What Was the New Jersey Plan

The New Jersey Plan was a proposal for the structure of the U.S. federal government put forward by William Paterson at the Constitutional Convention in 1787. The proposal was a response to the Virginia Plan, which Paterson believed would put too much power in large states to the disadvantage of smaller states. Key Takeaways: The New Jersey Plan The New Jersey Plan was a proposal for the structure of the United States federal government, presented by William Paterson at the Constitutional Convention of 1787. The plan was created in response to the Virginia Plan. Patersons goal was to create a plan that ensured small states would have a voice in the national legislature.In the New Jersey Plan, the government would have one legislative house in which each state would have one vote.The New Jersey Plan was rejected, but it led to a compromise meant to balance the interests of small and large states. After being considered, Patersons plan was eventually rejected. However, his introduction of the plan had still had a substantial impact, as it led to the Great Compromise of 1787. The compromises established at the convention resulted in the form of American government which exists to the present day. Background In the summer of 1787, 55 men from 12 states convened in Philadelphia at the Constitutional Convention. (Rhode Island did not send a delegation.) The purpose was to form a better government, as the Articles of Confederation had serious flaws. In the days before the convention commenced, Virginians, including James Madison and the states governor, Edmund Randolph, conceived what became known as the Virginia Plan. Under the proposal, which was presented to the convention on May 29, 1787, the new federal government would have a bicameral legislative branch with an upper and lower house. Both houses would be apportioned per state based on population, so the large states, such as Virginia, would have a clear advantage in steering national policy. The New Jersey Plans Proposal William Paterson, representing New Jersey, took the lead in opposing the Virginia Plan. Following two weeks of debate, Paterson introduced his own proposal: the New Jersey Plan. The plan argued for increasing the power of the federal government to correct problems with the Articles of Confederation, but maintaining the single house of Congress which existed under the Articles of Confederation. In Patersons plan, each state would get one vote in Congress, so there would be equal power divided among states regardless of population. Patersons plan had features beyond the apportionment argument, such as the creation of a Supreme Court and the right of the federal government to tax imports and regulate trade. But the greatest difference from the Virginia Plan was over the issue of apportionment: the allocating of legislative seats based on population. The Great Compromise Delegates from the large states were naturally opposed to the New Jersey Plan, as it would diminish their influence. The convention ultimately rejected Patersons plan by a 7-3 vote, yet the delegates from the small states remained adamantly opposed to the Virginia plan. The disagreement over apportionment of the legislature had the convention stymied. What saved the convention was a compromise brought forward to Roger Sherman of Connecticut, which became known as the Connecticut Plan or the Great Compromise. Under the compromise proposal, there would be a bicameral legislature, with a lower house whose membership was apportioned by the population of the states, and an upper house in which each state would have two members and two votes. The next problem that arose was a debate over how the population of enslaved Americans—a considerable population in some of the southern states—would be counted in the apportionment for the House of Representatives. If the enslaved population counted toward apportionment, the slave states would acquire more power in Congress, though many of those being counted in the population had no rights to speak of. This conflict led to a compromise in which slaves were counted not as full people, but as 3/5 of a person for purposes of apportionment. As the compromises were worked out, William Paterson threw his support behind the new Constitution as did other delegates from smaller states. Though Patersons New Jersey Plan had been rejected, the debates over his proposal ensured that the U.S. Senate would be structured with each state having two Senators. The issue of how the Senate is constituted often comes up in political debates in the modern era. As the American population is centered around urban areas, it can seem unfair that states with small populations have the same number of Senators as a New York or a California. Yet that structure is the legacy of William Patersons argument that small states would be deprived of any power at all in a completely apportioned legislative branch. Sources Ellis, Richard E. Paterson, William (1745–1806). Encyclopedia of the American Constitution, edited by Leonard W. Levy and Kenneth L. Karst, 2nd ed., vol. 4, Macmillan Reference USA, 2000. New York.Levy, Leonard W. New Jersey Plan. Encyclopedia of the American Constitution, edited by Leonard W. Levy and Kenneth L. Karst, 2nd ed., vol. 4, Macmillan Reference USA, 2000. New York.Roche, John P. Constitutional Convention of 1787. Encyclopedia of the American Constitution, edited by Leonard W. Levy and Kenneth L. Karst, 2nd ed., vol. 2, Macmillan Reference USA, 2000, New York.

The Battle Of Fort Wagner - 1421 Words

MAIN POINT: Active role Massachusetts 54th Volunteer regiment (the first all African-American unit in the Civil War) Note: The Battle of Fort Wagner - exemplifies the greatest contributions of Black soldiers during the Civil War o Displayed extreme heroism in assault on Fort Wagner on Morris Island, South Carolina, in July 1863 †¢ â€Å". . . In the face of heavy odds, black troops had proved once again their courage, determination, and willingness to die for the freedom of their race† McPherson, â€Å"The Negro’s Civil War† (pages 192-195) o Many causalities – black soldiers repeatedly risked their lives by exposing themselves to bullets being shot from the enemy’s side – all in an effort to win the war READ and highlight or take notes/information use in your paper Another article: War, the Ultimate Proving Ground: The black troops persevered in the face of hardship, prejudice, and discrimination. They fought in spite of atrocious treatment and in the face of bitter challenges, believing they could make a difference. They fought for a better future: So rally boys, rally, let us never mind the past; †¨We had a hard road to travel, but our day is coming fast; †¨For God is for the right, and we have no need to fear, †¨The Union must be saved by the colored volunteer. ~the rally cry of the 54th Massachusetts The Fifty-Fourth Massachusetts Infantry Regiment, commanded by Robert Gould Shaw, was one of the most famous regiments of black soldiers. Among its members were two of FrederickShow MoreRelatedThe Battle Of Fort Wagner865 Words   |  4 PagesThe Battle of Fort Wagner consisted of two battles the second being the most deadly and the most famous of the battles. There were several events and terrain features that cost the Union these battles during the attempted siege of Fort Wagner. Even though the Battles were a complete loss there’s several things that came from the battles that had lasting impacts on the war and America. The Union Army wanted to destroy Fort Sumter to allow the Union Navy access to Charleston Harbor so they Navy couldRead MoreThe Battle Of Fort Wagner1294 Words   |  6 PagesThe most famous and well known regiment that fought for the Union in the Battle of Fort Wagner, in Charleston Harbor, South Carolina was the 54th regiment from Massachusetts. The regiment is famous because it was one of the first African-American regiments to fight in the Civil War. In the North, where the abolition of slavery was heavily supported, the 54th regiment was considered very controversial. Although the majority of those who lived in the North were against slavery, many believed that blacksRead MoreCritical Reasoning And Battle Analysis Of Fort Wagner1426 Words   |  6 PagesCritical Reasoning and Battle Analysis of Fort Wagner The purpose of this narrative is to detail the battle of Fort Wagner during the Civil War. This focus explains the defeat of Union forces and how the implementation of intelligence assets may have resulted in Union victory. The use of reconnaissance and scout assets by Union forces would have resulted in the success of the Union Army at Fort Wagner. Fort Wagner was a key stronghold for Confederate forces, securing the Charleston Harbor and protectingRead MoreAfrican Americans Aid The North964 Words   |  4 PagesHudson, Louisiana; Honey Springs, Oklahoma; Fort Wagner, South Carolina; and New Market Heights, Virginia. African Americans constructed about 10% of the United States Army. This may not seem like a lot of people, however it largely aided us in many battles, one battle that really stands out is the battle of Fort Wagner, South Carolina, the African Americans played a major part in helping the North during this battle. Fort Wagner was the first major battle African Americans were allowed to fight, keepRead MoreEssay on Glory, by Edward Zwick 1248 Words   |  5 Pagesduring the Civil War. It tells this story through the eyes of the regiment’s commander, Colonel Robert Gould Shaw, as well as other members of the 54th. It begins with the unit’s inception and follows them up through their participation in the battle at Fort Wagner, all the while exploring themes of discrimination, justice, determination, and brotherhood. Many consider Glory to be one of the most accurate historical films ever made. In my limited research I find the overall story of the film to be fairlyRead MoreRobert Gould Shaw And The Civil War1646 Words   |  7 Pagesplaced him in the position to be involved in some of the Civil Wars greatest and pivotal battles that determined the momentum of the war. Shaw served in campaigns in western Maryland and Virginia serving under Major General Nathaniel Banks, who was actively engaged in stopping major General Thomas â€Å"Stonewall† Jackson’s Shenandoah Valley campaign. Shaw nearly avoided being wounded while fighting in the First Battle of Winchester, when a bullet struck his pocket watch. Shaw, now baptized by fire, wasRead MoreAnalysis Of The Movie Glory890 Words   |  4 Pagesthe fighting to their advantage let to a revamp in the soldiers attitude towards the war. At times, he would write letters to his parents saying he was unfit to lead these men. However, that proved not to be the case. During the final battle of the movie at Fort Wagner, the men showed how much they matured throughout the movie, which led to a great, well planned fight by the soldiers. Therefore, there’s only one man who is accountable for that, a man who represented glory in the movie, Colonel RobertRead MoreThe American Civil War Essay 662 Words   |  3 Pagesrank for a African American officer. Another African American soldier with a big impact was Christian Fleetwood, he was one of twenty five African American men that won a medal of honor in the Civil War. Also â€Å"Fleetwood and his regiment fought in the Battle of Chaffins Farm on the outskirts of Richmond. The 4th Regiment was ordered to charge the Confederate fortifications, with Fleetwood leading the left flank.† (Christian Fleetwood Sergeant Major). http://www.civilwar.org/ (5/26/14). The next importantRead MoreCivil War Movies: Glory1142 Words   |  5 Pagescoming back from battle and training an African American regiment along with his friend Captain Cabot Forbes. The movie focuses on four African Americans, Sargent Rawlins, Thomas Searles, Jupiter Sharts, and Tripp, following their journey into a united division in the US military. The movie begins with Shaw in the Battle of Antietam, where he passed out due to his injuries and wakes up wit h the conflict over. Afterwards, he returns home in Massachusetts, showing signs that the battle had slightly traumatizedRead MoreThe 1989 Film Glory, Directed by Edward Zwick Essay801 Words   |  4 Pagesper month. Before they went to war Tripp told Colonel Shaw that he would not carry the flag when marching, but at the end of the movie when the 54th Regiment was about to go to battle he changed the way of thinking because now they had equality in war as the white man. When they were in war, towards the end of Fort Wagner, Colonel Shaw was the one carrying the flag, but they killed him in front of his regiment, Private Trip changed his way of thinking because Colonel Shaw was the first white man

The Process of Leading Organizational Change

Question: Describe about the reasons people resist change, types of resistance to change and determine the impact of employee resistance to change. Answer: Reasons people resist change As per the experience of Furst Cable (2008), employee resistance to change is a normal and natural reaction in an organisation. In a similar way, the XYZ Company is preparing to implement a new change within the workplace. It has been observed that the management of the firm is introducing new operating unit in the international market. For this specific reason, the organisation is going to open a new shift time that is evening or night shift for a few couple of months. The employees who are currently in the general shift would ask to change the office timings from general shift to evening/night shift. In this similar context Research et al. (2013), stated that the workplace flexibility is hampered for the sudden change in procedural decision. It has been observed that the majority of the female employees worked in the general shift timings in the organisation, XYZ Company. Thus, the female employees are not comfortable with the current state. The personal life and security issues have been raised from the employee side, and the management of the XYZ is completely incapable to mitigate the issue. In this present situation, Chreim (2006) mentioned that resistance to change from the employees is one of the greatest hindrances to the success of the change management. The ineffective change management sponsorship from the leaders of the XYZ reflects the insignificant change management resourcing. Poor communication and lack of employee engagement program of the management of XYZ company creates one of the major crucial reasons of employee resist change. The middle management of the firm did not communicate the entire change process regarding the change of office hours is the prime reason for employee resistance. According to the opinion of Furst Cable (2008), if the management did not convey the requirement of change and the process of change the, the employee resistance is expected. Thus, it is essential to aware the employee for the renovated process, which is going to take place within the organisation. On the other hand, Beerel (2009) stated that trust is the other biggest factor to execute a successful business operation. In order to achieve a better possible outcome from the employees side regarding the change process preserving the trust, factor is essential. Furthermore, timing is one of the foremost difficulties when it comes to change. Thus, delivering the notice within proper time is quite necessary to reduce the employee resistance issue. Hence, the management of XYZ Company has to create an environment for the safety of the employees who would ultimately go to support the organisation. Types of resistance to change Logical and rational Considering the opinion of Sharma (2011), these resistances are the outcomes of disagreement with the rational facts, logic-science, rational reasoning. In the case of XYZ, the accrual time and effort is highly essential to adjust to the change process. Both the employees and the management would need to understand the job duties equally when to change process has occurred. In the opinion of Holbeche Matthews (2012), it is the managements responsibility to make the employee aware that the change process is beneficial for the employees. The logical resistance to include the following: Time required regulating and adjust Extra efforts to relearn Possibility of less necessary condition Financial costs of change Doubtful technical possibility of change Psychological and emotional This is one type of resistance that is typically based on he factor of emotion and attitude. As per the opinion of Research et al. (2013), the psychological and emotional resistance is internally logical from the perspective of the employee attitudes and feelings regarding the upcoming change process. It has been speculated that, in this phase, employee fear, lack of trust towards the organisation, insecurity feeling and the other ego factors are endangered. The management could not find any viable justification for the respective issues and fails to deal with that situation. The Psychological or emotional resistance includes the following: Fear of unknown Low tolerance of change Lack of trust towards management Need for security and safety Sociological resistance Considering the view of Sharma (2011), the sociological resistance is quite logical in some cases. The social values are the most robust environment for XYZ to uphold the goods relationship status with the clients, employees and the other business entities. The sociological resistance consists of the following: Political alliances Differing group values Conferred interest Desire to retain existing relationships Determine the impact of employee resistance to change The changes are identified as the inevitable part of the business, which is initiated to transform the existing module of the business. According to Beerel (2009), the transparent communication nature of the business often facilitates the management to receive the support of the employees in the change process. The employees get accustomed to the existing operational process of the business. Thus, the reluctant attitude arrives automatically during the tenure of change initiation process. The employee resistance to the change majorly creates the adversity impact. The adversities as defined below: Reduction in the efficacy rate Cole et al. (2006) specified that the moment employees waste the productive on resisting the changes taking place within the workplace. the focus drives away from the professional roles and responsibilities. This tends to a limit the level of efficacy and the output among workers, which can hamper the firms bottom line. Moreover, a condensed level of expertise might shift directly in the face of the purpose for the alterations in the initial place. The reluctant attitude limits the scope of witnessing the effective and productive outcome of the company. Disruptive working environment The staffs resisting changes might often cause the commotions with sudden outbursts with regards to the changes. The specific attitude often leads the employees to present a combative attitude before the management. Bednar Green (2011) identified that in the majority of the cases the employee stick to the existing brands, but the impulsive reaction during the change process often limit the scope of professional growth within the organisation. Thus, the impulsive reaction often leads to increase the work life frustration, which leads to creative a disruptive working environment within the organisation. In the present scenario, the resistance is raised by the women workers. However, the previous researchers reflect that the organisation switching rate amongst the female employees is less. Therefore, the impulsive reaction often turns up the adverse side of the organisation, which often increases the scope of humiliation within the work culture. Less scope for improvement The moment the staffs resist for the change in the workplace, the morals degrade. This creates an adversarial impact on the propensity growth rate. According to Ball Garcia-Lorenzo (2013), the employees remain less optimistic within the workplace, which directly reflects on the overall performance of the organisation. Considering the present scenario, the employers have provided the assurance of reintroducing the previous work culture after the tenure of 6 months. However, the reluctant nature of the employees often degrades the performance criteria of the organisation (Suwaryo et al. 2016). Amongst the other negative properties of resistance to change, lowered morale can easily spread amongst the entire staff, which can, in turn, create issues for both the recruiting and retention criteria. Recommended model to remove the resistant behaviour Kurt Lewin has made the evaluation of the particular model by three three characteristics Unfreezing Change Freezing Stage 1: Unfreeze In the initial stage, the employees are required being informed regarding the change process that would be implemented in the future. The specific action would help the management to understand the body language of the employees on the change action. Based on which, the management can take sufficient time and methods to convert the negative attitude of the employees into positive (Anderson Anderson, 2009). Thus, the management of XYZ enterprise needs to inform the female workers regarding the changing initiation. Moreover, the identification of effective methods to change the reluctant attitude of the female employees would be necessitated. The transparent communication would help both the management and the employees to take preparation for the change process. Stage 2: Change The second stage is the change process, where the change initiation is already implemented. The early information would assist the management to provide sufficient time to its internal members to understand the methods of the change process (Cole et al. 2006). Moreover, effective training programs need to be introduced to increase the engagement of the employees with the change management process. With the support of the training process, the employees would develop the interest regarding the new operational measures. This would facilitate the management to utilise the resources as per its depicted plan and accomplish its targeted objectives for which the change is implemented. Stage 3: Freezing The freezing stage encourages the employees to get ready for the change process and participate efficiently within it. Cole et al. (2006) identified that in the freezing stage the reluctant attitude of the employees reduces entirely. Herein, the employees align the individual professional requirement with the organisational objectives. References: Anderson, D. L., Anderson, C. (2009).Organization development: The process of leading organizational change. Thousand Oaks: SAGE Publications. Ball, D., Garcia-Lorenzo, L. (2013). A very personal process.Change Management: An International Journal,12(1), 116. Bednar, P. M., Green, G. M. (2011). Same business same system? A critique of organization and the information systems process.Journal of Organisational Transformation Social Change,8(2), 199213. Beerel, A. C. (2009).Leadership and change management (Hardback). Los Angeles: Sage Publications Ltd, United Kingdom. Chreim, S. (2006). Managerial frames and institutional discourses of change: Employee appropriation and resistance.Organization Studies,27(9), 12611287. Cole, M. S., Harris, S. G., Bernerth, J. B. (2006). Exploring the implications of vision, appropriateness, and execution of organizational change. Leadership Organization Development Journal, 27(5), 352367. Furst, S. A., Cable, D. M. (2008). Employee resistance to organizational change: Managerial influence tactics and leader-member exchange.Journal of Applied Psychology,93(2), 453462. Holbeche, L., Matthews, G. J. (2012).Engaged: Unleashing your organizations potential through employee engagement. San Francisco, CA: John Wiley Sons. Research, D. of, Central, R., London (2013).Practice as research in the arts: Principles, protocols, pedagogies, resistances. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. Sharma, D. (2011). Resistance to human resource information systems (HRIS) problem recognition, diagnosis and positive intervention: A study on employee behavior and change management.Indian Journal of Applied Research,3(1), 99104. Suwaryo, J., Daryanto, H. K. K., Maulana, A. (2016). Organizational culture change and itseffect on change readiness through organizational commitment. Bisnis Birokrasi Journal, 22(1), 124126. Van Dijk, R., van Dick, R. (2009). Navigating organizational change: Change leaders, employee resistance and work-based identities. Journal of Change Management, 9(2), 143163.

Little Adult Criminals free essay sample

In â€Å"Little Adult Criminals† the New York Times Editorial argues that even though some violent crimes are more serious, minors should be tried in a juvenile court system rather than in an adult court system. To help persuade the audience to see the point of view the author uses two of the three rhetorical appeals, which are logos and pathos. The New York Times Editorial uses logos to convince the audience by using some examples, statistics and supportive facts to the argument that is being made, and pathos is used to persuade the audience to see the point of view by appealing to their emotions against children being sentenced to adult prison. The rhetorical appeal that was mainly used in this article is logos, which convinces the audience by using examples, statistics and supportive facts about children being sent to adult prison. Logos is first used in the beginning of the article when introducing Lionel Tate, a 14 year old boy who was convicted of first degree murder for beating his 6 year old friend to death when he was 12 years old and he was sentenced to prison for life without parole and his mother did not accept the bargain of three years in a juvenile facility with 10 years of probation. We will write a custom essay sample on Little Adult Criminals or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Logos is once again used in the example of Nathaniel Brazill, who is a 13 year old boy that was convicted of second degree murder and sentenced to 25 years to life in prison because he shot his teacher for not letting him back into the class room after he was suspended for throwing water balloons and when he received his sentence from the judge his response back was, â€Å"Not too bad†. This case left people wondering whether discipline would have change the outcome if he had not lived in an environment where access to a gun or any weapon was easy. The examples that are used shows the audience that the New York Times Editorial does have valid and credible facts. The New York Times Editorial continues to use logos when they state that according to the medical research that has been done recently, the brain is not fully developed in teenage years so although a 17 year old repeat offender does have a conscience of what they are doing, a 12 year old however does not fully comprehend what they are doing or what the consequences would be for their action so a child should not be sentenced to serve time in an adult prison because they do not have the â€Å"emotional maturity† to control themselves. This article could have been more effective with logos if the medical research included the age in which the brain has fully developed. The logos that have been used gave examples of the two crimes done by minors and the punishment they received for their actions as well as a medical research that has been done proving that children under the age of 14 do not completely understand what they do and cannot control their impulses. The New York Times Editorial uses logos again when they note that, in the case of 13 year old Nathaniel Brazill, even the Governor Jeb Bush states that â€Å"There should be a sensitivity to the fact that a 14-year-old is not a little adult† therefore he should not have been tried as an adult and some of the jurors rethought the case and whether the boys should have been tried in a juvenile court instead of an adult court. Juvenile courts rarely ever have instances when it was necessary for a minor to be transferred to an adult court for instance if a 17 year old were to commit a violent premeditated crime Pathos is used to persuade the audience through their emotions and to demonstrate that juveniles should not be placed in adult prison or tried as adults because by placing a 12 year old child in an adult prison for half or most of their life would be to give up on them so instead of placing them in adult facilities they could be placed in a juvenile facility where they can go through counseling, rehabilitation and other services so that if they get out then they will not most likely become criminals again. The pathos used in this article was good because it is sad for young children such as Nathaniel Brazill and Lionel Tate to be sentenced to adult prison at the `age of 12 and 13 years old. The logos could have been more effective is the medical research would have given more information as far as when the brain fully develops and how developed it is at the age of 12 or 13 years old. There is no ethos used in this article but if there was it would be used to give credibility to the argument that is being made. There was no point in time where the author made a connection with the article and himself. The New York Times Editorial does an insufficient job at arguing the point of view in this article. It is not well balanced between the three rhetorical appeals because although it is strong in logos and good in pathos it lacks ethos completely. Although there are flaws in the article and it lacks ethos the argument that juveniles should not be placed in an adult facility or judged in an adult court but should be in a juvenile facility where they can be counseled and go through rehabilitation and other things to help them is convincing. The logos could be more effective if more information about the medical research was included or if there was another example of a juvenile criminal but the logos that was used gave good examples of the two boys who committed murder and were sentenced to adult prison for life. The New York Times Editorial brings the idea that juveniles should go to juvenile prison and once they become of age their case should be reviewed and if It calls for it then they be transferred to adult prison to the attention of the audience. The pathos could be more effective if it focused more on how young kids have easy access to guns and weapons of any kind and if it talked more about young kids being in an adult prison are more likely to become lifelong criminals than if they were in a juvenile prison because in a juvenile prison they have things that they offer to help counsel but in an adult prison it is very different. The article itself was well written but it was not very well balanced so although it was still a little convincing it was not very effective.

Summary Of The Letter From Birmingham Jail Essays - Free Essays

Summary Of The Letter From Birmingham Jail Essays - Free Essays Summary Of The Letter From Birmingham Jail On Good Friday in 1963, 53 blacks, led by Rev. Martin Luther King, Jr., marched into downtown Birmingham to protest the existing segregation laws. All were arrested. This caused the clergymen of this Southern town to compose a letter appealing to the black population to stop their demonstrations. This letter appeared in the Birmingham Newspaper. In response, Martin Luther King drafted a document that would mark the turning point of the Civil Rights movement and provide enduring inspiration to the struggle for racial equality. Martin Luther King's Letter from Birmingham Jail strives to justify the desperate need for nonviolent direct action, the absolute immorality of unjust laws together with what a just law is, as well as, the increasing probability of the Negro resorting to extreme disorder and bloodshed, in addition to his utter disappointment with the Church who, in his opinion, had not lived up to their responsibilities as people of God. King's justification to the eight clergymen for protesting segregation begins with a profound explanation of their actions, Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. The actions of the African American people are overdue and very well planned as King had explained in the letter. Their quest was to force the white politicians to negotiate and actually heed the requests for desegregation. As King explains, past promises have been broken by the politicians and merchants of Birmingham and now is the time to fulfill the natural right of all people to be treated equal. Violence is not what King wants, he simply wants unjust laws to change and the Supreme Courts 1954 ruling to be upheld. Secondly, Kings answer to the clergymen's assertion that breaking the law is not the way to achieve the results the African American is looking for. Conversely, one has a moral responsibility to disobey unjust laws. I would agree with St. Augustine that, an unjust law is no law at all. King does not feel that they have broken the law, his definitive answer to the clergymen is that a law that is not morally sound is not a law. Laws are made to protect the people not degrade and punish. As far as King is concerned, the African American will continue to do whatever is necessary, preferably non-violently, to obtain the legal and moral right that is theirs. If they are not allowed this peaceful expression of the needs they so desire, it could lead to a much uglier action. Dr. King expressed his concern that if something is not done with these feelings and absolute needs of the African American there will be violence and mayhem. The Negro has many pent-up resentments and latent frustrations, and he must release them. So let him March. History has shown that if a person or people are ignored they will become violent and fight for their God-given rights. King diligently explained that black nationalist groups are becoming prevalent in society and he has faith that the Negro Church has had direct influence in keeping the violence from erupting. However, how can they are expected to stay complacent? Finally, the sheer frustration King felt was with the Church in general. In deep disappointment I have wept over the laxity of the church. There can be no deep disappointment where there in not deep love. This is probably the most heartbreaking assertion King makes. He feels that the Church has skirted its responsibilities to the African American people, hiding behind anesthetizing security of stained-glass windows. King summarizes his letter by making the point that he hopes that the Church will see it's responsibilities it's means it is/you need its as people of God and understand the need for direct action, the justification of unjust laws and the impending danger of the African American rising up in violence if they are not heard. Martin Luther King does this all in a diplomatic, heartfelt and completely inoffensive voice.

How to become a payroll clerk

How to become a payroll clerk If you’re a stickler for details and get a warm glow of satisfaction from the idea of people getting their paychecks on time, then you might want to consider becoming a payroll clerk. These financial professionals are responsible for maintaining and processing large amounts of financial data and payment information for companies.What does a payroll clerk do?Payroll clerks are employed by just about every kind of company (large or small, corporate or nonprofit, etc.) that has employees. These professionals manage employees’ financial data and are typically responsible for processing paychecks and other payments, keeping time records, and handling any pay-related information for employees (like tax information, insurance deductions, or other factors that can affect an employee’s pay).A payroll clerk’s duties may include:Calculating pay for employeesUsing payroll software to manage employee pay and financial informationCalculating taxes and deductionsProducin g and processing employee paychecksTracking employee work time and keeping accurate recordsInitiating direct deposit paymentsCalculating unemployment or severance payVerifying and resolving discrepancies in employee financial data or payKeeping detailed digital or paper financial records to be reportedIssuing pay statements and invoicesProcess and distribute financial documents like W-2 tax formsFollowing financial reporting procedures and legal best practicesThis is typically a 9-to-5 kind of job, with a standard 40-hour work week. Payroll clerks can be found across industries, as their skills are needed by just about any company that handles employee pay.What skills do payroll clerks need?This is a highly specialized role, so there are specific skill sets that will be an asset to you in this field.Math Skills:Â  Although this is a highly administrative position, it also calls for very strong math skills. The payroll clerk is responsible for money going in and out to employees, so they really must be able to do financial math effectively and accurately.Attention to Detail:Â  Because of the emphasis on accuracy, a payroll clerk needs to be able to spot discrepancies or problems in financial documents or paychecks. Mistakes can have significant impacts on employees or the company, so an eagle eye is essential, whether the clerk is using advanced accounting software or good old-fashioned paper and calculators.Problem Solving Skills:Â  Part of the job is resolving issues that inevitably come up when money, math, and humans are involved. If there are discrepancies in amounts paid versus amounts owed, the clerk needs to be able to resolve the issue quickly and accurately.What do you need to become a payroll clerk?The baseline minimum combination is a high school degree and a stellar set of math skills, but many companies prefer their payroll clerk to have at least an associate’s degree in business, accounting, or finance.How much do payroll clerks get pai d?According to the U.S. Bureau of Labor Statistics, payroll clerks earn a median annual salary of $43,580, or $20.95 per hour.What’s the outlook for payroll clerks?Because these professionals have a strong and versatile set of skills and can work in any industry that has need of payroll processing, it’s a solid career choice in the financial services and administration field. The U.S. Bureau of Labor Statistics expects that the demand for payroll clerks will continue to grow by about 6% through 2024.

Tito Puente Research Paper Example | Topics and Well Written Essays - 3000 words

Tito Puente - Research Paper Example Tito Puente is a multi-faceted genius with versatility, innovation, experimentation, flamboyance and attitude. Above all, he was a great human being. Without throwing light on these aspects, any portrait sketch of Tito remains incomplete. Tito, born on April 20, 1923 in New York City’s Spanish Harlem, was seven years old when he was enrolled in 25-cent piano lessons (Hispanic Heritage). Fascinated by Gene Krupa, drummer, he started the study of percussion at the age of ten and first performed at the age of thirteen. In his teens, joined Noro Morales and the Machito Orchestra. After completing his study at the Julliard School of Music, he formed his group ‘the Piccadilly Boys’ which later became ‘the Tito Puente Orchestra’ (Puente, Tito). His 1958 album ‘Dance Mania’ was placed among the 25 most influential albums of the 20th century by the New York Times. Key to the City of New York (1969), James Smithson Bicentennial Medal, a Star on the Hollywood Walk of Fame (1990), National Medal of Arts (1997) and Grammy Lifetime Achievement Award (2003) were just a few of the innumerable honors conferred on him. Tito is considered to be the godfather of Latin jazz and salsa. However, to say that Tito is an artiste associated with salsa and Latin jazz is a simplistic statement. It presents things in too narrow a light to give an accurate and objective evaluation of Tito’s place, at large, in the world of music. Firstly, it would be injustice to Tito’s soul to brand him just a musician considering his notion that ‘if there is no dance, there is no music’. It is amusing to know that his original dream was to become a dancer. Eddie Torres felt it was a privilege to be identified as the Tito Puente Dancers (Salsa Dancing – New York Style). Then, as a musician, to limit Tito to mambo and jazz is a very inadequate description. His versatility ran the gamut of piano, conga drums, claves, bateria, tap drums along with saxophone and even clarinet. As for the nature of his music, it was only the roots that were Latin. These roots were aesthetically integrated with several other components like the Cuban sounds, the African sounds, the black jazz, the big band swing, bebop, Yoruba tradition, the vibes, the Oriental influence and Kenton progressive style. The integration was done in such a manner that the end product would be appealing to music lovers. It appealed first to a white audience and then to the entire world. Tito defied the Spanish cultural tyranny over Latin music. He brought the African percussion to the mainstream and thus ended the prevalent animosity towards African music. Thanks to his style, the black musicians could shed their inhibitions. Tito’s method was a skilful manipulation of the Afro-Cuban pattern to fit into the framework of the American big band prototype. He was adept in incorporating Latin rhythms in jazz and popular music. The song ‘Hong K ong Mambo’ from the album ‘Dance Mania’ illustrates Tito’s skill in bringing together Latin music and Oriental melody (McNeese 84). In the song ‘Varsity Drag Mambo’, he blends swing jazz of the Big Band style with mambo rhythm. Tito was known for his inclination to experiment with music. But in this process he was cautious not to interfere with the absolute beauty of music. When he went for improvisation in his orchestration, there were three ways in which he would do that. In the first type, the original melody would be completely adhered to. Only a

Socially Responsible Investing Coursework Example | Topics and Well Written Essays - 10500 words

Socially Responsible Investing - Coursework Example As the report stresses  the subsequent results revealed that the SRI has not been able to outperform the conventional investment funds rather have clearly underperformed. However, the SRI has been able to experience higher growth rate in the United States of America and Europe and other parts of the world. Overall, this performance reflects that the SRI funds and SRI indices have experienced a reasonable growth over the period of last 13 years and there has been a steady and stable upward growth in the SRI, reflecting that more and more investment is being done in the SRI.According to the paper findings  the conventional investment has considerably violated the ethical and moral standards. In the conventional investment, the firms do not take into account the interests and expectations of society instead they prefer to serve their commercial objectives at the cost of society.  This paper is consisted of five parts: introduction, literature review, methodology, data analysis and discussion and conclusion and recommendation chapter. In the introduction chapter, some background information about the SRI has been provided in which the historical development of the SRI has been provided. In addition, in this chapter, research aim, questions, objectives and limitations have also been included.  Subsequently, in the literature review chapter, a comprehensive critical evaluation of the SRI has been provided in which history and definition of the SRI have been detailed and discussed as well.

The Central Limit Theorem Essay Example for Free

The Central Limit Theorem Essay The Central Limit Theorem for a Mean state that for a random sample of size n from a population with mean  µ and standard deviation ? , as the sample size increases the distribution of the sample mean approaches a normal distribution with mean  µ and standard deviation . On the other hand, if the population is normal, the distribution of the sample mean is normal regardless of sample size (Doane Seward, 2007). Now, suppose a random sample of size n is taken from a population with mean 100 and standard deviation 10. The sampling error or standard error of mean for samples of n = 1, n = 4, n = 9, n = 16, n = 25, n =100 will be For n = 1, For n = 1, For n = 1, For n = 1, For n = 1, For n = 1, From above it can be seen that as the sample size increases, the sampling error reduces. Further, the histogram (if plotted) of samples means approaches a normal distribution. Therefore, while on cannot get rid of sampling error the results from one’s statistical work can be still useful as the sampling error will be less for larger sample size. References: Doane D. P. Seward L. E. (2007). Applied Statistics in Business and Economics. McGraw-Hill/Irwin: New York DQ2-WK3 What is the difference between a sample and a population? When can the same information (e. g. the age of each of the ten students in our class) be considered both sample data and population data? A sample involves looking only at some items from the population. For example, if a survey is to be taken from student of XYZ College for their choices, than the population will be consist of taking survey of all the students in XYZ College and a sample will be taking survey for only some of the students selected based on sampling method. For small population, there is little (or no) reason to sample. Similarly, if the data are on disk, than 100% of the cases can be examined easily (Doane Seward, 2007). Therefore, the same information can be considered both sample data and population data if the population is small or can be taken easily with no additional cost for analysis purpose. For example, in a class of 30 students, if the average age is to be determined, than the population is entire class that is all 30 students. In this case, the population is small; therefore, there is no need to sample and therefore, the age of all 30 students can be considered both sample data and population data. References: Doane D. P. Seward L. E. (2007). Applied Statistics in Business and Economics. McGraw-Hill/Irwin: New York DQ3-WK3 When would you use ANOVA at your place of employment, in your education, or in politics? Please share the WORDS that would lead you to the null hypothesis for a specific and simple example and, then, show the null and alternative hypothesis in symbols. Analysis of variance (commonly referred to as ANOVA) is used for comparison of more than two means simultaneously and to trace sources of variation to potential explanatory factors (Doane Seward, 2007). For example, if sample data for 15 days of manufacturing defect rates for automotive parts manufactured at four plant locations is collected (or available). Than, ANOVA can be used to answer questions such as are the observed differences in the plants’ sample mean defect rates merely due to random variation? Alternatively, are the observed differences between the plants’ defect rates too great to be attributed to chance? This can be written as null and alternate hypothesis as , i. e. at all four plants mean defect rate are the same. , i. e. at least one mean differs from the other. Now, if the null hypothesis is not rejected than it can be concluded that the observations within each treatment or group actually have a common mean ? (ibid). References: Doane D. P. Seward L. E. (2007). Applied Statistics in Business and Economics. McGraw-Hill/Irwin: New York

One Day in the Life of Ivan Denisovich by Alexander Solzhenitsyn Essay

Alexander Solzhenitsyn's purpose in episodes one and two of One Day in the Life of Ivan Denisovich is to develop Ivan Denisovich Shukhov as a mediator for personal views and then to present those views on life, prison, and authority to the reader. This purpose is accomplished by the author's use of characterization, symbolism, and aphorism. The reader's knowledge of Shukhov is almost as restricted as the rules set forth in Shukhov's prison, and there is nothing that sets Shukhov apart from the rest of the prisoners. This allows the reader to focus less on him as a character and more on what he is intended to convey. The author’s first use of characterization occurs in the quotation, "Shukhov never overslept reveille. He always got up at once, for the next ninety, until they assembled for work, belonged to him, not to the authorities" (17). Through this quotation, the reader recognizes how Shukhov is willing to partake in the many challenges set forth by authority, but still appreciates the time he can set aside for himself. This characterization of Shukhov shows that the author values the idea of self-awareness. This is essential further in the novel as seen when Shukhov reflects on the importance of mealtime or breaks as solely for one's self, which contrastingly reveals the extent in which authority has stolen time from the prisoners. Another example of characterization stems from the quotation, "Shukhov realized, as he had guessed on the way there, that he wasn't being sent to the guardhouse at all—it was simply that the guardroom floor needed scrubbing" (23). This quotation shows that Shukhov has an in-depth understanding of the operations within his prison and can be trusted by the reader to provide reliable exposure. The rea... ... the prisoners survived. This is necessary to understand for later in the novel when an importance is placed on one's ability to outsmart the authority in order to actually survive prison. For instance, when Shukhov tricks the cook in prison into giving his squad more dishes. By using aphorisms from Shukhov, Solzhenitsyn is able to express universal truths to discredit the communistic society around him, a personal view he wished to share on a global scale. Through the characterization of Shukhov, the use of symbolism, and the use of aphorisms, Solzhenitsyn is able to recognize Shukhov as a mediator of his personal views thus providing the reader with the observations that he has made as a prisoner himself. Works Cited Solzhenitsyn, Alexander. One Day in the Life of Ivan Denisovich. Trans. Ralph Parker. New York: E.P. Dutton, a Division of Penguin, 1963. Print.

Fractional Growth Factors

Early Field Experience Lesson Plan Fractional Growth Factor CMP Math 8th Grade Ms. Tanisha Wilson Fifer Middle School Tanisha Wilson MTSC 403 Fall 2011 CONTEXTUAL FACTORS Student Characteristics There 28 students and they are in 8th grade CMP math class. There are some students in this are inclusion so there are two teachers in the classroom. There is a regular mathematics education teacher, and there is a special aid teacher. The students in this class have to take two mathematics classes each day, a CMT course and a prep course which will help them score high on their DCAS scores.They are from different nationality backgrounds and they understand English well. There is one student in the class who has a wheel chair and the desk is arranged for him to sit comfortably by the door. Overall the students in this class are well behaved and eager to learn mathematics. Grouping Patterns Student’s seats are arranged in groups of four. Students will work in groups of four and a class as a whole will whole. Prerequisite Knowledge Students should already be able to identify the growth factor in the problem with reasoning, the y- intercept, and what everything number in the equation represent.Students are also expected to know what exponential growth mean and are able to graph and factor with exponential growth with whole numbers. Instructional Materials Smart board, smart responders, paper, pencil LEARNING GOALS Mathematical Learning Goals Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional (or decimal) growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponential growth using the formula P= a (b)x. NCTM Content StandardsGrades 6-8 Algebra * Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations. * Model and solve contextualized problems usi ng various representations such as graphs, tables and equations. Delaware Standards Math GLE Standard 2 Algebraic Reasoning * Compare the rates of change in tables and graphs and classify them as linear or nonlinear. * Use tables, graphs and symbolic reasoning to identify functions as linear or nonlinear. DIRECT Diversity- there will be different ways to solve the problems so students would be given many ways to practice and choose which method fits best.Interpersonal Communications- students will follow a method that the teacher in the class uses which is called Think, pair, share. Students would think about their answer, pair up with their group members to discuss what each other got, and then share their answer with the whole class. Reflection- students would reflect on what is going on in the class by exit cards at the end of the lesson. Students will also receive extra practice by doing a homework assignment. Effect teaching and assessment Strategies- students would be asked qu estions leading to them figuring out the formula.At the end of the lesson there would be exit cards to assess what the students have learned in today’s lesson. Content and Pedagogical Knowledge- this is like a review lesson. Students already have prerequisite knowledge on the same material. The only difference with this lesson is that the growth factors for the problems we will be working on today are fractional. Technology- students would use smart responders in the beginning of the lesson to determine if their answers were correct or not. We will also be using the smart board to see the problems needed in order to keep the lessons going. Mathematical Proficiency StrandsUnderstanding mathematics- student’s will be asked multiple questions based off of the problems they have done in previous lessons and the lessons we are doing today so I could know if the students are understanding the mathematics we are covering the in class. Applying concepts to solve problems- stud ents would be given two solve problems and asked how they came up with their answer with explanations of how they got the answer. Reasoning logically- students would be given a real life situation as a solve problem and the answer they come up with have to logically fit the situation given in the story.Engaging- students will be engaging with each other to discuss their thoughts of the solve problems by doing the think, pair, share. Assessment Plan In the previous investigation, we studied exponential growth of plants, mold, and a snake population. In the growth factor and the starting value, we could make predictions. The growth factors in these examples were whole numbers. In this investigation, we will study examples of exponential growth with fractional growth factors. Students will have an understanding on how to find the exponential growth of a Rabbit population with fractional growth factors.Examples will be shown that students understand the lesson by using the growth factor table, being able to determine what is the growth factor and when is it appropriate to round it up to if necessary and students will be able to connect the chart and table to a formula for the exponential growth rate. Pre- Assessment Students will be given a chart that looks like the previous charts we have went over. The difference with this chart is that the growth factor is not a whole number. Students will have to find the equation based off of the chart. They would put their answer into the smart responder.Once everyone’s answers are calculated into the smart responder, we will receive a percentage of how many students got the correct answer in the class. We will then discuss why that is the correct answer. Additional Assessment 1 Students would be given a problem on the smart board with a table which will represent the exponential growth of rabbits. Ask students the following questions†¦ 1. What is the growth factor? Explain how you found your answer. 2. Assume th is growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. Explain what the numbers in your equation represent. 3.How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Do not give students the answers. Have students come up with the answers on their own, then they could discuss with a classmate, then the whole class would discuss the correct answer and why. While students are working in groups, the teacher would be walking around and looking at student’s notes to see their understanding. If you see that there is more than one approach to the answer, then call on the different students with the different approaches so there could be variety.Post Assessment The class would sum up what we did in today’s lesson by answering the exit cards with a question similar to the one we did in class. St udents must answer the question in details. The teacher will explain to the students that the main point of the lesson today is to recognize that the growth factor may not always be a whole number. By the end of this lesson, students should be able to solve a problem dealing with exponential growth with the growth factor not being a whole number. OPENING 5 Minutes8:00-8:15 Rationale Students will be shown a chart on the smart board and will be asked to find the growth factor and the equation for the table. Since the students are already familiar with exponential growth using whole numbers, I want student’s to see that not all exponential growth would have a whole number as the growth factor. The opening activity is a reflection on the same type of formula they have been working on, the only difference is that the growth factor would not be a whole number.Students would focus on the growth factor and being able to put it into an equation which will support the table. Students will be assessed by using the smart responders. The smart responders will allow the teacher to know the percentage of students who got the correct answer before beginning the lesson. | Materials Smart board, smart responder, pencil, and paper Activity Description When the students first walk into the classroom, they will be asked to grab a smart responder. (The smart responder allows the teacher to see the percentage of how many students got the correct answer).Based off of the results on the smart responder I will have a short discussion of what is the growth factor, the y-intercept, and why important to know those numbers in order to create a formula. The table is as followed†¦ X| 0| 1| 2| 3| Y| 30| 57| 108| 206| Differentiate Instruction One student from each group will get up to get the smart responders for their group and return them when we are done. Students will be able to do this because there is a student in the classroom with a disability; he is in a wheelchair so I do not want him to feel left out in any way.Therefore, each group will have to go through the same procedure. Another differentiate instruction we will do is go over the correct answer into details because there are some students in the class who are inclusion. I do not want to move too fast with the class as a whole so I will continue to review the material and monitor ALL students understanding of the lesson before moving on. What is the growth factor in this table? Possible Student Responses| Possible Teacher Follow-ups| 1. 9| Did everyone get that answer? | No. | What did you get as the growth factor? | At first I got1. then I divided the next two consecutive numbers which is 108/ 57 and I got 1. 894736834, so the growth factor is not the same with each number. | Did anyone else get that? | Yes| Well I’m happy you pointed that out. What is the difference between this table and the previous tables we have been doing these past few weeks? | The growth factor is not the same for every outcome is not the same exact number| What is different about the numbers though? | They are a decimal and not whole numbers. | Ok. Good point. Is 1. 894736 close to 1. 9? | Yes| When you divide 206 and 108, what is your outcome? 1. 907407| Is that close to 1. 9? | Yes| So what could you tell me about this growth factor now? | That the outcomes are very close to each other but they are not the exact same| So imaging if you wanted to round your growth factor to the nearest whole number, put the number 2 into your formula, what are your results? | 30*2= 6060*2= 120120*2= 240| Are your results accurate compared to what we need on our table? | No. | Why is that? | Because when you keep multiplying by 2 instead of 1. 9 the result grows bigger and bigger and it does not match what we need. What do you suggest we do if we wanted to put these numbers into an equation that will have the closest possible outcome? | Round it to 1. 9? | Why 1. 9? | Because what was the first exact ou tcome and when we divined the next consecutive numbers, they are close to 1. 9| Ok great job. So when this happens we will round up to the nearest outcome and in this case it is 1. 9| BODY #1 30 MinutesTime: 8:15- 8:45 Rationale The purpose of this activity is for students’ to have a visual with a story of rabbits reproducing and is able to form an equation with the table given to them.This activity will build on the students’ knowledge of exponential growth and at the same time introducing with fractional growth factors. It is important for students to understand that the growth factor will not always be a whole number and what they should do when they face this problem. This activity develops the learning goal of student’s being able to think about fractional growth factor and why should they round it to the nearest decimal place instead of the whole number. Materials Graphic Calculator, pencil, paper, smart board Activity DescriptionStudents will be sitting i n groups of four. During this activity, student’s will do a think, pair, share for every question asked to them before discussing it with the class as a whole. Think, pair, share is a way for students to actually THINK about their answer and why do they think that will be the correct answer; they should also be taking down notes at this point. PAIR is when they talk amongst their partners and share what they came up with and then compare answers. If anyone answer is different, then they will discuss why are their answers different.SHARE is when the whole class has a discussion about all of the possible answers and come to an agreement and understanding of the correct answer. Students will be assessed while doing think, pair, and share. The teacher would be walking around the class taking notes about the student’s understanding and mentioning anything that stands out or may be confusing about the lesson to the class. This will just be personal notes for the teacher to k now the student understands of the lesson. | The activity will begin with the â€Å"did you know† which will be shown on the smart board.Did you know? In 1859, a small number of rabbits were introduced to Australia by English settlers. The rabbits had no natural predators in Australia, so they reproduced rapidly and became a serious problem, eating grasses intended for sheep and cattle. In the mid-1990s, there were more than 300 million rabbits in Australia. The damage they caused cost Australian agriculture $600 million per year. There have been many attempts to curb Australia’s rabbit population. In 1995, a deadly rabbit disease was deliberately spread, reducing the rabbit population by about half.However, because rabbits are developing immunity to the disease, the effects of this measure may not last. Students will think about the â€Å"did you know† problem and then a table will be shown on the board based off of the problem. If biologists had counted the ra bbits in Australia in the years after they were introduced, they might have collected data like these: Growth of Rabbit Population Time (yr)| Population| 0| 100| 1| 180| 2| 325| 3| 583| 4| 1,050| Students would be asked the following questions followed by a mini class discussion for each question. 1. What is the growth factor?Explain how you found your answer. 2. Assume this growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. Explain what the numbers in your equation represent. 3. How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Differentiate Instruction There are some students in this class who are inclusion which mean that they need extra help with understand the concept of the material.There is an inclusion math teacher in the classroom as well but her attention is strictly for those studen ts’. The activity has question and answers so that way everyone in the class could participate in lesson and contribute their understandings. Students will also have to think about the answer on their own at first before working in pairs which will be helpful for the teacher who is walking around to see the students understanding individually. The inclusion student’s will also receive peer help along with teacher sponsoring. What is the growth factor of rabbits reproducing represented by this table?Possible Student Responses| Possible Teacher Follow-ups| 1. 8| Why 1. 8? | Because divided the first two consecutive numbers which is 180/100= 1. 8 so every year the rabbits times itself to 1. 8| So did you get 1. 8 every time you divide the consecutive numbers? | No, when I divided 325 by 180 I got 1. 805555556, when I divided 583 by 325 I got 1. 793846, and when I divided 1,050 by 583, I got 1. 801029. They were all close to 1. 8 so I rounded it up like what we did for the warm up. | Great job, my only question is why did we round it up by 1. 8 and not 2? Because we are dealing with fractional growth factors even though these are decimals. | But what if you didn’t know you was dealing with fractional growth factors and you had to solve this problem, why wouldn’t you round your growth factor up to the nearest whole number? | Because if I rounded my growth factor up to the nearest whole number then the result for the growth amount for populations of rabbits of the next year would not be around the number given. | I don’t really understand what you mean; may you please demonstrate to the class using your calculator? |The student would demonstrate to the class using his/ her calculator Year 1100*2=200not close to 180 Year 2200*2=400not close to 325 Year 3400*2=800not close to 583 Year 4800*2=1600not close to 1050 So why do we round to the nearest appropriate decimal? Possible Student Responses| Possible Teacher Follow-ups| Because if we were to round it to the nearest whole number, then the growth factor will not be close to the next years population rate. | Correct. What is the equation used for this growth factor? | 100(1. 8x)| Why? | Growth factor is 1. 8 and we raise that by time which is x| Ok great job. |CLOSINGTime: 2 minutes Learning Goal(s) Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponential growth using the formula P= a (b)x. Review Based off of what we learned today students will be able to draw connections from the previous lessons with exponential growth factors and now know how to find the exponential growth with the growth factor not being a whole number.Students are to state why they are rounding up the number to the nearest decimal (if needed). Students will ha ve to answer the Exit Cards before leaving the class. 1. Why isn’t the growth factor of exponential growth always a whole number? 2. If you were to round up your decimal or fraction to the nearest whole number and put it into the equation P= a(b)x, what will your outcome be and explain why. Students would be assessed on their understanding of today’s lesson and making sure that they meet the learning goals thinking mathematically. | Follow-up ActivitiesStudents will be assigned a homework assignment. 1. In parts of the United States, wolves are being reintroduced to wilderness areas where they had become extinct. Suppose 20 wolves are released in northern Michigan, and the yearly growth factor for this population is expected to be 1. 2. a. Make a table showing the projected number of wolves at the end of each of the first 6 years. b. Write an equation that models the growth of the wolf population. c. How long will it take for the new wolf population to exceed 100? 2. a . The table shows that the elk population in a state forest is growing exponentially.What is the growth factor? Explain. Growth of Elk Population Time (year)| Population| 0| 30| 1| 57| 2| 108| 3| 206| 4| 391| 5| 743| b. Suppose this growth pattern continues. How many elk will there be after 10 years? How many elk will there be after 15 years? c. Write an equation you could use to predict the elk population p for any year n after the elk were first counted. d. In how many years will the population exceed one million? Homework will be checked during the next class meet. ATTACHMENTS â€Å"Growing Growing Growing† book pages 33-36

Compare the ways in which Larkin and Abse write about love Essay

Compare the ways in which Larkin and Abse write about Love, in your response you should write about at least two of Larkin’s poems Larkin’s general view on love and marriage is that both are a liability. This is seen throughout many poems including ‘Self’s the man’ where Larkin talks about a man being held back and worked to death by his wife. Abse’s views are somewhat contrary to Larkin’s. He has a much softer approach when talking about love and feels that it connects himself with his family, as seen in his poems ‘Postcard to his wife’ and ‘The Malham Bird’ where he expresses his love for his wife. Love as a theme is present in many of Larkin’s poems and ‘Self’s the man’ illustrates his stereotypical outlook on marriage and love. In the first stanza Larkin directly compares himself to his made up character of Arnold, who represents all the lower class men in a marriage. The first tw o lines ‘Oh, no one can deny/ That Arnold is less selfish than I’ have a humorous tone in with the use of a rhyming couplet, Larkin is patronising the reader. In the next line he writes how Arnold married a woman to ‘stop her getting away’. In comparison, the poem ‘The Malham Bird’ Abse writes of love in a different way ‘in love, you a Gentile’. His soft tone creates a slower pace to the poem which shows his love for his late wife. On the other hand Larkin doesn’t use the word love and he uses a faster matter-of-fact tone. Larkin is often viewed as sexist but here he could be seen as saying that women don’t get a chance to live their lives how they want to because men marry them ‘Now she’s there all day’. In the second stanza Larkin continues to paint women in a poor light ‘And the money he gets for wasting his life on work/ She takes as her perk’. The first line uses enjambment which makes the poem sound like a list of moans. She appears to be greedy by taking his money. Larkin displays an air of snobbery about the lower classes hard labour jobs. He describes the woman as interfering and domineering. Larkin then uses colloquial language to make fun of the lower classes and how they speak ‘To pay for the kiddies’ clobber and the drier/ and the electric fire’. He does not rate family life very highly. Larkin states that the roles have reversed in the third stanza. Arnold told his wife to marry him and she did and now she is telling him to work, to do the chores etc†¦ ‘Planning to have a read at the evening paper/ It’s Put a screw in this wall-‘. The fourth stanza uses colloquial language again and the fifth and uses a sarcastic and patronising tone. Larkin does not look upon  marriage favourably. Moving into the sixth stanza, the poet claims that Arnold, too, was just â€Å"out for his own ends† and â€Å"if it was such a mistake / He still did it for his own sake / Playing his own game.† He concludes that â€Å"he and I are the same† and both are selfish, but he is better â€Å"At knowing what I can stand / Without them sending a van†. The â€Å"van† is a mental institute’s mode of transportation, suggesting that Arnold is going mad in his situation. Much of this poem is unsympathetic towards Arnold’s situation. However at the end Larkin reveals an uncertainty. Suddenly the poet is faced with the reality of his own situation ‘But wait, not do fast/ Is there such a contrast?’ Has he realised the loneliness in his own life because he was too selfish to share. Another poem which presents love as a theme is ‘Talking in Bed’. In this poem Larkin describes a couple in a failing relationship because they are isolated and find it difficult to communicate. Themarital bed is used as a symbol for marriage; a haven for spouses to come together. The bed should be the place where a couple feel united, but in this poem, the bed makes the couple’s detachment from one another glaringly obvious. The word â€Å"lying† has an ambiguous meaning in this poem; on one hand it means that the couple in assuming a horizontal position together, and on the other hand, it appears there is some fabrication between them. â€Å"Goes back so far† also presents some ambiguity: first, the couple have been â€Å"lying together† in their bed for years which is an indication of a lengthy marriage; and second, they have been living a lie for many years. The couple are clearly unhappy with their marriage. This was a time when separation and divorce was frowned upon but couples stayed together unhappily because it was the right thing to do. There was a sense of accountability within the marriage contract and it was difficult for women in particular to walk away from their husbands. The second stanza describes the turmoil of their marriage metaphorically by using nature. The awful silence is deafening and an indication of the tense, nervous atmosphere between the two, worsening as they continue to remain silent. The â€Å"outside† is a reflection of the couple inside; the tension heightens between them, and is never relieved. The wind is turbulent, scattering the clouds across the sky. â€Å"Builds and disperses† could be a metaphor for an argument; the environment is fraught and situations cannot be resolved. â€Å"Clouds† have both a dark and threatening aspect, and can be difficult to see through. Metaphorically speaking, a clear sky would represent a marriage at peace, but in this case the clouds suggest a marriage at war with itself; these wars could potentially harm the marriage, so the clouds hide them, if you can’t see something then it doesn’t exist. â€Å"Dark towns† can be used to describe a number of different things: faults, disagreements, difficulties, isolation and pain. The contrast of their marriage to the tumultuous winds are a stark reminder of what their future holds. They have to try and work things out to arrive at an amicable solution. It is not understood why their marriage has failed; why at â€Å"this unique distance† (lying side-by-side) that they feel so isolated from each other. The husband cannot understand why communication between him and his wife have broken down. Words are not forthcoming and he is at a loss as to how the marriage appears to be irretrievable. Was he ever really in love with his wife? Did he ever feel a softness towards her? ‘It becomes more difficult to find/ Words at once true and kind’. He wonders if their marriage was based on a lie or was it inevitably going to fail. Dannie Abse’s approach to love is different in comparison to Larkin; Abse sees love as something to be treasured between him and his family. Where Larkin views love with a touch of cynicism, Abse’s poems demonstrate a purity and an equality. In The Malham Bird it did not matter that the couple are from different backgrounds ‘you a Gentile and I a Jew!’ Their relationship may have been unacceptable for the times but their love was all that mattered. The poem is littered with fond memories of when the couple first met ‘Dear wife, remember our first illicit/holiday, the rented room, the hidden beach’. Theirs was a romantic love. Abse’s couple are happy in contrast to the couples portrayed by Larkin in the above poems. Their shared history is full of warmth and mutual admiration. Where Larkin’s poems view love as a hindrance and something a man can do without, Abse firmly believes you need love above all else. In Postcard to his Wife, Abse’s portrayal is of a husband (himself) desperately missing his wife in her absence. He longs for them to spend the day together. He wishes she would ‘Make excuses’ so that she would be home with him. He loves her and enjoys her pre sence the opposite of Larkin’s idea of relationships. Abse feels there is a void in his life when his wife is not around and cannot bear the heartache. The contrast between Larkin and Abse’s views on love and relationships are polar opposites.

Emerson, essays

Emerson, essays Ralph W. Emerson was a profound American Transcendentalist essayist and poet from the 19th century, he was the father and founder of American Transcendentalism. Furthermore he was the more remarkable philosopher of his century, he was more a philosopher than a literary person. Transcendentalism defined "reason" as the highest human faculty, the individual's innate capacity to grasp beauty and truth by allowing full play to the intellect and emotions. The movement emerged from a small group of intellectuals centered in Concord, Massachusetts, and Emerson proved not only its intellectual leader but its most eloquent voice as well. Emerson posed an uncommon freedom of thought product of his childhood conditions, adult experiences and powerful influences. His family was not exceptionally wealthy, but they remained respected in their community. It was this environment of spirituality that formed his morals and fostered his ardent views on anti-slavery and the women's movement. An experience that left him heartbroken was the death of his wife which inspired him to travel abroad. It was during these travels that Emerson met Coleridge and Wordsworth and was first exposed to English Romanticism literary and intellectual influences. During this time he also began formulating the ideas that would later be born into the essay Self-Reliance. The combination of his wife's death and the exhilaration of travel to distant lands (including Italy, France, England, and Scotland), provided the feelings of independence and strength that emerge in this piece. He had other influences in his ideas: the believe in intuition fr om the Neo-Platonism and the Yankee Pragmatism. Emerson's writing style can be labeled unconventional. Indeed he comes across as a writer more familiar with the conventions of public speaking than the protocol of literary form. In fact, his writing fluctuates like a conversation, often appearing to become tangent...

How to Edit Your Essay and Create a Perfect Work

How to Edit Your Essay and Create a Perfect Work How to Edit Your Essay and Make Your Writing Laconic Making your paper laconic is crucial, but it requires certain skills. We bet you do not really like reading paragraphs, which do not specify anything particular or really long sentences. Your main objective is to inform your reader about something, so your writing has to be professional enough. However, it is not necessary at all to interrupt the flow of your writing just to check whether you are laconic enough. Editing is to help you make your essay more laconic and precise. Below, you will find some tips on how to make your writing readable and more understandable to your reader. No general words – only specific ones To express specific points, writers use small and dubious words. Your work might seem a bit confusing if you include too many small words. It is possible to reach laconic writing by adding more specific words. For that purpose, it’s recommended to use a thesaurus. For example: The deputy informed people about hassles relating martial law in the country on local TV.- The deputy addressed martial law on local TV. Each word in your sentence has to be questioned In the process of writing, it is recommended to check each of the words to make sure it conveys something essential to your sentence. If some words don’t, just substitute or get rid of them. For example: My professor showed me how to cut useless words from my English essay I wrote in class today. – My professor showed me various techniques of cutting useless words from my essay. Combined sentences Sometimes, it is required to combine two sentences without decreasing their value, in case information doesn’t require a full sentence. Such combined sentences form laconic information. For example: The director’s movies show moral values and the significance of mutual respect between people. She created four movies. – Four movies of this director show moral values and the significance of mutual respect between people. Remove those words which emphasize obvious things Always think of readers when trying to make your essay laconic. If you noticed that some of the phrases or sentences show things obvious to everyone paraphrase or simply get rid of them, otherwise readers will lose interest in your paper. For example: She got my inquiry about LED screens yesterday, and read it with special attention. – She got my inquiry about LED screens yesterday. Remove unnecessary determiners Removing words or phrases, which do not contribute to the entire sentence but define the noun won’t destroy the meaning of your sentence, so you can easily do that. If you are not sure about its necessity, just write down your sentence without it. Does it make sense? Then this phrase is not necessary. If the sentence lost its meaning, then you should leave it. For example: I don’t really like any particular type of activity in this club. – I don’t like any activity in this club. Avoid repeating words Make sure not to mention some words and phrases too often in the text, especially in the same paragraph. If they don’t contribute to the content of your text, they are just not necessary. For example: Our company hired six new employees. These employees worked hard on the weekdays. – Our company hired six new employees who worked hard on the weekdays. No excessive pairs or categories Sometimes, we tend to you the word pairs implying each other, so pay attention to such pairs and avoid them. For example: sad tragedy, surprise, result, etc. some examples of excessive or redundant categories are: large in size, green color, a period in time, etc. Phrases can be transformed into single words and adjectives If possible, transform phrases describing something into single words or adjectives. For example: A student who works hard will always reach his goal. – A hard-working student will always reach his goal. Who, which, that clauses have to be converted to phrases As long as it is possible, transform clauses to single words or phrases. For example: All applicants who are willing to enter our University have to write a perfect essay. – All applicants have to write a perfect essay. Active voice instead of passive voice Try to use the active voice, while such phrases are laconic and precise. For example: This paper was written by John. – John wrote this paper. Avoid abusing expletives at the beginning of your sentences In some situations, such expletives as there+be-verb or it+be-verb are very effective, but not at the very beginning of the sentence. For example: It’s the coach who is supposed to motivate our team. – The coach is supposed to motivate our team. Don’t abuse noun forms of some verbs Whenever possible, use verbs instead of noun forms. Verbs are used to engage the readers and keep their interest. For example: My life is a collection of memories. – I collect memories. Some other don’ts Do not use there is/there are too often. Avoid such words as basically, more, actually, really, very. Don’t use clichà ©s. If you want your paper to be more professional and interesting to your reader, make it laconic. Don’t hesitate to use all the above-mentioned tips to edit your essay.

HUM WK3 ASSIGNMENT Essay Example | Topics and Well Written Essays - 750 words

HUM WK3 ASSIGNMENT - Essay Example rence for the Vedas as the foundation of Hindu philosophy; (2) A spirit of tolerance, and willingness to understand and appreciate others’ points of view, recognizing that truth has many sides; (3) Acceptance of the belief that vast cosmic periods of creation, maintenance, and dissolution continuously recur; (4) Acceptance of belief in reincarnation; (5) Recognition that paths to truth and salvation are many; (6) Recognition that there may be numerous gods and goddesses to worship, without necessarily believing in worship through idols; and (7) Unlike other religions, absence of belief in a specific set of philosophic concepts† (Fisher, 2005, p. 113). As such, these ingredients form the basis theological framework for Hindu religion and which continues to be observed by contemporary devotees to this particular belief. To exemplify continued belief and practices that conform to these main theological frameworks of Hinduism, devotees are expected to conform to rituals, home puja, seeking the guidance of a spiritual Guru, conformity to fasting and prayers, acknowledging reverence to natural resources such as rivers or trees, going through regular pilgrimages, and observing festivals or holy days of obligation. (1) Ingrained social beliefs that include going through rituals to obtain various favors asked from deities and as a means of purification of one’s supposed journey through life. Rituals were religious practices that were deemed crucial for devotees to the purpose of purifying and sanctifying people in their lifetime. (2) Belief in public worships to acknowledge individual, family and communities’ adoration and worship to their deities. This social tradition has been proven to be exhibited through time as a means to adore, glorify, and worship the deities and to invoke their blessings for personal favors. (3) Manifestation of loving service to their deities by acknowledging them as living proofs of divine being and are therefore treated as living

Filipino Migrants to the United States Term Paper

Filipino Migrants to the United States - Term Paper Example Migration to the US has been going on for many years, and migrants to the US have come from various countries and corners of the globe. One of these countries is the Philippines. There are now thousands of Filipino migrants to the US, and these migrants have become very much a part of the American culture and landscape. As of 2008, â€Å"there were 2.9 million members of the Filipino diaspora residing in the US†¦including 1.4 million native-born US citizens of Filipino ancestry† (Filipinos for Justice, p. 1). This paper shall discuss Filipino immigrants to the US, where they came from, why they left their native countries, why they chose to come to the US, what they accomplished in America, and what they contributed to America. This paper is being carried out in order to establish a clear and comprehensive understanding of Filipino immigrant presence in the US and to understand their place in American society. Discussion There are millions of Filipino immigrants now livin g in the United States. They come from the Republic of the Philippines, an archipelago located in the South East Asian region (Philippine History). This country was first discovered by Spanish explorer Ferdinand Magellan in the 1500s, and later was named after Prince Philip of Spain. It would be ruled by Spain for over 3 centuries until the Philippine revolt in the late 1800s (Philippine History). ... Like many migrants to the US who have gone before and after them, Filipino migrants have also had a colorful history in their migration in the US. There are three waves of Filipino entry into the US. The first wave was seen from 1906 to 1935 when mostly Filipino men were recruited by American labor unions to work as cheap laborers in the sugarcane and pineapple plantations which were severely bothered by labor disputes (Riedmiller, p. 4). They were brought into the US as nationals since the Philippine islands were a US territory at that time. The second wave of Filipino US immigration was prompted by the US situation during the Second World War. President Roosevelt’s Executive Order signed on the 26th of July 1941 called on members of the Philippines Commonwealth Army to serve in the US Armed Forces of the Far East (USAFFE); they were offered â€Å"US citizenship and other benefits† (Riedmiller, p. 4). However, the Rescission Act of 1946 declared these veterans ineligib le to receive promised benefits. Nevertheless, women migrants to the US were seen in this second wave of migration, as they were brought into America as brides. This law was passed to ease racial tension caused by the anti-miscegenation laws which prevented various inter-racial marriages (Riedmiller, p. 4). The third wave was very much different from the first two waves with the new immigrants flowing in great numbers to the US due to America’s need for professionals. They started reaching the US in the third preference category of the Immigration and Nationality Act of 1965 (Riedmiller, p. 4). This third wave mostly accounts for the current significant number of Filipino doctors and nurses in the US health sector. In the current context,

Choose one for me Essay Example | Topics and Well Written Essays - 1000 words

Choose one for me - Essay Example Regarding my background, I am the youngest child in our family. Since my father died, my eldest brother has made most of the important decisions. At a young age, he had been in charge with a number of responsibilities. Since childhood, I have learned to show respect to my elders. My mother and older siblings have always emphasized the value of politeness. It is always nice to show gratitude to one’s parents and other relatives. I have been taught that being thankful is a way of showing good conduct. In relation to political behaviour, I have realized that my family background has influenced me to be docile to authority. I have found it almost impossible, if not totally unthinkable, to go against leaders. I have also noticed that I tend to be quite conscious of the tone of my voice when I talk to older people. Actually, people who do not display proper behaviour when communicating with authority or the elderly often irk me. It has also been natural for me to follow rules. Most of the time, I become tensed and check if I am obeying standards when a symbol of authority is nearby. In connection with my relatives, I am proud to say that my roots are from the ancient Arab tribe. Our ancestors were the first inhabitants of the Arabian Gulf. They have initiated the civilization that we are enjoying today. With this history, I have become honoured of my origin. It is also one of my values to be loyal to fellow Arabians. I can say that I regard my heritages with high esteem. This is reflected in my choice of songs. The genre I enjoy listening to is Arabian music. Moreover, I honestly think that my culture is rich with colourful rituals and customs. In addition, Arabian arts and crafts portray interesting painting, delicious dishes, and graceful calligraphy. It would be ideal for our country to continually develop and retain its high-income economy status. I believe that our leaders can do their best in governing the different

Cell-Permeable Stapled Peptides from HIV1 Gene Products

Cell-Permeable Stapled Peptides from HIV1 Gene Products Cell-Permeable Stapled Peptides Based on HIV-1 Integrase Inhibitors Derived from HIV-1 Gene Products Introduction HIV-1 Integrase (IN), is necessary enzyme for the replication of the virus into the host cells. It catalyzes the integration of viral DNA into the genome of host cells. The mechanisms employed by the enzyme are strand transfer and 3†²-end processing reactions. The enzyme is vital for the virus life cycle and as a result it is a target for anti-HIV-1 drugs. It is reported from previous studies that HIV-1 protein Vpr has inhibitory effect on Integrase activity. The inhibition is a result of protein-protein interactions. Specifically Vpr interacts through its C- terminal domain. Results from previous studies indicate that the active petptide inhibition motif is peptide 1 (Figure 1). Figure 1. Amino acid sequences of peptides 1 and 2, and outline of the study. Regarding the SAR studies, E-K pairs were introduced in i and i + 4 positions to increase the helicity, by forming salt bridges. In the same study to peptide 1 was added an octa-arginine tail, the purpose of which was to improve, cell permeability. The presence of the octa-arginine tail however resulted in increase of cytotoxicity of the peptide. The hypothesis on which the current study was based is that by finding a different way to improve cell permeability without the 8-R tail the cytotoxicity of the peptide would decrease. The idea was to make the peptide more lipophilic, by adding hydrophobic groups on the external of the a-helix, and at the same time improve its helicity. An available method to achieve that is the use of a-helix stabilized peptidomimetics. Specifically, hydrocarbon stapled peptides, in which a hydrocarbon link is formed between successive turns, via a ring closed metathesis (RCM) reaction, were used. By having a hydrocarbon linkage between positions i and i+4 in the a-helix, the helicity is improved because the two positions are covalently bound via the hydrocarbon chain, and simultaneously the lipophilicity and cell permeability of the peptide is increased because of the presence of a hydrophobic hydrocarbon chain on the external part of the a helical structure. In Figure 1 is presented an outline of the study. Design and synthesis of the peptides The lead peptide sequence used was sequence 1 (Fig.1). From previous studies it was known that residues: Phe12, Ile13, Phe15, and Ile17 are vital for IN inhibition activity. Stapling was performed between i and i+4 positions by avoiding substitution of these residues. Protected linear peptides were constructed by Fmoc-solid phase peptide synthesis. The RCM reactions of the protected linear peptides were performed on the resin by treatment with ruthenium-mediated Grubbs second catalyst in 1,2-dichloroethane. All hydrocarbon and all ether stapling was performed, however the first technique resulted in higher yields as it’s presented in Table 1. After RCM, the peptides were deprotected, acetylated, and cleaved from the resin. Purification of the stapled peptides was done by HPLC. However it is not the purpose of this paper to present experimental details. Table 1. Sequences of Designed Stapled Peptides and Their Conversion Yields of RCM Reactions CD Spectroscopy of Linear and Stapled Peptides. CD Spectroscopy was used to analyze the secondary structures of the synthetic stapled peptides, 3S−9S and 11S. Linear peptides, 4L−6L, 8L, 9L, and 11L, were used as control (Figure 3). Negative peaks at 208 and 222 nm, are characteristic for ÃŽ ±-helical structures. All stapled peptides, except 3S, formed ÃŽ ±-helices. The corresponding linear peptides on the other hand including compound 1 showed a broad negative peak around 215 nm, which indicates a ÃŽ ²-sheet structure. It is obvious that stapling of the linear peptides leads to the formation of ÃŽ ±-helices. Figure 3. CD Spectra of stapled peptides (left) and corresponding linear (right). Integrase (IN) Inhibition Assays and MT-4 Luc Assays (anti HIV). The next step was to determine the potency of the synthesized peptides using integrase inhibition assays. IC50 values were determined for stapled and linear compounds regarding both 3-end processing and strand transferring reactions (Figure 4 Left). Anti HIV activity was also screened for all peptides using MT-4 Luc Assays (Figure 4 Right). Figure 4. IC50 Values (Left). MT-4 Luc Assay (Right) All compounds had integrase inhibition activity, however lead compound 2 was way more potent. Regarding the MT-4 Luc assays compound 6S showed similar anti HIV activity as lead compound 2 at concentrations higher than 2.5 um. Compound 8S also showed significant activity at concentrations higher than 5 um. 6S and 2 have almost the same level of anti-HIV activity in cells, however 2 has much higher IN inhibitory activity in vitro than compound 6S. Imaging Experiments Stapled and linear peptides were labeled with fluorescein and imaging experiments were performed to examine their cell permeability. The stapled peptides 6S and 8S demonstrated improved cell permeability compared to the lead compound and the linear peptides. Octaarginine tail functional role investigation. The next step was to study the functional role of the (Arg) 8 tail, besides influencing cell permeability. By using 6S and 6L as lead compounds, a new set of peptides was synthesized (Figure 5). Specifically conjugates of 6S with octaarginine (17) and with the quartet repeat of arginine and glutamic acid (18). For 6L, with the quartet repeat of arginine and glutamic acid (19), and the conjugates of 6S with tetra-arginine (20), penta-arginine (21), hexa-arginine (22), and hepta-arginine (23). IC50 values were determined for the new set of peptides and also MT-4 Luc assays were performed. The presence of the octaarginine tail is necessary for the inhibitory activity however it still makes the peptides cytotoxic. Different lengths in the Arg tail were also examined. Still the octaarginine (17) conjugated peptide is the most potent but compounds 22 and 23 had good potency and lower cytotoxicity than 17, so those compounds were selected as lead compounds for further development. DNA binding experiments were also performed to examine the role of Arg8 tail, and the results indicate that 17 has high DNA binding affinity and that might influence the high inhibition activity of the peptide. Conclusions and Critical Review Stapling caused a significant increase in ÃŽ ±-helicity and cell membrane penetration, and in the expression of potent anti-HIV activity in cells. Stapling and the addition of octa-arginine caused cell membrane penetration. Stapling by itself did not involve cytotoxicity while incorporation of octa-arginine into the structures increased the cytotoxicity of the compounds. Generally it was a well-organized paper. It had good flow of information and background information was provided. The hypotheses were not stated but were easy to understand. The experiments and the data supported the conclusions and the concepts. The figures and the graphs were interpretable and accurate in supporting the conclusions related to them. However there are several interesting points to be addressed. The first point is the configuration of the new double bond formed. It would be interesting to see if the configuration of the double bond would affect the secondary structure and the helicity of the peptides. Another question that need to be addressed is why the stapled peptide 3S did fold into b sheet structure unlike the other stapled peptides which formed a helices. It would be interesting to examine the role of the substituted amino acids of 3S, in the folding of the peptide. Regarding the role of the octaarginine tail, the DNA binding experiments indicate that the octaarginine conjugated peptide has affinity for DNA binding. However it is unclear how exactly the tail affects the potency and the cytotoxicity. Further experiments are necessary to clarify that. I would suggest some NMR experiments to investigate the binding. First 1H-15N HSQC may be performed to the (Arg)8 fused peptide before and after binding with DNA. That would show which residues are involved in binding and would give data to determine the specific interaction. References: Nomura, Wataru, et al. Cell-Permeable Stapled Peptides Based on HIV-1 Integrase Inhibitors Derived from HIV-1 Gene Products. ACS chemical biology 8.10 (2013): 2235-2244.