Differences Between University And School :: essays research papers

In recent years, although tertiary education is certainly popular among Hong Kong students. It is unlikely that all students can easily catch the ways of studying at starting university. Therefore, we need to know actually what great differences between studying at university and school in order to adjust our ways of studying more effective to achieve the tertiary education. In this essay, I will try to examine their differences in terms of the characteristic of teachers and students, students ¡Ã‚ ¦ time management and motivation as well as the modes of assessment Firstly, the characteristic of teachers and students in school and at university has great differences. The school teachers dismantle to translate the textbooks word-by-word from limited information-based, and whether the students understand the lessons or not, they can passively copy down the information and refers to their notes later at home and memorizes them. However, the university students are no longer allowed to sit quietly and negatively throughout the class. They are being demanded to discuss academic matters or cooperate with other classmate to perform projects. They are require to find sources, gathering information and put them into order. As Marshall and Rowland (1993, 34) pointed out,  ¡Ã‚ ¥the ability to think critically is a generic skill that are expected to acquire in the undergraduate education and transfer to daily life, future or current work. ¡Ã‚ ¦ Therefore, the tutors at university who offer not only textbook instructions but also helps students to think critically and independently by encouragement. Besides, students can choose and adjust their own learning style independently from freely choices of materials provided at university. Another important difference in students time management that is mainly affected by the learners motivation in school and at university. The motivation of school students is comes from parents and teachers, who reward or punish students for keeping up their studies. Students are unexpected to plan or do anything besides follow the timetable and study schedule from teachers. When a student moves on to undertake university study at undergraduate level, there is demanded to be more self-motivated and independent learning. Such as plan a learning programme that takes into consideration time available for study. As Marshall and Rowland (1993, 41) shown that,  ¡Ã‚ ¥if students are studying at a distance in tertiary education are needed to be particularly careful in setting priorities and balance a certain time between work and study, family and social life.

Individualized Education Program Essay

All students have a right to education and safety at the expense of the school that he/she attends, including students with special need that requires special situation with no additional cost. Having such a diverse student body, an administrator would need to have an understanding of the legal ramification that is included in disciplining and accommodating special education students academically. All students have a right to be educated and in education there is a needed to become cautious that a special educational student can be expelled and/or suspended for being offenders of the school disciplinary code of conduct, like all other students. Also, staff and administration must become aware of the procedures of the IDEA in discipline students of special needs. This paper will discuss the disciplining of a special education students and if the disciplinary action taken to discipline a students was appropriated according to the special education laws. Student of special needs has multiple office encounters that surface into referrals due to unacceptable behavior in the instructional classrooms environment as well as other area of the school. For example, the students of special needs were standing out outside of a classroom. The students and other student was engaged in an argument begin to push and shove each other. The one student agreed but the other special needs student through a punch at the other student. A teacher grab the student, however the special needed student continue the confrontation and teacher lead him away. Further, at the beginning of the year the special needs student was reassign to the school due to behavior at local school. The student is a high school student and test data is showing that the student is behind three grades levels. The student refuses to completed work and continues to interrupt the learning environments. Added, the students show high level of frustration toward the instructor when periodically. The student attends class daily without pencil/pen or paper. Student has shown aggressiveness of verbal and physical threats toward other students in the classroom as well as disrespect toward staff. The students has been tested and identified as having an Emotional Behavior Disorder (EBD). The student show little progress in developing relationships with the dean of students, social worker, and other staff members such as the ESE staff at the school. The student have several alarming emotional concerns that differ from one incident to the next, and on different levels of how serious of the students disability is, therefore, interrupting the whole educational process. Moreover, the student is showing behaviors of withdrawals and isolation. Students with this disability experience a lot of tribulations when it comes to maintaining any relationships involving their peers or adults. It is possible that many of them will have a medical diagnosis. This particular student is very disruptive in class on a daily basis and has a hard time focusing and capturing the content being instructed. The student parent feels challenged and pushed beyond measure in addressing the student’s behaviors toward the classroom environments and his education. She empathizes for the child because his father past when he was younger and she have not remarried. She believes that the students are not just having few bad days, along with having a hard time adjusting to the change of not having a father nor sibling to express thought too. The teacher perspective of the situations was as follows: the student needs to build skills in areas of respecting other space and cooperation. She believes that overall the special needs student is a great students when desire to be. Added, after learning the student background the teacher believed that student needs counseling to address the student’s deeper emotions, which are preventing the student from becoming successful in the classroom. The student attention seeking has become a great distraction; as well as the student’s action has presented a safety hazard for other students and staff. The administration staff decided to reassign the student (without notifying the parent) to an alternative program. When investigating the incidents in the hallway, the finding showed that that the student is at- risk to himself as well as fellow students and staff members. The suggested program presents an opportunity of preventing him from dropping out of school, providing the student with another option of educational. This reassignment will serving as a disciplinary consequence, which provides the student time to address behavioral remediation. Although, the students feels that this is not the place he want to go. He refuses to agree to the reassignment. Student further express that he will not be going to the school for remediation. Although the school acts in the best interest of the majority; the school was out of compliance because according to the Federal government’s No Child Left Behind legislation (NCLB), the school has violated the student right to choose. The No child Left behind Legislation insists that a student is entitled to choose the reassignment school. Further, all parents/guardians must be inform of the change. Additionally, as part of the compliance with the NCLB legislation, any student who is a victim of a violent crime will be offered an opportunity to seek a school choice transfer rather than an alternative program. Because the school did not contact the parents to inform her of these interventions that the Student Support Team suggested. They did not provide the parent the right to be informed of all the information and how they are protected under three significant federal statutes: the IDEA, the American with Disabilities Act of 1990 (ADA), and the Rehabilitation Act of 1973, Section 504 (Essex, 2012). Moreover, the ADA protects individuals whom have one or more physical or mental deficiencies, have a record of such impairments and are regarded as currently having that impairment. The individual must also qualify for the position, or program that is in question in order to be protected under the ADA. The Section 504’s criteria for protection are identical to those stated under the ADA. All of these laws are set in place to act and use as a guideline for any student with special education needs. If this issue was to be brought in front of a judge, most likely the ruling would be in favor of the parent and student. HONIG, California Superintendent of Public Instruction v. DOE, et al. (1988). Strong decision in school discipline case on behalf of emotionally disturbed children who had academic and social problems. Court clarified procedural issues designed to protect children from school officials, parent role, and stay put, that schools shall not expel children for behaviors related to their handicaps. Doug C. v. Hawaii (9th Cir. 2013) On June 13, 2013, the U. S. Court of Appeals for the Ninth Circuit issued an important decision about parental participation at IEP meetings. Pete says that â€Å"All special education staff who conducts IEP meetings should be familiar with this landmark ruling about IEP meetings and parental participation. † Another area the school fails to address staff touching students or allowing another student to touch another student could motivate a law suit. In the case Pitasky, 1995, a law suit was filling against school personal. In this case if a student inquired injuries, either physical or emotional, that occurs either accidentally or intentionally, from the fight. The school could be accounted for wrongful actions and to deter such actions in the future (Fisher, Schimmel, & Kelly, 1995). In closing, all students have a right to education and safety at the expense of the school that he/she attends, including students with special need that requires special situation with no additional cost. It is important to maintain collaborative support system between the school, family, and community to ensure a positive outcome to maintain a productive and effective educational environment. In the educational arena are many of special need students in educational programs whom are employed and will be able to function as productive citizens, with the proper services and procedures that are available. Courts have acknowledged that schools cannot guarantee the safety of all students (Mawdsley, 1993). Schools officials and school personnel, however, may have legal liability when a student is injured either by a deliberate action or negligence by a teacher. References Doug C. v. Hawaii (9th Cir. 2013). Retrieved fromttp://www. wrightslaw. com/caselaw. htm Essex, N. (2012). Religion and the Public Schools. In Fossel, M. & Holstein, N. (Eds. ), School Law and the Public Schools: A Practical Guide for Educational Leaders (5th ed. ) HONIG, California Superintendent of Public Instruction v. DOE, et al. (1988). Retrieved from http://www. wrightslaw. com/caselaw. htm Mawdsley RD. Supervisory standard of care for students with disabilities. West’s Educ Law Q. 1993; 2:421–433. Quoted in: Yell M (2001).

Red Robin Restaurant Evaluation

Red Robin Restaurant Evaluation DeVry University Red Robin Restaurant Evaluation The theme for all Red Robin restaurants is â€Å"Red Robin†¦. Yum! † When thinking about this statement you really have to think about all that encompasses. What makes the food so good? Does the atmosphere make the yum factor even better? What about the staff how do they contribute to the yum factor of the food? For this evaluation I would like to explore this yum factor and truly understand what makes the Red Robin chain of restaurants stick with yum as a marketing tool to entice customers to come in.Firstly we will explore the atmosphere of the Red Robin restaurants and how the atmosphere adds to the yum factor. When you first walk into a Red Robin restaurant you are greeted by a friendly hostess who joyfully takes you and your party to your table. Once you are seated your server comes over to greet you and take your drink order. This is great for the yum factor because no one like to eat f ood in the mist of negativity, when you are in a place where the atmosphere is negative it just makes your whole entire experience bad.The one down side to this is that at times if you have children, you are still in the process of settling in; you are not quite ready for your server to come by and take your drink order because you have not even looked at the menu. Secondly we must discuss the staff and how they add to the yum factor for Red Robin restaurants. The staff at Red Robin is for about 95% of the time the friendliest and warm restaurant staff you will encounter. The staffs at Red Robin restaurants are very accommodating for anyone who needs to place a special order.They are also good about getting food to children first, especially if it is later in the evening and they are hungry. This ability to get what I desire to eat the way that I desire it without having to be reprimanded for substituting this for that or adding this or that, makes the yum factor so much better beca use it is truly what I want. However, the one con that I have seen of the Red Robin staff is that, they are not prepared for last minute large parties.There have been times when a group of friends have decided to just go and have a great time eating together, the staff takes about thirty minutes to get their selves together to be able to accommodate the crew. Lastly, we must discuss what makes the food so good and how it makes the yum factor. The food at Red Robin consists of burgers, French fries, select chicken products, salads and sandwich wraps. The burgers are considered gourmet because they have more than just your typical bacon, cheese, ketchup and mustard.The food theme for Red Robin is classic comfort with a twist of class to heighten your taste buds. On the other hand when it comes to the food some may find that the classiness of some of the items is too much for them. Some people just want a simple cheeseburger with no muss or fuss, and with all the gourmet burgers this m ay be a turnoff to those people. The uniqueness of the food is what gives Red Robin the yum factor, the food is comforting and the flavors are bold.In conclusion you can clearly understand how the staff, atmosphere and food at Red Robin restaurants live up you their motto â€Å"Red Robin†¦Yum! † When you have a great atmosphere, great staff, and food that delivers’ on the taste, you have a great recipe for the yum factor. When you are choosing a place to eat you want to choose a place where you have the full yum factor effect. Some restaurants may just have one or two elements of the yum factor, but if you are looking for a place with all three yum factors, then Red Robin is the restaurant for you.

Free Essays on Rocket Boys

In the days of Hal Roach’s "Our Gang" shorts ("The Little Rascals" for the TV generation), Spanky and his pals used their own ingenuity to build things they couldn’t buy. For Homer H. Hickam Jr., growing up in a small West Virginia coal town, the early days of the space race inspired him and his friends to build rockets. Rocket Boys: A Memoir is the boyhood story of a NASA engineer that did more than read about the future, he set out to achieve it. In Coalwood, the elder Hickam was the foreman of one of the better company mining towns in a state famous for its rich coal deposits. Hickam, nicknamed "Sonny," recounts how his father spent most of his time at the mine, his mother’s resigned attitude, and the stagnant cycle of the lives of the miners and their families. Sonny was a typical teenager of the era, interested in having a good time and just beginning to notice girls. On October 5, 1957, an event happened that changed Sonny’s life forever; the Russian satellite Sputnik circled the planet and marked the start of the space race. Rather than rail against the threat of Communism like his father and other adults, Sonny was inspired by the feat, and saw it as a way out of Coalwood. He decided to learn how to build rockets so he could join NASA’s Dr. Wernher von Braun in launching America into space. Teaming up with a few school chums, Sonny forms the Big Creek Missile Agency (BCMA) with the encouragement of his mother. To everyone else in Coalwood and their high school, often with some derision, they become "the rocket boys." Together, they start to learn calculus, physics and engineering in order to build rockets. At first, the football team and the girls laugh at them, but the events set about by the space race inspire the school to increase its academic workload and decrease emphasis on sports. Suddenly, the rocket boys find themselves the center of attention. And when labor troubles and accidents at the mine threate... Free Essays on Rocket Boys Free Essays on Rocket Boys In the days of Hal Roach’s "Our Gang" shorts ("The Little Rascals" for the TV generation), Spanky and his pals used their own ingenuity to build things they couldn’t buy. For Homer H. Hickam Jr., growing up in a small West Virginia coal town, the early days of the space race inspired him and his friends to build rockets. Rocket Boys: A Memoir is the boyhood story of a NASA engineer that did more than read about the future, he set out to achieve it. In Coalwood, the elder Hickam was the foreman of one of the better company mining towns in a state famous for its rich coal deposits. Hickam, nicknamed "Sonny," recounts how his father spent most of his time at the mine, his mother’s resigned attitude, and the stagnant cycle of the lives of the miners and their families. Sonny was a typical teenager of the era, interested in having a good time and just beginning to notice girls. On October 5, 1957, an event happened that changed Sonny’s life forever; the Russian satellite Sputnik circled the planet and marked the start of the space race. Rather than rail against the threat of Communism like his father and other adults, Sonny was inspired by the feat, and saw it as a way out of Coalwood. He decided to learn how to build rockets so he could join NASA’s Dr. Wernher von Braun in launching America into space. Teaming up with a few school chums, Sonny forms the Big Creek Missile Agency (BCMA) with the encouragement of his mother. To everyone else in Coalwood and their high school, often with some derision, they become "the rocket boys." Together, they start to learn calculus, physics and engineering in order to build rockets. At first, the football team and the girls laugh at them, but the events set about by the space race inspire the school to increase its academic workload and decrease emphasis on sports. Suddenly, the rocket boys find themselves the center of attention. And when labor troubles and accidents at the mine threate...

Sexual Developement and Orientation

Sexual Developement and Orientation Free Online Research Papers Abstract The purpose of this paper is to describe the process of sexual development and maturity, the physiological basis of sexual development and orientation and to examine the interaction between hormones, the body, and behavior, including sex differences in brain morphology and the hormonal control over sexuality. The affects of the environment on sexual development and orientation will be considered as to the maternal and paternal causes and effects. Sexual Development and Orientation A person’s chromosomal sex is determined at the time of fertilization (Carlson, 2007). All cells of the human body (other than sperms or ova) contain 23 pairs of chromosomes. The genetic information that programs the development of a human is contained in the DNA that constitutes these chromosomes. The production of gametes (ova and sperms; gamein means â€Å"to marry†) entails a special form of cell division. This process produces cells that contain one member of each of the nine pairs of chromosomes. The development of a human begins at the time of fertilization, when a single sperm and ovum join, sharing their 23 single chromosomes to reconstitute the 23 pairs (Carlson, 2007). A person’s genetic sex is determined at the time of fertilization of the ovum by the father’s sperm. 22 of the twenty-three 23 pairs of chromosomes determine the organism’s physical development independent of its sex. The last pair consists of two sex chromosomes, which de termine whether the offspring will be a boy or a girl (Carlson, 2007 ). When considering sexual maturation, the onset of puberty occurs when cells in the hypothalamus secrete gonadotropin-releasing hormones (GnRH), which stimulate the production and release of two gonadotropic hormones by the anterior pituitary gland. The gonadotropic (â€Å"gonad-turning†) hormones stimulate the gonads to produce their hormones, which are ultimately responsible for sexual maturation (Carlson, 2007). The two gonadotropic hormones are folliclestimulating hormone (FSH) and luteinizing hormone (LH), named for the effects they produce in the female (production of a follicle and its subsequent luteinization). However, the same hormones are produced in the male, where they stimulate the testes to produce sperms and to secrete testosterone. If male and female pituitary glands are exchanged in rats, the ovaries and testes respond perfectly to the hormones secreted by the new glands (Harris and Jacobsohn, 1951-1952). In response to the gonadotropic hormones (usually called gonadotropins), the gonads secrete steroid sex hormones. The ovaries produce estradiol, one of a class of hormones known as estrogens (Carlson, 2007). The testes produce testosterone, an androgen. Both types of glands also produce a small amount of the hormones of the other sex. The gonadal steroids affect many parts of the body. Both estradiol and androgens initiate closure of the growing portions of the bones and thus halt skeletal growth. Estradiol also causes breast development, growth of the lining of the uterus, changes in the deposition of body fat, and maturation of the female genitalia. Androgens stimulate growth of facial, axillary (underarm), and pubic hair; lower the voice; alter the hairline on the head (often causing baldness later in life); stimulate muscular development; and cause genital growth (Carlson, 2007 ). The physiological basis of early sexual development and orientation is the same for all primates. Early in embryonic development, the internal sex organs are bisexual; that is, all embryos contain the precursors for both female and male sex organs. However, during the third month of gestation, only one of these precursors develops; the other withers away. The precursor of the internal female sex organs, which develops into the fimbriae and Fallopian tubes, the uterus, and the inner two-thirds of the vagina, is called the Mà ¼llerian system. The precursor of the internal male sex organs, which develops into the epididymis, vas deferens, and seminal vesicles, is called the Wolffian system (Carlson, 2007). The gender of the internal sex organs of a fetus is determined by the presence or absence of hormones secreted by the testes. If these hormones are present, the Wolffian system develops. If they are not, the Mà ¼llerian system develops. The Mà ¼llerian (female) system needs no horm onal stimulus from the gonads to develop; it just normally does so. In contrast, the cells of the Wolffian (male) system do not develop unless they are stimulated to do so by a hormone. Thus, testes secrete two types of hormones. The first, a peptide hormone called anti- Mà ¼llerian hormone, does exactly what its name says: It prevents the Mà ¼llerian (female) system from developing. It therefore,has a defeminizing effect. The second, a set of steroid hormones called androgens, stimulates the development of the Wolffian system (Carlson, 2007 ). The fact that the internal sex organs of the human embryo are bisexual and could potentially develop as either male or female is dramatically illustrated by two genetic disorders: androgen insensitivity syndrome and persistent Mà ¼llerian duct syndrome. Some people are insensitive to androgens; they have androgen insensitivity syndrome, one of the more aptly named disorders (Money and Ehhartardt, 1972). T he cause of androgen insensitivity syndrome is a` genetic mutation that prevents the formation of functioning androgen receptors. (The gene for the androgen receptor is located on the X chromosome.) The primitive gonads of a genetic male fetus with androgen insensitivity syndrome become testes and secrete both anti-Mà ¼llerian hormone and androgens. The lack of androgen receptors prevents the androgens from having a masculinizing effect; thus, the epididymis, vas deferens, seminal vesicles, and prostate fail to develop. The second genetic disorder, persistent Mà ¼llerian duct syn drome, has two causes: either a failure to produce anti-Mà ¼llerian hormone or the absence of receptors for this hormone (Warne and Zajan, 1998). When this syndrome occurs in genetic males, androgens have their masculinizing effect but defeminization does not occur. Thus, the person is born with both sets of internal sex organs, male and female. The presence of the additional female sex organs usually interferes with normal functioning of the male sex organs. The interaction between hormones, the body, and behavior, including sex differences in brain morphology and the hormonal control over sexuality can be seen in cycles. The reproductive cycle of female primates is called a menstrual cycle (from mensis, meaning â€Å"month†). Females of other species of mammals also have reproductive cycles, called estrous cycles. Estrus means â€Å"gadfly†; when a female rat is in estrus, her hormonal condition goads her to act differently from when she does at other times. Menstrual cycles and estrous cycles consist of a sequence of events that are controlled by hormonal secretions of the pituitary gland and ovaries. These glands interact, the secretions of one affecting those of the other. A cycle begins with the secretion of gonadotropins by the anterior pituitary gland. These hormones (especially FSH) stimulate the growth of ovarian follicles, small spheres of epithelial cells surrounding each ovum. Women normally produce one ovarian follicle each month; if two are produced and fertilized, dizygotic (fraternal) twins will develop. As ovarian follicles mature, they secrete estradiol, which causes the growth of the lining of the uterus in preparation for implantation of the ovum, should it be fertilized by a sperm. The LH surge causes ovulation: The ovarian follicle ruptures, releasing the ovum. Under the continued influence of LH, the ruptured ovarian follicle becomes a corpus luteum (â€Å"yellow body†), which produces estradiol and progesterone. The latter hormone promotes pregnancy (gestation). It maintains the lining of the uterus, and it inhibits the ovaries from producing another follicle. Meanwhile, the ovum enters one of the Fallopian tubes and begins its progress toward the uterus. If it meets sperm cells during its travel down the Fallopian tube and becomes fertilized, it begins to divide, and several days later it attaches itself to the uterine wall. If the ovum is not fertilized or if fertilized too late to develop sufficiently by the time it gets to the uterus, the corpus luteum will stop producing estradiol and progesterone, then the lining of the walls of the uterus will slough off. At this point, menstruation will commence. Male sexual behavior is quite varied, although the essential features of intromission (entry of the penis into the female’s vagina), pelvic thrusting (rhythmic movement of the hindquarters, causing genital friction), and ejaculation (discharge of semen) are characteristic of all male mammals (Carlson, 2007). After ejaculating, the male refrains from sexual activity for a period. Most mammals will return to copulate again and again, showing a longer pause, called a refractory period, after each ejaculation. (The term comes from the Latin refringere, â€Å"to break off.†) Sexual behavior of male rodents depends on testosterone, a fact that has long been recognized (Bermant and Davidison, 1974). If a male rat is castrated (that is, if his testes are removed), his sexual activity eventually ceases. However, the behavior can be reinstated by injections of testosterone. Other hormones play a role in male sexual behavior. Oxytocin is a hormone produced by the posterior pituit ary gland that contracts the milk ducts and thus causes milk ejection in lactating females and is also produced in males, where it obviously plays no role in lactation. Oxytocin is released at the time of orgasm in both males and females and appears to contribute to the contractions of the smooth muscle in the male ejaculatory system and of the vagina and uterus (Carter, 1992) . The mammalian female has been described as the passive participant in copulation, that in some species the female’s role during the act of copulation is merely to assume a posture that exposes her genitals to the male. This behavior is called the lordosis response (from the Greek lordos, meaning â€Å"bent backward†). The female will also move her tail away (if she has one) and stand rigidly enough to support the weight of the male. However, the behavior of a female rodent in initiating copulation is often very active (Carlson, 2007). Sexual behavior of female rodents depends on the gonadal hormones present during estrus: estradiol and progesterone. In rats, estradiol increases about 40 hours before the female becomes receptive; just before receptivity occurs, the corpus luteum begins secreting large quantities of progesterone (Feder, 1981). What controls a person’s sexual orientation, that is, the gender of the preferred sex partner? Many studies have examined the levels of sex steroids in male homosexuals (Meyer-Bahlburg, 1984), and the vast majority of them found these levels to be similar to those of heterosexuals. A few studies suggest that about 30% of female homosexuals have elevated levels of testosterone (but still lower than those found in men) (Carlson, 2007). If these differences are related to a biological cause of lesbianism or whether differences in lifestyles may increase the secretion of testosterone is not yet known. A more likely biological cause of homosexuality is a subtle difference in brain structure caused by differences in the amount of prenatal exposure to androgens. Perhaps, then, the brains of male homosexuals are neither masculinized nor defeminized, those of female homosexuals are masculinized and defeminized, and those of bisexuals are masculinized but not defeminized (Carlson, 20 07 ) Evidence suggests that prenatal androgens can affect human social behavior and sexual orientation, as well as anatomy. In a disorder known as congenital adrenal hyperplasia (CAH), the adrenal glands secrete abnormal amounts of androgens. (Hyperplasia means â€Å"excessive formation.†) The secretion of androgens begins prenatally; thus, the syndrome causes prenatal masculinization. Boys born with CAH develop normally; the extra androgen does not seem to have significant effects. However, a girl with CAH will be born with an enlarged clitoris, and her labia may be partly fused together. When considering the environmental factors of sexual development, one must consider the parental factors. Although most research on the physiology of parental behavior has focused on maternal behavior, some researchers are now studying paternal behavior shown by the males of some species of rodents. Then the human paternal behavior is very important for the offspring of our species, but the physiological basis of this behavior has not yet been studied. Most sexually dimorphic behaviors are controlled by the organizational and activational effects of sex hormones. Maternal behavior is somewhat different in this respect. First, no evidence exists that organizational effects of hormones play a role. Second, although maternal behavior is affected by hormones, the behavior is not controlled by them. Most virgin female rats will begin to retrieve and care for young pups after having infants placed with them for several days (Wiesner and Sheard, 1939). Although hormones are not essential for the activation of maternal behavior, many aspects of maternal behavior are facilitated by hormones. Nest-building behavior is facilitated by progesterone, the principal hormone of pregnancy. Voci and Carlson (1973)found that hypothalamic implants of prolactin as well as progesterone facilitated nest building in virgin female mice. Presumably, nest building can be facilitated by either hormone: progesterone during pregnancy and prolactin after parturit ion. Prolactin, produced by the anterior pituitary gland, is responsible for milk production. Unlike many other peptides, special mechanisms transport this hormone from the blood into the brain (Carlson, 2007 ). References Bermant, G., and Davidson, J. M. Biological Bases of Sexual Behavior. New York: Harper Row, 1974. Carlson, N. R. (2007 ). Physiology of Behavior, Ninth Edition. Boston: Allyn and Bacon. Carter, C. S. Hormonal influences on human sexual behavior. In Behavioral Endocrinology, edited by J. B. Becker, S. M. Breedlove, and D. Crews. Cambridge, Mass.: MIT Press, 1992. Feder, H. H. Estrous cyclicity in mammals. In Neuroendocrinology of Reproduction, edited by N. T. Adler. New York: Plenum Press, 1981. Harris, G. W., and Jacobsohn, D. Functional grafts of the anterior pituitary gland. Proceedings of the Royal Society of London [B], 1951– 1952, 139, 263– 267. Meyer- Bahlburg, H. F. L. Psychoendocrine research on sexual orientation: Current status and future options. Progress in Brain Research, 1984, 63, 375– 398. Money, J., and Ehrhardt, A. Man Woman, Boy Girl. Baltimore: Johns Hopkins University Press, 1972. Warne, G. L., and Zajac, J. D. Disorders of sexual differentiation. Endocrinology and Metabolism Clinics of North America, 1998, 27, 945– 967. Voci, V. E., and Carlson, N. R. Enhancement of maternal behavior and nest behavior following systemic and diencephalic administration of prolactin and progesterone in the mouse. Journal of Comparative and Physiological Psychology, 1973, 83, 388– 393. Wiesner, B. P., and Sheard, N. Maternal Behaviour in the Rat. London: Oliver and Brody, 1933. Research Papers on Sexual Developement and OrientationGenetic EngineeringInfluences of Socio-Economic Status of Married MalesResearch Process Part OneBionic Assembly System: A New Concept of SelfPETSTEL analysis of IndiaOpen Architechture a white paperThe Relationship Between Delinquency and Drug UseIncorporating Risk and Uncertainty Factor in CapitalArguments for Physician-Assisted Suicide (PAS)Personal Experience with Teen Pregnancy

Chemical Engineering Lab Report Example | Topics and Well Written Essays - 500 words

Chemical Engineering - Lab Report Example This is done in order to understand regime flow of gas-liquid and liquid-solid fluidization. Ceramic Raschig rings, air, and water are used as the respective solid, gas and liquid phases respectively. The experiment was done in a 2m-height, 100 mm ID vertical Plexiglas column. The column has 3 parts; the part of gas-liquid disengagement, test part and part of the gas-liquid distribution. Measurements of Bed pressure were made to estimate the least velocity of liquid fluidization. By maintaining the velocity of the gas, the liquid velocity is altered and the influence on expansion ratio, pressure drop, and least velocity of liquid fluidization was calculated for static bed height and various particle size and. Gas-Liquid-Solid-Phase fluidized beds are in most cases applicable in physical processes (Murayama, 2005). For instance, the process of a fixed bed, where both countercurrent and concurrent liquid and gas flow are permitted, and for either of these both flow of bubble, in which the gas flow is discrete, and dribble and the liquid is the continuous phase. This way, the gas forms a continuous phase and the liquid more or less dispersed (Epstein, 2009). Three-phase fluidization can be categorized largely into 4 modes. The first mode is mode I-a; co-current gas-liquid-solid –phase fluidization with liquid as the continuous phase co-current three-phase fluidization. The second mode is mode-I-b that is featured by gas as the continuous phase. The third being mode II-a; inverse three-phase fluidization. The fourth, TCA mode II-b fluidization has characteristics of a contact absorber that is turbulent. Modes II-b and II-a are attained by a flow of liquid and gas that is countercurrent. Amongst which the most striking one is the co-current three-phase fluidization with the liquid as the continuous phase (Murayama, 2005).

Emergent Strategy Implementation Essay Example | Topics and Well Written Essays - 250 words

Emergent Strategy Implementation - Essay Example For instance, organizations refine and develop their goods, they look for new features to provide that permits their goods to stand out from the competition. The organization tries to employ emergent strategy to capture good progresses that could help it become a technical frontrunner in its industry. However, emergent strategy could lead to creation of more problems within an organization if not well planned. For instance, in case an organization continually concentrates on emergent strategy to attempt to capture that one concept that could lead to success, components of the strategic plan can go off and develop a completely new set of problems that the organization did not count on. Logic incrementalism is the development of strategy because of experimentation and consensus. This approach permits strategy to be blended and incorporated into a solitary coherent direction. Therefore, Honda`s entry demonstrated the attributes of logic