Yeast Fermentation Essay Example for Free

Yeast Fermentation Essay The aim of this experiment was to investigate the effect of different amounts of a substrate on the respiration rate of yeast and to compare this to the effect of different amounts of glucose on the rate of yeast respiration. The substrate which I chose to further investigate was fructose. Fructose is a fruit sugar which is one of the three, along with glucose and galactose, dietary monosaccharides that are directly absorbed into the bloodstream during digestion. Materials: 2% yeast solution Large beaker Small beaker Conical flask Thermometer (Ë™C) Glass rod pH meter data logger Hot water Sensitive digital scale (g) Fructose (1.0g, 1.5g, 2.0g, 2.5g) Glucose (1.0g, 1.5g, 2.0g, 2.5g) Measuring cylinder (cm3) Variables Independent: Concentration of glucose (1.0g, 1.5g, 2.0g, 2.5g) , concentration of fructose (1.0g, 1.5g, 2.0g, 2.5g) Dependent: Amount of carbon dioxide produced, i.e. rate of yeast respiration Controlled: 2% yeast solution (20cm3), initial temperature of yeast solution (35-40Ë™C), amount of time that the reaction is measured (180 seconds) Method †¢20cm3 of yeast solution was measured using a measuring cylinder and then  poured into a conical flask. †¢1.0g of glucose was weighed on a digital balance. †¢Hot wà ¡ter was poured into a large beaker, and the conical flask containing the yeast was placed inside with a thermometre inside. †¢The conical flask was kept inside The conical flask was held like this until the 2% yeast solution reached an initial temperature between 35-40Ë™C (specific temperature was noted down) When this temperature was reached, the thermometer was taken out of the conical flask and the conical flask out of the hot wate

The Second Noble Truth of Buddhism :: essays research papers fc

The Second Noble Truth - â€Å"Samudaya" The Truth of the Origin or the Cause of Suffering According to the philosophy of Buddhism is the Second Noble Truth : "Samudaya", the truth of the origin or the cause of suffering. Buddhists also believe that the origin of suffering is `attachment'. The Second Noble Truth invites us to understand the principle, that the origin of suffering is attachment to transient things and the ignorance thereof. Transient things do not only include the physical objects that surround us, but it also encompasses ideas, and, in a greater sense, all objects of our perception. Perhaps it could be said that ignorance is the lack of understanding of how our mind is attached to impermanent things. Some of the reasons for suffering are, desire, passion, pursuit of wealth and prestige, striving for fame and popularity, or in short: craving and grasping. We create our own suffering through our egotistical craving and desires. Because the objects of our attachment are impermanent their loss maybe inevitable and so suffering will follow. The Second Noble Truth has three aspects of attachment to desires. These three types of desire are the desire for sensual pleasure (kama tanha), the desire to become (bhava tanha) and the desire to get rid of (vibhava tanha). It is human nature to want more, more of what we like and to have better than what we have. This desire is not just for ourselves but for our children and the people we care about. It is in these desires that we can find the source of our suffering. We crave for the formation of states or realms of being that are not currently happening. As human beings we believe that the way of happiness is through sensual pleasure. We have five senses which respond to the world and through which we enjoy a lot of pleasure. For example we obtain great pleasure from the taste of food, viewing lovely sights, the feeling of a sea breeze or sexual pleasures. It is said that trying to satisfy our craving for pleasant experiences is like drinking saltwater when thirsty: it only increases our thirst. Even by means of the sixth sense in Buddhism, there is great pleasure to be had in fantasies and mental states of excitement, infatuations and so on. Our technological society extends all types of ways to extend our sensual pleasure, from viewing and listening to DVD’s, CDs, TVs and many other high-tech options.

Gender stereotypes

Gender stereotypes refer to the characterisation of groups based on their basic gender attribute as male or female. The gender-based stereotypes are the simplified evaluations of male and female groups that are shared by the community, a culture, a society. The evaluations usually encompass the attributes of physical capability, psychological state, personality, interests and behaviour. (Hogg & Vaughan, 2008) These attributions could be based on fact that such as the differences in the physiological and hormonal characteristics of males and females. However, the evaluations may be overstated. The other attribute evaluations may not be supported by evidence. (Myers, 2008) The nature and source of stereotypes lead to two implications. One implication is on the positive or negative impact of gender stereotypes. Women as emotional and men as rational could be positive when considered as strengths but these stereotypes could also be negative when used to discriminate or exclude in the workplace and in other situations. The other implications is the non-predictive value of these stereotypes over the individual attributes of members of the group. While women are stereotyped as emotional and men are stereotyped as rational, these are not necessarily the core attributes of all females or males. Nevertheless, gender stereotypes are pervasive in different cultures and form part of day-to-day lives. As such, gender stereotypes form during the growing up years (Hogg & Vaughan, 2008). Acquired gender stereotypes develop alongside gender roles, influence gender roles and are reinforced by gender roles. Understanding the factors that foster the development of gender stereotypes and gender roles provide the key areas in influencing the development or in changing the stereotypes and gender roles developed during childhood. Children going through the developmental stages are exposed to different factors that influence their development of gender stereotypes and gender roles. Two of the most pervasive influences on the development of gender stereotypes and gender roles in children are parental influence and media influence. The earliest exposure of children to the meaning of gender and gender differences is from parents. During the development stage, children look up to their parents in developing perceptions, beliefs and attitudes towards various aspects including gender characteristics and roles. (Erkes & Trautner, 2000) Gender socialisation is one concept that explains parental influence on the development of gender stereotypes and gender roles in children. Gender socialisation is the process that facilitates interactive learning of certain behaviours considered as acceptable for males and females based on social-cultural beliefs and values (Hogg & Vaughan, 2008; Myers, 2008). The different expectations for males and females build stereotypes that are reinforced by how these are exacted from children by their parents, The attitudes of parents towards their children, in terms of the encouragement of gendered activities and interests, influence the development of gender stereotypes and roles (Eckes & Trautner, 2000). One manifestation of parental attitudes towards gender is differentiation through colours and patterns (Cunningham, 2001). As early as the pregnancy, the baby’s room is designed and furnished according to the expected gender of the baby. When babies are born, parents buy things such as clothes and other items depending on the gender of their child. Typically, pink is the colour for female babies and blue for male babies. Floral and other similar patterns are bought for girls while cars and truck prints are designated for boys. Dolls are typically for girls and cars or trains for boys. These attitudes and behaviours of parents communicate differences between males and females together with expectations on the concurrent attitudes and behaviour of their male or female children. Another manifestation of parental influence is the chores assumed by parents and assigned to their children (Cunningham, 2001). Usually, girls have more chores inside the household. Mothers usually obtain help from daughters. Sons are also assigned chores but these commonly pertain to work such as lifting or other manual work. These gendered attitudes and behaviours of parents exert influence during socialisation with their children who are receptive to the explicit and implicit messages communicated to them (Eckes & Trautner, 2000) As they become aware of gender differences, they also develop male and female stereotypes. Concurrently, they also start to assume gender roles. Parental influence during the development stages is the key to the development of gender identity. Gender stereotypes and roles acquired during childhood are likely to be retained in the long-term. Parental identification is another concept that explains parental influence as a factor contributing to the development of gender stereotypes and gender roles in children. Parental identification is the process of internalising he attributes of parents and the unconscious repetition of the perceptions, attitudes and behaviour of parents by children (Hogg & Vaughan, 2008). Male children internalise the observed characteristics of their fathers and female children internalise the attributes of their mothers. The gender stereotypes shared and exhibited by parents and the gender roles assumed by the parents constitute signals of the attributes of males and females. Socio-economic background influence the extent of gendered attributes of par ents. Apart from an expected higher educational level for families with higher incomes, gender stereotypes and gender roles is linked to economic status. In developing countries with high poverty rates, gender stereotyping and gender roles are strong. Male preference is tied to expectations of bigger income. Manual work, which is the predominant work, is delegated to males. Domestic chores are assigned to females. In developed countries, female children tend to have lesser restrictions in terms of expected roles. Nevertheless, other factors such as educational attainment of parents determine the gendered attributes observed from parents. Parental influence contributes to the development of gender stereotypes and gender roles in children through the processes of gender socialisation and parental identification with children becoming aware of gender differences through the attitudes and behaviours of parents. The media refers to a wide range of venues including television, gaming consoles, mobile phones, and the Internet. Exposure of children to media has increased over the past five years. A recent survey showed that half of the children under the ages of 5-7 have televisions inside their rooms that they can use anytime without parental supervision. Households with a gaming console have also risen from 67 to 85 percent. Children in this age group also increasingly own personal mobile phones. Every one in five children between 5-7 years old can access the Internet in their homes without supervision from their parents. These support the strong influence of media on children during the development years. There are benefits and downsides to the exposure of children to media. The benefits include reinforcement and support for academic learning. The Internet has become a virtual encyclopaedia for children. Another benefit is social learning. However, the benefits are not absolute and largely depend on the type of media content exposure (Villani, 2001). The downside is the adverse influences on perceptions, attitudes, personality and behaviour from the media content and lack of parental supervision to medicate media influence. Media has an influence on the development needs of young children depending on the media content and the internalisation of this content. Gender stereotyping and gender roles are developmental areas strongly affected by media. Gender socialisation also occurs through media influence. Gender socialisation through media refers to the interaction between children and media content presented in various venues (Hogg & Vaughan, 2008; Myers, 2008). The nature of interaction involves the expression of messages pertaining to gender by media content and mode of delivery. Children internalise these messages to influence their development of ideas on gender, which together with their experiences, affect the development of gender stereotypes and gender roles. Movies and television shows comprise a media more popularly accessible to children. When media portray gendered messages aligns with their actual experiences, then media becomes a reinforcement of their awareness of gendered meanings. If media portrayal differs from their experiences, then other influences such as peers and the school become mediating factors in the development of perceptions about gender. The role of parental supervision is the key to how children internalise gendered messages from movies and television shows. Games are mostly role playing games with players selecting their characters, In the case of games designed for children, gender distinctions emerge from the creation of characters with physical attributes reflecting beauty for girl characters and strength for boy characters (Villani, 2001). The characters usually have clear-cut gender delineations with male characters with muscled physique and female characters with curvaceous physique. The characters in games influence gender stereotypes by providing models of expected physical and psychological attributes of boys and girls. These influence the development of identity and assumption of roles of children. Advertisements express gender categorisation. In a study of advertisements targeting children in the United States and Australia, there is a common trend towards gender stereotyping. The portrayal of boys or the message of advertisements for products intended for boys express aggressiveness, mental dominance, active lifestyle and keenness in operating instruments. The advertisement targeting girls express physical attributes and embellishments. (Browne, 1998) Exposure to gendered advertisements also influences the awareness of children of gender differences and expectations. Gender role identification and categorisation also explain how media contributes to the development of gender stereotyping and gender roles in children. Gender role identification pertains to the association with a gender by an individual. Gender categorisation refers to the classification of attributes for males and females. Hogg & Vaughan, 2008;Myers, 2008) During the development years, children internalise media influences in categorising attributes. Their awareness of gender then leads them to identify with the attributes and role expectations of their gender. The extent of influence of media on the development of gender stereotypes and gender roles depends on the extent of exposure of children and the mediating role of parental supervision or intervention together wit h other influences. Parental influence and media influence are two factors that contribute to the development of gender stereotyping and gender roles in children. Gender socialisation and identification explain the influence on children. As strong influences, it is also through these factors that negative gender stereotypes and gender roles can be changed. Parents exercise authority and moral ascendancy over their children and children look up towards their parents for guidance or models during the development years. Parents should recognise their role in guiding the perspectives, attitudes and behaviour of children towards gender and gender identity development. There is need for parents to become conscious of destructive gender stereotypes and gender roles and proactively make changes, The interaction between various forms of media and children is increasing in frequency. While there are more gender sensitive and androgynous media content, children need parental supervision in internalising media content, especially since children are exposed not only to media intended for them but also to media intended for adults.

Leading Change and Organizational Culture Free Essay Example, 1000 words

Trompenaars point out the fact that there are different ways of dealing with other cultures; ignoring other cultures, abandoning ones own culture, and reconciliation. In his words, in the modern world of business, an important factor for success of organisations is their ability to ‘celebrate differences’. In the opinion of Trompenaars, cultural is not a secondary entity, but is the contextual environment around all transactions in an organisation; financial, market, political, and technological. According to him, the success or future performance of an organisation is no more identified based on its financial performance, but on its ability to handle local cultures. So, he proposes Process Principle Optimization based on five major principles instead of the usual ROI. The five principles, according to him, are corporate effectiveness, the client, the employee, the shareholder, and societal responsibility. So, according to him, the modern businesses should seek ways to improve their local learning so that they can increase their global access. In other words, in the modern business world, integration of values helps organisations ensure sustainable business performance for the long term. We will write a custom essay sample on Leading Change and Organizational Culture or any topic specifically for you Only $17.96 $11.86/pageorder now 2. According to Trompenaars, the modern leadership and management, to be effective, should have transcultural competence. Transcultural competence is the ability to incorporate various cultures successfully, or, in the words of Trompenaars, to ‘celebrate differences’. A similar opinion is expressed by Laroche, and Rutherford (163) who point out that for culturally different employees, to stay in an organisation that hired them, it is necessary for them to work effectively with their managers. The authors continue that if their managers consider them poor workers, they are unlikely to survive. According to him, instead of neglecting other cultures or abandoning ones own, it is necessary to adopt the path of reconciliation to ensure transcultural competence. Reconciliation, in the words of Trompenaars, is the fusion of cultures by understanding how the other culture can be utilised to enrich ones own. It is pointed out that if the management and leadership fail to address th e cross-cultural issues in the organisation, it will face problems in business as in the modern business world, to increase ones global offerings, it is necessary to understand and incorporate local cultures. 3. The first point that Trompenaars puts forward is that many managements and leaderships do not consider culture as an issue that can directly affect business transactions.