp, Hewlett-packard Co., Merck Co., Inc., The Partnership For A Drug-free America, Inc.| Ray J. Lane, 66Lead Independent Director| Alertenterprise, Inc., Spikesource, Inc., Virsa Systems, Inc., Visible Path Corp., Xsigo Systems, Inc., Elance, Inc., Hewlett-packard Co., Special Olympics, Inc., Greatpoint Energy, Inc., Ausra, Inc., Quest Software, Inc., Kenandy, Inc., Carnegie Mellon University, Enigma, Inc., Hara Software, Inc., West Virginia University, Luca Technologies, Inc., Think North America, Mevio, Inc.| Reviewï ¼Å¡ HP announced changes to its board of directors. Raymond J. Lane has decided to step down as chairman of the board, to be replaced on an interim basis by Ralph V. Whitworth. The board is commencing a search for a permanent nonexecutive board chairman. In addition, John H. Hammergren and G. Kennedy Thompson, after eight and seven years of service to HP stockholders, respectively, have decided to leave the board. Both directors will continue to serve until the May board meeting. The board is commencing a search for two or more new independent directors. This news release contains forward-looking statements that involve risks, uncertainties and assumptions. If such risks or uncertainties materialize or such assumptions prove incorrect, the results of HP and its consolidated subsidiaries could differ materially from those expressed or implied by such forward-looking statements and assumptions. - Macy’s Board of Directors Name/Title| Current Board Membership| Terry J. Lundgren, 61Chairman, President Chief Executive Officer| Macys, Inc., National Retail Federation, Procter Gamble Co., The Partnership For New York City, Kraft Foods Group, Inc., Federal Reserve Bank Of New York| Steven F. Bollenbach, 70Independent Director| Time Warner, Inc., Ludwig Institute For Cancer Research Ltd., Los Angeles World Affairs Council, Mondelez International, Inc., Macys, Inc., Kb Home| Craig E. Weatherup, 67Independent Director| Macys, Inc., Starbucks Corp.| Sara L. Levinson, 62Independent Director| Macys, Inc., Harley-davidson, Inc., Cmi Marketing, Inc.| Joseph L. Neubauer, 71Independent Director| The Jewish Theological Seminary Of America, The Barnes Foundation, The University Of Chicago, Catalyst, Inc., Macys, Inc., Verizon Communications, Inc., Aramark Refreshment Services Llc, The Horatio Alger Association Of Distinguished Americans, Aramark Holdings Corp.| Paul C. Varga, 49Independent Director| Brown-forman Corp., Macys, Inc.| Marna Cupp Whittington , 65Independent Director| Macys, Inc., Oaktree Capital Group Llc, Phillips 66| Meyer Feldberg, 71Independent Director| New York City Ballet, Inc., Managed High Yield Plus Fund, Inc., Global High Income Fund, Inc., Macys, Inc., Revlon, Inc., Strategic Global Income Fund, Inc.| Deirdre P. Connelly, 52Independent Director| Pharmaceutical Research Manufacturers Of America, Macys, Inc., Human Genome Sciences, Inc.| Joyce M. Rochà ©, 66Independent Director| Dr. Pepper Snapple Group, Inc., Tupperware Brands Corp., Macys, Inc., Association Of Governing Boards Of Universities Colleges, Dillard University, Att, Inc.| Review: Managing a nation-wide retail business requires a team of committed, talented and experienced executives. Macy’s stores and direct-to-customer business compete with many retailing formats in the geographic areas in which they operate, including department stores, specialty stores, general merchandise stores, off-price and discount stores, new and established forms of home shopping (including the Internet, mail order catalogs and television) and manufacturers’ outlets, among others. In addition to competing with these other retailers for customers, Macy’s also must compete very aggressively for executive talent. These talented executives are accountable for the performance of the business units they manage and are compensated based on that performance.

History Of Police Interviewing In England And Wales Criminology Essay

History Of Police Interviewing In England And Wales Criminology Essay CHAPTER 1- Interviewing suspects and witnesses is a basic operation of policing all over the world. In England and Wales, pre PACE, historically there was no formal interview training for police officers and officers learnt how to interview through observation of other police officers. Thus, the best evidence of guilt was confessions and theoretically good interviewers were those who could convince suspects to confess to crimes. Police interviews prior 1984 were governed by Judges Rules, these were just guidelines for the officers who they were allowed to execute interviews unrecorded and then to write a report of the interview from memory. Afterwards, officers memory of the interview was presented in court from the handwriting report. The dangers of this are self-evident officers can pick up bad practises or miss valuable information. Eventually investigations can be damaged, disrupted or even destroyed. The secrecy of the police interview room led to widespread concern about the tactics used to extract confessions things like intimidation, oppression, deception, and even physical violence (Leo, 1992). It has been shown that these tactics can lead to false confessions, in which case a double miscarriage of justice occurs not only is an innocent person convicted but the true offender remains free (Gudjonsson, 1992). The aim of this chapter is to discuss the old investigative interviewing which led to miscarriages of justice. Also, what was happening to police interviewing, why false confessions were frequent phenomenon and what types of false confessions exist. An important theme is public perception about police interviewing at this historical time. Finally the primary improvements that have been done, such as PACE and Circulars 7 and 22. Miscarriages of Justice When the term miscarriages of justice is used, it usually refers to what are called questionable convictions or wrongful convictions. Walker (1999: 52-5) summarises the causes of questionable convictions which are: fabrication of evidence, unreliable identification of an offender by the police or witnesses, unreliable expert evidence, unreliable confessions resulting from police pressure or the vulnerability of suspects, non disclosure of evidence by the police or prosecution, the conduct of the trial and problems associated with appeals procedures. However, the term miscarriages of justice as relating to questionable convictions is itself partly adequate (Adler and Gray, 2010). Consequently, the term can also occur when there is no action, inaction or questionable actions, whereby an offence has taken place but no action or insufficient action or interference has followed. Questionable actions include police unprofessional conduct and lack of ability (e.g, failures to investigate ef fectively, poor treatment of victims and their family), insufficient prosecution processes (poor communication with police, risk avoidance ), and problematic trial practices (hostile cross examination of witness, weak presentation of the prosecution case). Therefore, questionable actions represent police failure to identify suspects and to press charges, the lack of success of the prosecution to mount a case, the collapse of the prosecution case during the trial and as a result, agencies ineffectiveness to inform or support victims and their families (Newburn, Williamson and Wright, 2007). Traditionally, the primary aim of police investigators has been to obtain a confession from the primary suspect, the confession being seen by officers to be the key of a successful investigation and the predominant means by which a conviction can be secured. To understand why a confession was so pivotal concern it is essential to consider the operation of various systems of justice. In an adversarial system, the judge is considered to be neutral during the trial process and should leave the presentation of the case to the prosecution and defence who prepare their case, call and examine witnesses. According to Zander (1994), the adversarial system is not a search for the truth. The inquisitorial system aim to be a search for the truth, in this system the judge is not neutral but will play critical role in the presentation of the evidence at the trial. The Judge calls and examines the defendant and the witness. While the trial is in progress lawyers for the prosecution and defence can merely ask complementary questions. The Royal Commission stated that It is important not to overstate the differences between the two systems because all adversarial systems contain inquisitorial elements and vice versa (Runciman, 1993). The court was not interested in the truth; it just had to decide whether punishment has been applied beyond all rational doubt. Therefore, it is not surprising that confession evidence had priority and investigators relied on a confession within the investigation process. Certainly, investigators focused on a confession and to attain a confession used coercive methods, allowing the investigation team to move on to the next case. False confessions lead to false convictions, thus police officers reproduced miscarriages of justice within their behaviour and interviewing tactics (Newburn, Williamson and Wright, 2007). False confessions lead to false convictions In the UK and other countries, a number of miscarriages of justice have established that false confessions occur and a large number of these are due to factors which exist within the interview context. Kassin and McNall (1991) analysed the tactics described by Inbau, Reid and Buckley (1986) which lead to false confessions; and found two categories: maximisation, where interviewers use scare tactics to intimidate a suspect believe to be guilty and minimisation, where interviewers underrate the offence seriousness and charges. Three categories of false confessions were identified by Gudjonsson and MacKeith (1988) and expanded by Shepherd (1996). These categories are as follows: Voluntary false confession Voluntary false confessions occur when the interviewee falsely confesses for personal reason without pressure. Possible reasons that suspect give false confession are: to exempt feelings of guilt about a real or imagined crime or situation in the past (this is most possible to happen for people with depression, Gudjonsson, 1992). To pre-empt further investigation of a more serious offence; to cover up the real culprit; to gain notoriety- a wish to become infamous and to enhance ones self esteem; an inability to distinguish reality from imagination(people with schizophrenia); to take a revenge on another and to hide other non criminal actions. Coerced-compliant false confession Coerced-compliant false confessions arise when the interviewee agrees to make a confession in order to make some kind of gain. This category of false confession occur from social influence factor; compliance. Compliance is a change in ones behaviour for contributory purposes, it is first found in Aschs (1956) primary studies of conformity and Milgrams (1974) research on obedience to authority. Interviewee sees the short term advantages of confessing (being released) outweighing the long term costs (such as prosecution and imprisonment). People, who are passable to compliance such as people with learning disabilities, may be especially vulnerable to this type of false confession. Coerced-internalised false confession The last category is a coerced-internalised false confession in such cases suspects come to believe that they are guilty because they no longer trust their own memory of certain details. This type of false confession derives from a cognitive effect and refers to the internal acceptance of beliefs held by others. An interviewee who is anxious, tired and confused actually comes to believe he or she committed the crime. The suspects memory may be altered in interviewing process. This can be linked to the false memory syndrome. The memory distrust syndrome concerns interviewees who distrust their own memory and consequently depend on external guide for information (in this particular situation -interviewer, Wolchover Heaton-Amstrong, 1996). This syndrome can be explained in two ways. The first relates to amnesia or memory damage. The interviewee has no clear memory and does not remember if he committed the crime or not. Also he or she does not remember what exactly happened the time of the crime. This may be due to amnesia or alcohol induced memory problems. The second way occurs when the interviewee is aware that he or she did not commit the crime and when the interviewer makes cases, manipulates the interviewee with suggestions. The suspect mistrusts his or her self and start thinking if he or she committed the crime. Ofshe (1989), stated that three common personality characteristics are situated on people who give this type of false confessions. They trust in people of authority, lack of self confidence and heightened suggestibility. Gudjonsson (1997) also argued, the false belief and false memories in cases of coerced- internalised false confession are most commonly developed as a result of manipulative interviewing techniques. Gudjonsson and Clark (1986) also introduced the theory of suggestibility which is a theoretical model of interrogative suggestibility and arises from a social cognitive viewpoint. It is argued, that most people would be susceptible to suggestions if the necessary conditions of uncertainty, interpersonal trust and heightened expectations are present. Implicit in such a model is the assumption that interrogative suggestibility is a distinct type of suggestibility. Gudjonsson also points out that; suggestibility is, to a certain extent, influenced by situational factors and experience. IS is defined as the extent to which, within a closed social interaction, people come to accept messages communicated during formal questioning, as a result of which their su bsequent behavioural response is affected (Gudjonsson and Clark, 1986). The IS is comprise two separate susceptibilities: to yield to leading questions, where yielding regards to the reliability of testimony and closely reflects memory processes; and to shift the primary answer in response to negative feedback, where shifting is related to coping process which are mainly affected by personality traits and experience (convicted in past, Gudjonsson, 1992). The literature on miscarriages of justice highlights the role of coercion in obtaining confessions and the problem with convictions based only or mainly on confessions. Using unfair means and tactics to secure a conviction is sometimes known as noble cause corruption. That is to say, so strong is the desire to achieve a correct conviction that any means to that end are justified. The adversarial process combined with the pressure for a quick result creates noble cause corruption. Resounding examples are Guildford Four and Birmingham Six, which have been described in newspapers as the worst miscarriages of justice in England in the last century. The Guildford four took palce on 5 October 1974, in which members of the Irish Republican Army planted bombs in two public houses in Guildford, Surrey: the Horse Groom and the Seven Stars. The attacks left five people killed and over 100 injured. Kennedy (1989) describes how Conlon, came to sign his confession and what previously happened. Pol ice officers were violent and immoral. As Conlon stated I was crying and frightened. Simmons said if I didnt make a statement, he would ring Belfast first thing in the morning and I would never see my mother or sister again. The last of my resistance shattered when he said this. I was crying and shaking uncontrollably. I said my family hadnt done anything. I fell apart. Simmons said what happened to my family was up to me. I said I would make a statement like they wanted, but it wouldnt be true as I really didnt do it (Kennedy, 1989). The four men spent 15 years in prison before the case was overturned in 1989 after a new police investigation had found serious flaws in the way Surrey police noted the confessions of the four: that the notes taken were not written up immediately and officers may have colluded in the wording of the statements (Gudjonsson, 2003). Another event happened as it was called The Birmingham Six, after one month when Guildford four took place, namely on 21 Nove mber 1974. Two public houses In Birmingham were bombed by the IRA in which 21 people were killed and more than 160 were injured. Six men were convicted for this crime and they were released after 16 years (in 1991) Scientists admitted in court that forensic tests which were originally said to confirm two of the six had been handling explosives could have produced the same results from handling cigarettes (Gudjonsson,2003). In Guildford four, the confessions that had been central of their conviction in 1975 were shown to be unreliable and in, sometimes fabricated. In the second case, Birmingham Six, the confession was discredited. Thomas Heron, who was on trial for the murder of a young girl, was acquitted when the interviews, which led to his confession, were dismissed by the trial judge as oppressive. In this case interviews were recorded in compare of Guildford Four and Birmingham Six in which the interviews were not recorded. The Police Studies Institute Report found (1983) that the most widespread opinion about police interviewing and the most popular police misconduct is that police officers threatening and the use of unfair pressure. Around fifty percent of the respondents believed that police use threats and pressure at least sometimes but the more important is twenty five percent thought that it often happens and this was a usual behaviour of police officers. A de facto percentage of Londoners believed that other kinds of misconduct happened at least once in a while. Around ten percent of Londoners thought police officers fabricate evidence and use inexcusable violence on people were detained at police stations. The findings of this research showed the public perception which was negative and critical against police. . The majority of Londoners had serious doubt about police conduct. People did not trust police interviewing, it showed that there was a complete lack of confidence and reliability (Smit h 1983: 325). One third of young white people thought the police often used threats or unreasonable pressure during custodial questioning while 62 per cent of young people of West Indian descent believed that they did so. Therefore, people were critical of police where they had a high degree of conduct with the police or they were subject to a high level of victimisation (Jones et al, 1986). The successful appeals of Guildford Four and Birmingham Six and the acquittal of Heron received widespread publicity and brought heavy criticism of the police and affected public opinion. A general public survey found that 73 per cent of the participants believed that the police broke the rules to obtain convictions (Williamson, 1991). By 1993 police interviews were described as a grave concern (Shepherd 1993). These surveys provide a rich picture of the nature and quality of the relationship between the citizen and the police in the past (Williamson, 2005). By the 1970s and 1980s in England and Wales it was clear that the legitimacy of the criminal justice system was at stake. Something had to be done. This became the focus of policy making. Such were the concerns that the Royal Commission on Criminal Procedure (1981) was set up, in turn leading to the passing in 1984 of the Police and Criminal Evidence Act (PACE) a key piece of legislation to monitor, amongst other things, the integrity of evidence production (Maguire, 2003) Through PACE (enacted 1986), police interviews with suspects were to be tape-recorded. This, it was hoped, meant the old regime of police investigations would be brought to an end and police interviews should be open to scrutiny (Lea, 2004). PACE suggested that investigation should separate from prosecution and should have an independent investigation service. Scientists with educational background should work in these laboratories and help the police to investigations and police officers had to be trained. All pol ice manuals are based on experience rather than objective and scientific data. Experience is invaluable to police work and its usefulness is illustrated by the effectiveness of the techniques recommended. However, relying solely upon experience in determining procedure may create serious pitfalls and fail to bring to light important facts about human behaviour, such as the susceptibility of some suspects to give erroneous information when placed under interviewing pressure. What is needed is more research into the effectiveness and pitfalls of different interviewing techniques. Also they argued that forensic laboratories should be independent from police. Home Office Circular 22/1992 provides the following seven principles of investigative interviewing: 1. The role of investigative interviewing is to obtain accurate and reliable information from suspects, witnesses or victims in order to discover the truth about matters under police investigation. 2. Investigative interviewing should be approached with an open mind. Information obtained from the person who is being interviewed should always be tested against what the interviewing officer already knows or what can reasonably be established. 3. When questioning anyone a police officer must act fairly in the circumstances of each individual case. 4. The police interviewer is not bound to accept the first answer given. Questioning is not unfair merely because it is persistent. 5. Even when the right to silence is exercised by a suspect the police still have a right to put questions. 6. When conducting an interview, police officers are free to ask questions in order to establish the truth; except for interviews with child victims of sexual or violent abuse which are to be used in criminal proceedings, they are not constrained by the rules applied to lawyers in court. 7. Vulnerable people, whether victims, witnesses or suspects, must be treated with particular consideration at all times. Questioning also may be considered oppressive if the officer asks: multiple questions (i.e. several questions rolled into one); ambiguous questions (i.e. where the potential answers have more than one meaning); irrelevant questions (i.e. questions which have no logical connection with the police enquiry); questions concerning other offences; hypothetical questions; questions based on dubious or non-existent evidence; questions concerning a co-suspect. (Home Office Circular 22/1992) The effectiveness of Pace is debatable, on the one hand McConville and colleagues suggested in 1991 that little of police interviews had changed especially in relation to interrogative suggestibility. Namely, the tape recording of interviews had not changed the power relations in the whole interview process, principally the fact that Interrogation takes place in an environment which increases the vulnerability of the suspect and maximises the authority and control of the police (1991, p78). On the other hand, Ede and Shepherd (2000, p109) stated that tape recording of PACE interviews led to a sharp decline in forceful interviewing and revealed the widespread ineptitude of police officers in the interviewing role In the same concept Milne and Bull (2003) report experience officers views. Since the 1986 introduction of PACE regarding audio-taping interviews with suspects, police interviews have become better planned, more structured, and the use of trickery and deceit has all but vanis hed (p121) . PACE appears to have markedly reduced the number of manipulative and persuasive techniques that police officers use when interrogating suspects, except perhaps in the most serious cases (Milne and Bull, 1999). Interestingly, there appears to have been no overall effects on the confession rate of suspects. The reason that police interviewing was still poor (Baldwin, 1992) was because of police role in the investigation of offences was still one of persuading suspects to confess rather than engaging in a process of inquiry, which was a search for the truth. The persistence on confession evidence also meant that witness and victims were often ignored, not seen as an important part of the investigation process, consequently were not interviewed methodically and so were not capable to present all the information they were competent of giving as evidence (Adler and Grey, 2010). Obviously, there was a need for a change of investigative interviewing to meet the ideals of the new legislation and to prevent challenges to the evidence achieved through questioning. This constituted in the establishment of a national committee on investigative interviewing that involved police officers, lawyers and psychologists. That result was the beginning of the PEACE interviewing model (Milne et al, 2007).

Citizenship :: Economics

Citizenship There are plenty of reasons for schools sending us to work experience. I believe that work experience gives us pupils a taste of the world of work. This would show and give the pupils a rough idea of how working life is. Also it will help them in the future on what they would be interested to achieve and what they would desire to be. In Kelmscott School they send us to work experience in Year 10. I worked in T.K. Maxx during my work experience. In my work experience I was an Associate. This meant I had to help do things around the building such as tagging, cleaning, tidying up and picking up stocks. The reason why I chose this job was because I wanted to learn new skills. The skills I hoped to acquire were to be punctual every day, work without supervision, work as a team member, and meet targets and deadlines and to use my time well so that the job gets done. Another reason why I chose this job was because of the location. It was near to my house. I chose this job in my school by doing a questionnaire first to help to identify areas of interest related to work. Then we had job categories where we were able to choose our placement from. I chose the job category Retail. These had jobs such as working in Sainsbury’s, HMV, and T.K Maxx etc. The job I chose made it suitable for me because I had personal qualities for instances I am a good communicator. I will have needed this because I had to speak to the general public. Also I am an excellent team worker so I will be able to work as a team member and work with others. In my work experience I hoped to achieve the following targets; to be able to arrive on time; to work as team member; to work without being supervised; to meet targets and deadlines and use the time well to complete the job told. During my work experience I did a number of different things. I was tagging nearly everyday. I had to tag things like clothes, shoes and other equipments. At first this was hard and I did a couple of items of clothing wrong, because I placed the tag in the wrong place. After a while I got used to it and according to my boss did an excellent job. I did 14 rails of clothes and I surpassed my target which was 10. After a day or two I started something different. I did what you call

Swipping IDs can be dangerous :: essays research papers

ABOUT 10,000 people a week go to The Rack, a bar in Boston favored by sports stars, including members of the New England Patriots. One by one, they hand over their driver's licenses to a doorman, who swipes them through a sleek black machine. If a license is valid and its holder is over 21, a red light blinks and the patron is waved through. But most of the customers are not aware that it also pulls up the name, address, birth date and other personal details from a data strip on the back of the license. Even height, eye color and sometimes Social Security number are registered. "You swipe the license, and all of a sudden someone's whole life as we know it pops up in front of you," said Paul Barclay, the bar's owner. "It's almost voyeuristic." Mr. Barclay bought the machine to keep out underage drinkers who use fake ID's. But he soon found that he could build a database of personal information, providing an intimate perspective on his clientele that can be useful in marketing. "It's not just an ID check," he said. "It's a tool." Now, for any given night or hour, he can break down his clientele by sex, age, ZIP code or other characteristics. If he wanted to, he could find out how many blond women named Karen over 5 feet 2 inches came in over a weekend, or how many of his customers have the middle initial M. More practically, he can build mailing lists based on all that data — and keep track of who comes back. Bar codes and other tracking mechanisms have become one of the most powerful forces in automating and analyzing product inventory and sales over the last three decades. Now, in a trend that alarms privacy advocates, the approach is being applied to people through the simple driver's license, carried by more than 90 percent of American adults. Already, about 40 states issue driver's licenses with bar codes or magnetic stripes that carry standardized data, and most of the others plan to issue them within the next few years. Scanners that can read the licenses are slowly proliferating across the country. So far the machines have been most popular with bars and convenience stores, which use them to thwart underage purchasers of alcohol and cigarettes. In response to the terrorist attacks last year, scanners are now also being installed as security devices in airports, hospitals and government buildings.

Study Skills Assignment

Table of Contents Task 11 1. Introduction:2 2. Research strategy:2 3. Data collection methods:3 3. 1Primary data collection method:3 3. 2Secondary data collection method:3 4. Resources/Data Access:4 5. How and Why:4 Task 25 1. Project Plan:5 Work break down structure (WBS)6 2. Understanding the instructions:6 3. Managing Time Effectively As a Post Graduate Learner:7 4. Gant chart:7 5. Collection of information:8 6. Write a more detailed plan:9 7. Getting Started, Editing the work, proofreading the draft and the final edit9 Task 310 Critical Reflection Report:10References:13 PLANNING & REFLECTING AT POSTGRADUATE LEVEL Task 1 Develop a research strategy explaining EXACTLY how you will find relevant academic material to help you with THIS SPECIFIC ASSIGNMENT, i. e. specific search ‘strategies’ & ‘search terms’, which databases & journals you will query, how & why, etc. 1. Introduction: An assignment is a task that is given to testify a student’s knowledg e regarding a particular subject or topic which he/she is asked to produce as a part of his/her academic course and this assignment is usually assessed.However, there are different kinds of assignments given during the course such as theoretical assignments, practical assignments containing theory and some practical approach by conducting primary research for example, development of business plan (Bell, 2002). The student/researcher when given an assignment should first develop an understanding of the contents of the assignment and then should develop a research strategy according to which he/she can start and complete the given assignment.Apart from developing a research strategy for the assignment another important which needs to be considered is the mode of data collection and the sources from where the data for the particular assignment could be gathered. Further the writer needs to keep in mind the length/word count of the assignment, the kind of report required whether an essa y is asked to write or a report that might be containing headings, diagrams, charts and graphs (Bell and Chan, 2005). 2. Research strategy: A research strategy is a plan of action that gives direction to your efforts, enabling you to conduct research systematically rather than haphazardly† (Bain, 2000). The following research strategy will be employed to conduct the current assignment: * Thorough study of the topic and related subjects prior to starting the assignment. * Understanding the requirements of the assignment * Thinking of such ideas that can make the assignment different from others. * Inquiring yourself as what do I want to do in the assignment? * Collecting data through browsing different sources. Locating a specific piece of information * Retrieving all the related material on the given subject Further, for the current assignment the research strategy adopted by the writer would be based on the requirements of the assignment. As the assignment requires the develo pment of such a strategy which will help the writer to find the academic material for the current assignment. However the following ways will be utilized to collect data. 3. Data collection methods: The most widely used data collection methods are: * Primary data collection method * Secondary data collection method 4. Primary data collection method: Primary data is usually present in raw form or in the original form which the researcher collects by employing different methods such as questionnaire, observations, and focus groups, personal and telephonic interviews. This kind of data is not used previously in any research or by anyone. However for the current study this kind of data collection method would not be required as the current assignment does not require any such data that requires the development of questionnaire, conducting interviews or observations (Kumar and Ranjit, 2005). 4. 2 Secondary data collection method:This kind of data already exists in published and non publi shed form, however secondary data is mainly comprised of compiled statistical reports, financial reports, news, articles and journals which could be accessed through different research engines such as Google and through various sources such EMARLD, Mintel, EBSCO, Jstor, Lexis, Key Note, Willey Interscience and Nexis and also through books and web pages. However for completing the current assignment secondary data collection method will be employed and data will be collected through different resources (Dawson, 2002). 4. Resources/Data Access:The information gathered for the current assignment were from different resources such as Journal of Educational Administration, International Studies in Educational Administration, further few books were also employed to gather information such as Developing and applying study skills. London: Chartered Institute of personnel and development, Project management: a systems approach to planning, scheduling, and controlling, edition. 9th Canada: Jo hn Wiley & Sons, The 7 habits of highly effective people. United Kingdom: Simon & Schuster UK ltd and Research Methods for Business Students. 5th ed.England: Pearson Education Limited (Saunders et al. , 2003). 5. How and Why: The journal of educational administration was found by using EMARLD, which is an authenticated academic resource and students have access to it through the respective university/college library. Further the international studies in educational administration were also found through EMARLD. The different articles and journal were found by entering the key words of the subject in the search bar and the search engine will find relevant articles. However the different books were accessed through Wiley Interscience such as Developing and applying study skills.London: Chartered Institute of personnel and development, Project management: a systems approach to planning, scheduling, and controlling, edition. 9th Canada: John Wiley & Sons, however few web pages were also accessed through Google Scholar (http://scholar. google. com). These resources were employed due their academic authenticity as well as they are properly published resources bearing proper author name and the year they were published (Saunders et al. , 2003). Task 2 1. Project Plan: The project plan for the current assignment is simple and is presented as follows: * Understanding the instructions What is the question actually asking for? * Have a quick plan before starting * Collection of information * Use of other authors’ work * Write a more detailed plan * Getting started * Editing the work * Proofreading the draft * The final edit The project plan for starting and completing this assignment is also given in the following form (work break down structure). Work break down structure (WBS) 2. Understanding the instructions: The first and foremost step after getting any kind of assignment is to read it carefully and understand its instructions and for instance if there is ny ambiguity it could be cleared at the beginning so that the assignment could be completed with clear instructions. In case of the current assignment the writer read the instructions and discussed it with the tutor to have a more understanding of the requirements. Moreover, the question/query being asked was fully understood and a quick plan as how to start the assignment was made which included work break down structure and Gantt chart. This further enabled the writer to estimate the time required for the current assignment (Kerzner, 2006) 3. Managing Time Effectively As a Post Graduate Learner: Time management refers to the development of processes and tools that increase efficiency and productivity† (Ward, 2012). Further it allows a person to mange time effectively and allocates right time to right activity. Managing time effectively allows the individual to prioritize activities according to their importance and allot specific time slot to that activity. Like wise in order t o mange time effectively and after having a complete understanding of the instructions the writer was capable of allotting the time required for the current assignment.As time management is critical and important factor in completion of the assignment (Mancini, 2003). 4. Gant chart: The Gantt charts are rigorously used as a project planning tool that could be utilized in order to present the timings of activities that are required to be done in a project. However, Gantt charts are very simple and easy to make and they are widely used by project managers for all type of projects (Durfee, 2008). The following Gantt chart is base on the work break down structure given above. The following graph shows the work load distribution over the week days.It is evident from the graph that more time was given to the assignment on the weekends that is 25 percent on Saturday and 28 percent on Sunday; however the distribution of work is done as per the following percentages on each day. 5. Collectio n of information: This is the most important activity in making an assignment as the assignment is produced using information gathered from different sources. However, for the current assignment different sources were utilized in order to get good quality academic article, journals, books and web pages.These sources include Journal of Educational Administration; International Studies in Educational Administration, further few books were also employed to gather information such as Developing and applying study skills. London: Chartered Institute of personnel and development, Project management: a systems approach to planning, scheduling, and controlling, edition. 9th Canada: John Wiley & Sons, The 7 habits of highly effective people. United Kingdom: Simon & Schuster UK ltd and Research Methods for Business Students. 5th ed. England: Pearson Education Limited.An important point while gathering information was to consult the core books and such sources that have been recommended by the tutor, apart from these additional information was also gathered. In case if the writer can not get good articles, the best way is to look at the reference list of any one article and the writer can search for the articles and books used by the author of that article. Another important point to be considered is that while collecting information the writer must be sure the material being collected is relevant to the topic he is searching for, otherwise this can distract the writer from the main topic (Covey, 2004). . Write a more detailed plan: In this stage, after collecting the information the writer needs to select the information which is to be included in the assignment and also the order in which it will come. At this stage the writer has to plan how to organize the information and his thoughts for this he may have to write a list, draw flow diagram, and make charts and tables in order to arrange the information in a symmetrical and presentable form. This practice helps the wr iter to save time and the assignment will have a flow rather than jumping between different topics.Thus making a detailed plan/structure of the assignment will helps the writer to have a more balanced assignment. 7. Getting Started, Editing the work, proofreading the draft and the final edit After making the structure and flow of the assignment, it is easier for the writer to start the assignment; however, the assignment is usually started with an introduction which is a brief explanation of the topic and this portion gives an insight of the assignment; what is it all about.An important thing which must be remembered that every time the writer makes some notes from a source he/she should keep the reference of the source and it will prevent the assignment from plagiarism and will save time at the end as well. Similarly the writer should make necessary edition in the assignment where necessary, moreover after completing the assignments the writer should proof read the whole draft and make necessary corrections where required and also should check for the grammatical mistakes if any.The writer should follow proper reference style as prescribed by the tutor. Following the above mentioned plan can help the writer make a quality assignment (Currie, 2005). Task 3 Write a 1000 word REFLECTIVE piece (with relevant academic references) that critically analyses the following FOR THIS SPECIFIC ASSIGNMENT: Critical Reflection Report: To begin with, the module study skills for postgraduate learning has been helpful in so many ways as it helped me develop my skills for the post graduate study level.During the course I learnt many things which enabled me to improve my study performance and enhance my skills both at studies and inter personal skills. Further devising a project plan strategy has helped me a lot in enhancing my skills as how a research is done, what are the necessary steps that should be considered, what the different ways through which data could be are collect ed and how data could be collected. However there were certain problems which were encountered during the research report such as data collection.It was not easy to gather a comprehensive and to the point data from the various resources, therefore the writer has to be very precise and accurate about selection of data as wrong data could lead to ambiguous statements and can distract the writer from main topic. Therefore from the current module I have learnt how to search for a particular topic and how to extract the relevant material from it. However, this practice will remain helpful through my academic career as I will need to search for other subjects as well in order to prepare the assignments (Kolb, 1999).Another aspect which has helped me during this module is the time management. Time management is an effective tool through which one can mange different activities on time and can give proper time for completing the task as well. During the current assignment, in order to compl ete and submit the assignment on time, I made a proper work break down structure through which I divided each task in small chunks and allotted time as per its priority and this helped me in managing the task in time. Moreover, the division of work according to an allotted time helped me expedite my activities and complete them on time.This particular aspect of time management will be greatly helpful for me in my future life as this practice will allow me to do the tasks in future in the same way. This will further help me to complete my tasks on time also making a break down structure and allotting time will reduce my work burden and I will be able to do the same the work in a more professional and proper manner rather than haphazardly (Allwood, 1980). The process of searching has enabled me to skim through the documents and take the relevant ones out rather studying each and every document and wasting my time.This is an important quality the researcher must posses as in case of sh ort time and where quick action is required, this quality enables the reader to quickly skim through the important notes and respond accordingly (Lillian, 2005) During the course of this assignment as many articles and journals were gathered in order to retrieve useful information for the assignment, by going through this practice, my reading habit has enhanced a lot and reading more has also enhanced my knowledge about particular topic and in future same practice will increase my knowledge about different topics.Another important learning through this assignment is that the more I read different articles and books it enhances my vocabulary. Prior to getting into the reading habit, my vocabulary was week but now if I find I am not aware about any topic or I lack in any information then I search for the particular topic and learn about that topic. The reading habit has made books my friend and through this I enhance my knowledge about different subjects and topics.This habit can help me in future as well as whatever is learnt in present or past does help the individual in future as well and this can save the time of the individual in future from relearning (Martin and Harrell, 2004). Talking specifically of the SSPL assignment, it was a great learning over all. As the assignment itself was focusing primarily on the ways students gathers information in order to make an assignment. For a student it’s a great learning throughout his education career as this enables the student to learn the proper way of making the assignment.This in turn helps the student score good grades. From the current assignment, I came to know that the first thing after getting any assignment or project is to understand its instructions well before starting and after understanding the instructions, an initial plan or structure should be drafted that comprises of the writers ideas, and then information should be gathered accordingly. This drafted structure helped me to have symmetry i n my work.However, during the collection of information I came up with better ideas and the information collected gave me new ideas to think in different perspectives about the same topic. Through this assignment I came to learn about making connection of the previous paragraph to the link, rather than jumping from one topic to another (Kim, 2001). Another important learning through this assignment which will benefit me in the future as well is the proper referencing of the information I took from other sources.This prevents me from plagiarism. As plagiarism is copying someone else work or ideas without giving any credit or reference (Burney, 2012). I learnt through this assignment that copy pasting any authors work is unethical, however, if one reproduce any idea in his/her own words by properly referencing it, then it is not plagiarism. However, through this practice I came to know about different styles of referencing such as APA style Harvard style of referencing.To put it in a nutshell, it was a great learning experience through this assignment and it will help me in future to draft quality assignments and score good grades. And it is accurately said by Oliver Wendell Holmes, Jr. that: â€Å"To be master of any branch of knowledge, you must master those which lie next to it; and thus to know anything you must know all†. ~Oliver Wendell Holmes, Jr. References: Allwood, J. (1976), Linguistic Communication as Action and Cooperation, Monographs in Linguistics 2, Dept of Linguistics, Goteborg University. Allwood, J. 1980), â€Å"Power and Communication† in Allwood, J & Ljung, M (red): Alvar – A festshrift to Alvar Ellegard, SPELL 1, Dept of English, Stockholm University. Bain, A. (2000), â€Å"The school design model: strategy for design of 21st century schools†, in Dimmock, C. and Walker, A. (Eds), Future School Administration: Western and Asian Perspectives, Chinese University Press, Hong Kong, pp. 131-66. Bell, L. (2002), â€Å" Strategic planning and school management: full of sound and fury, signifying nothing? † Journal of Educational Administration, Vol. 0 No. 5, pp. 407-24. Bell, L. and Chan, D. W. K. (2005), â€Å"Principals’ leadership and strategic planning in primary schools in Hong Kong and England: a comparison†, International Studies in Educational Administration, Vol. 33 No. 3, pp. 2-21. Burney, A. (2012), Plagiarism, [online], available at: http://www. uok. edu. pk/news/docs/PlagPres. pdf, accessed on 06/05/2012. Lillian. C, (2005), Intercultural Business Communication, 4th ed. Englewood Cliffs, NJ: Prentice-Hall. Currie D. , (2005) Developing and applying study skills.London: Chartered Institute of personnel and development. Covey S. R. , (2004) The 7 habits of highly effective people. United Kingdom: Simon & Schuster UK ltd Dawson, C. (2002), Practical Research Methods, New Delhi, UBS Publishers’Distributors. Durfee, W. (2008), Project Planning and Gantt Charts, [O nline], available at: http://www. me. umn. edu/courses/me2011/handouts/proj_planning. pdf, accessed on 05/05/2012. Kumar and Ranjit, 2005, Research Methodology-A Step-by-Step Guide for Beginners,(2nd. ed. ),Singapore, Pearson Education. Kim, Y. Y. 2001), Becoming intercultural: An integrative theory of communication and cross-cultural adaptation. Thousand Oaks, CA: Sage. Kolb D. (1999). The Kolb Learning Style Inventory, Version 3. Boston: Hay Group. Martin, J. N. , & Harrell, T. (2004), Intercultural re-entry of students and professionals: Theory and practice. In D. Landis, J. M. Bennett, & M. J. Bennett (Eds. ), Handbook of intercultural training, 3rd ed. 309–336. Thousand Oaks, CA: Sage. Saunders M. , Lewis P. and Thornhill A. , (2003) Research Methods for Business Students. 5th ed. England: Pearson Education Limited.