Consumer Learning Coursework Example | Topics and Well Written Essays - 1000 words

Consumer Learning - Coursework Example For launching a new food supplement product an advertisement is created to teach the customer about product usage. The advertisement also explains benefits and features of this product. The ad is designed in such a way that shows details about the capsule. It contains different vitamins, minerals, amino acids, proteins which are essential for maintaining good health. Each of these capsules provides original nutritional value to the consumers. These capsules are packed within a small plastic container. In the label of the container essential details of related to the capsule and its manufacturing company will be mentioned. It is a daily food supplement consume for having healthy and strong physical. This food supplement capsule has a balanced combination of 20 essential minerals, 15 vitamins which keeps a person mentally alert and physically active. It contain different anti oxidant like zinc, biotion and selenium which improves health and skin. It also has calcium, magnesium and phosphorous. The capsule includes carbonyl iron within its ingredients. The advertisement of this capsule has to be designed in such a way that it clearly depicts its targeted customers. This new product is mainly launched for both male and female above 18 years. It can be consumed without doctor’s prescription. The price of this capsule is slightly high. So it is mainly targeted to the customers of middle class and upper class people who are educate and understand the value of this type of products (Applegate, 2005). It is also targeted to the persons who are suffering from weakness, vitamin and mineral deficiency and other nutritional deficiencies. The ad of this capsule shows that its potential customers can be those persons who don’t get time to eat healthy food or can’t maintain proper diet chart. They can easily have this capsule for getting high nutritional value and saving lot of time. Advertisement of this food supplement capsule has to be developed and designed

Prisoner of War Camps in United States during World War 2 Essay

Prisoner of War Camps in United States during World War 2 - Essay Example Describing the typical disorientation and vulnerability of these German prisoners, historian Ron Robin writes, "Captivity destroyed all remnants of their predictable routine and hurled the surrendering troops into a maelstrom of disorder, uncertainty, and disgrace. . . . At every stage of the arduous journey from the temporary stockades in Europe and Africa to POW camps in the United States, the prisoners were systematically deprived of all remaining symbols of their past, pride, and identity." (Ron Robin, 1995) American and German prisoners experienced vastly different traveling conditions en route to their permanent camps. American captives were either marched on foot or jammed into "40-and-8" railroad box cars. Prisoners were sometimes locked in these cars for days, without food, water, or any kind of sanitary facilities. The result, according to ex-POW Kenneth Simmons, was "a trip that would turn men into swine." (Simmons, 1960). Compounding the danger was the "friendly" fire of Allied planes that had no way of knowing who was trapped inside their targets. It is no exaggeration to compare this harrowing experience to the notorious "Middle Passage" endured by captive Africans on their way to slavery in the New World. German prisoners initially suffered similar dangers, but once safely on board ship creature comforts greatly improved, although they did face the possibility of being sunk by their own U-boats. Once they had landed safely in the United States, German prisoners were amazed to discover the comfort of a Pullman car. The POW camps in U.S. were all over the country, while largely in Michigan, due to the warm, mild climate. Starting with Michigan, POWs were generally at Fort Custer. They had all these POWs and there must have been 400-500 camped in there. Although in the camps, the POWs' work was to make Gerber baby food. They sowed all the vegetables and after that grounded them into Gerber baby food. They were good workers. Two of such camps were Camp Owosso and Fort Custer in Michigan: Camp Owosso in Michigan: The U.S. Government, during WWII setup a Prisoner of War Camp at the corner of M-21 and Carland Rd. The area was used as a dirt race track, but since it was not used during the war, it served as Camp Owosso. The prisoners were captured on the battlefields of Europe and Africa and after being brought to Owosso, were allowed to work on area farms, the Roach Canning Factory at Owosso or the Aunt Janes Pickle Factory on Easton Rd. near New Lothrup. Under the Emergency Farm Administration Labor Program, most prisoners chose to work and get paid, over staying confined in camp. The prisoners preferred working at the farms, as they given extra food and there had to be one guard for every 3 prisoners. They earned about 80 cents a day. The first prisoners were typical Nazis, but the later ones of 1945 had a different attitude. They preferred farm work if they had a chance. At the Canning Factory, corn, peas and tomatoes were canned there and the prisoners were transferred by truck to and from the plant each day. As they rode through town, they would sing and holler and wave to anyone they saw. They apparently enjoyed being prisoners, far from

Amy Tan, Two Kinds Essay Example for Free

Amy Tan, Two Kinds Essay This storys main events take place in Chinatown throughout the 1950s and perhaps early 1960s. The main character of the story, who is also the protagonist, is the author herself: Amy Tan. The antagonist happens to be her own mother, who is always pushing Amy to discover some hidden talent and be someone she is not. There are a few other minor characters in the story. There is Lindo Jong (who she calls Auntie Lindo), who is a close friend of Amys mother. Waverly Jong is Auntie Lindos daughter, who is close to Amys age. Amys piano instructor, who she calls Old Chong, plays a small role in the story. Amys dad is included in the text, but does not play much of a role. In Two Kinds, the exposition is clear in the first couple of pages. The story begins by explaining that Amys family moved to America when she was a baby, in 1949. Her mother is clear in her goals: she wants Amy to be a child prodigy (a person with exceptional talent) and famous. Although in the beginning Amy seems accepting of her mothers goal, there are some undertones which are clear to the reader that her mother may go too far. Symbolism in literature might include visual or sound elements as well as language. Amys piano was the main symbol of this story. In the end of the story, the fact that she had it tuned and actually sat down to play shows us that she really cared about her mother-and the piano-after all. The songs that she plays at the end are also a symbol of the story, itself. She mentions playing two songs. The first is titled Pleading Child, and the second one: Perfectly Contented. These are songs that she had played when she was a child. She notices for the first time, after all of these years, that these two songs are actually two halves to the same song. The song represents Amys life. This is how the story ends. We get a pretty good idea of what Amys story is about and the theme behind it. She regrets not trying her best, and the way she has taken her mother for granted in her life. A strong message like this makes us reflect on our own lives and relationships with the ones we love. Amy constructs the story in a way that makes the plot flow, and we are interested in what will happen to her next. Some of us may even feel like she is too hard on the protagonist-her mother. The ending resolves these feelings, because we discover she feels this, too.

Factors that Affect Enzyme Activity

Factors that Affect Enzyme Activity Venessa Daly Objectives: To determine the effect enzyme concentration has on catalase activity To study the effect substrate concentration has on the rate of catalase activity To establish the effect temperature has on the activity of catalase Introduction: Enzymes control almost all cellular reactions. Enzymes are large globular proteins that act as catalysts in biochemical reactions. A catalyst reduces the activation energy needed for a reaction to occur, thus affects the reaction rate. Enzymes are very sensitive, they are affected by temperature and pH. Enzymes work as catalysts by combining with a substrate at the active site to form the enzyme-substrate complex, this then breaks down to release the enzyme and the product. Enzymes are shape specific, which means only substrate molecules with the corresponding shape will combine with the enzyme. This is known as the Lock and Key theory. So, because of this many different enzymes can be present in a cell, acting at the same time but not affecting each other. Enzymes are recovered unchanged from reactions so they can be reused again and again. Eventually, the effectiveness of the enzyme decreases over time and must be replaced.   Enzyme activity can be measured by: measuring the rate of formation of a product and measuring the rate of disappearance of a substance. Catalase is an enzyme found in almost all living organisms. It is a very important enzyme as it prevents the build-up of toxic hydrogen peroxide in cells. It catalyses the decomposition of hydrogen peroxide to water and oxygen. 2H2O2 2H2O + O2 Enzymes are affected by enzyme concentration, substrate concentration and temperature. As enzyme concentration increases the rate of reaction also increases linearly. However, once it reaches a very high enzyme concentration, the substrate concentration reaches a rate-limiting and the rate stops increasing. As the substrate concentration increases, the rate also increases. At higher concentrations, the enzymes become saturated with substrate so there a very few free enzyme molecules. So, adding more substrate would make no difference. The enzyme activity increases as temperature increases until an optimum temperature is reached. Once the optimum temperature is reached, if the temperature is increased any more then there is a decline in enzyme activity. Enzymes become denatured at a high temperature, the enzyme can then no longer carry out its function correctly. Method: A fresh potato was peeled and cut into small cubes. 100g of the tissue was weighed out. The potato, 100ml of cold distilled water and a small amount of crushed ice was placed into a pre-chilled blender. This was then homogenised for 30 seconds at high speed. The potato mixture was filtered. The filtrate was poured into a 100ml graduated cylinder. Cold distilled water was added to bring the volume to 100ml. 100, 75, 50, 25, and 0 units/ml of enzyme concentrations were made up, (the total volume in each should be 40mls). 40ml of 1% H2O2 solution was placed into five different beakers. Forceps were used to fully immerse a glass fibre disc into the first of the catalase solutions (100 units/ml). The disc absorbed the enzyme solution for 5 seconds, it was removed and allowed to drain for 10 seconds. The disc was then dropped into the first beaker of H2O2. The time was then recorded from the moment the disc touched the surface to the moment it reached the surface again. This was done with two separate discs and the average time was got. This was then repeated for each of the enzyme solutions. The rate of reaction versus enzyme concentration was then plotted. 40mls of 0.1%, 0.2%, 0.5%, 0.8%, 1%, 5% and 10% hydrogen peroxide solutions we added to seven separate beakers. Forceps were used to fully immerse a glass fibre disc into 100 units/ml of the catalase solution. It was removed from the catalase after 5 seconds and allowed to drain for 10 seconds. The disc was then dropped into the 0.1% hydrogen peroxide solution. The time was recorded from the moment it touched the surface to the minute it reached the surface again. This was done twice with two separate discs and the average time was got. This was done using all the substrate solutions. The rate of reaction versus substrate concentrations were plotted. Water baths were set up at the temperatures: 0oC, 150C, 250C, 300C, 370C, 450C and 600C. 40mls of 1% hydrogen peroxide and 40mls of enzyme solution were incubated separately at each of the temperatures for 5 minutes. After the 5 minutes, a glass fibre disc was fully immersed into the enzyme solution for 5 seconds at 00C, using forceps. It was then removed and allowed to drain for 10 seconds before the disc was dropped into the beaker of the hydrogen peroxide. The time was recorded from the moment it touched the surface to the moment it reached the surface again. This was done twice using two separate discs each time at each temperature. The rate of reaction versus temperature was then plotted. Results: Concentration Time Average Time 1/Time 25% 22 22 22 0.045455 50% 15 14 14.5 0.068966 75% 14 12 12.5 0.08 100% 10 8 9 0.1111111 Concentration Time Average Time 1/Time 0.1% 46 42 44 0.022727 0.2% 32 29 30.5 0.032787 0.5% 18 16 17 0.058824 0.8% 14 12 13 0.076923 1% 8 10 9 0.11111 5% 5 3 4 0.25 10% 2 1 1.5 0.666667 Temperature (0C) Time Average Time 1/Time 0 16 15 15.5 0.064516 15 13 11 12 0.08 25 10 11 10.5 0.095238 30 10 9 9.5 0.105263 37 5 8 6.5 0.153846 45 9 15 11.5 0.08 60 149 157 153 0.006536 Discussion:       The effect the change of enzyme concentration had on the reaction time of catalase activity can be observed from the graph and table (a). When the enzyme concentration was 25%, the rate of reaction was 22 seconds. However, when the enzyme was at 100% the reaction occurred within 9 seconds. This was a difference of 13 seconds and a concentration change of 75%. The reason there was such a difference in the rate of reaction was because there was more enzyme concentration than substrate so the enzymes could easily react. The change of concentration in the substrate had a huge effect on the rate of reaction of catalase, this can be observed from table and graph (b). The reaction time was 44 seconds when the substrate concentration was 0.1%. When that concentration was 10% the reaction time was a quick 1.5 seconds. This proves that as the concentration of substrate increase so does the rate of reaction. However, if the concentration was continued to be increased eventually there would be very little free enzymes left so the rate of reaction slows down. It is clear from the table and graph (c) that enzymes optimum temperature is 37oC. The rate of reaction increases as the temperature increases up to 37oC, any temperature increase after that causes the rate of reaction to decrease. The enzymes begin to denature in any temperature higher than their optimum temperature. Conclusions: It is very important to understand what affects the rate of reaction in relation to enzymes in catalase activity. Enzymes control nearly all biological reactions, so this means it controls anything from digestion to tissue repair in the body. Enzymes are commonly prescribed to animals when a body process isnt functioning properly. So, it is essential to know what factors affect the productivity of enzymes to enable the correct treatment is given to the animal. Reference: S. Marsden (2008) Enzymes. [Online]. Available at: https://vcahospitals.com/know-your-pet/enzymes [Accessed 18 February 2017].

Teachers and Wireless Computing Essay example -- Education, Teaching

Assumptions This proposed study has five assumptions. First, the survey will be assessable to all teachers. Second, teachers will access and complete the survey. Third, the assessment is receptive enough to assess teachers’ technological attitudes. Forth, administering of a self-reported questionnaire will also assume that participants provide truthful responses from a onetime posttest (Leedy & Ormrod, 2010). Last, the responses will give the indication that there is a need to offer advance technology training initiatives for teachers. Limitations The initial limitations of this study involve the limited time frame for data collection. Another limitation is the researchers inability to assess the precise amount of time teachers will spend using an online network. The next limitation is the research site will be in a rural school system and not a suburban or urban school system. The XYZ system under review only has four schools with a population of approximately 108 teachers. The final limitation is teachers’ use of available technology within their classroom due to possible technophobia or a lack of training or skills. Therefore, based on the quantitative nature of the study, this investigation is better fit to present an account for teaching-learning with wireless laptops within K–12 classrooms, as opposed to a qualitative or mixed method investigation of the phenomenon (Leedy & Ormrod, 2010). Scope This study’s scope connects to the research question, â€Å"Do teachers' attitudes towards technology, including their eagerness and curiosity to use it in their teaching, impact the integration of wireless laptops into their instructional practices?† The study will only utilize the teachers within the XYZ district and ... ...010; Zucker & King, 2009) in K–12 classrooms effectively. The purpose of this quantitative, pre-experimental study will investigate whether XYZ teachers are curious and eager to advance their technology skills. Advanced technology skills can provide additional teaching opportunities based on teachers’ self-reported responses. In chapter 2, the literature will examine various scholars’ books, articles and journals that provide the account of the problem and conceptual framework of this study. Chapter 3, will explain the methodology of the research, including the design, sample, environment, instrumentation, data collection, treatment, data analysis, validity, reliability, and ethical considerations. Chapter 4 will provide the study's results. Finally, chapter 5 will discuss the outcomes, implications for social change, and recommendations for future research.

Black Boy By Richard Wright :: essays research papers

The conflicts between man and bigotry have caused casualties within man, which caused them to become victims. In the novel Black Boy Richard Wright explores the struggles throughout his life has been the victim of abuse from his coworkers, family, and his classmates, due to this he is able to return his pain and he becomes a victimizer.   Ã‚  Ã‚  Ã‚  Ã‚  Wright depicts the victimizing tendencies of the members of his dysfunctional family. In the beginning Wright a first notice something is wrong with his family when his father goes to work and never comes back. This instance confused Wright making him unstable and untamed without restrictions. The next time Wright sees his father is during court when his mother was asking him to pay child support. This is the moment that Wright feels resentment for his father when he sees his father smiling throughout the court conflict while his mother was crying. Another occasion where Wright becomes a victim is when his mother makes Wright to accompany her to ask his father for money. When they were ready to ask his father for the money they found him with another woman getting â€Å"comfortable†. As Wrights’ mother asks for the money his father laughs at them and says he doesn’t have any money. When the woman that his father is with looks at Wright she say s Wright was cute and that his father should give him something. This causes Wright to become embarrassed and hurt because when that woman told his father to give him something the only thing his father would give him was a nickel. The moment that Wright becomes a victim is when his father laughed and put the nickel back into his pocket. Another instance, which happens throughout the novel, is the verbal actions taken toward Wright. Throughout this whole novel the readers see that his family yells at Wright at least once a day. All of that yelling has to victimize Wright because it had the reader’s attention. Through all of his trouble at home Wright turned is fear into anger and in turn became the victimizer. One instance is when he takes out razor blades and threatens them again his uncle. Then there was an occasion when he killed a cat just because his father told him to kill it in a sarcastic way. Another time was when he physically fought his aunt because she was trying to beat him.

Progressive Movement Essay

I am intended to write my research paper of Progressive Movement i.e. a movement marked by an all-encompassing and intensive change in all spheres of American life viz. political, economic and social and how Theodore Roosevelt, Howard Taft and Woodrow Wilson contributed toward it. Thesis: The period from 1890 to 1917 in the history of United States is known as Progressive era. This period is marked by an all-encompassing and intensive change in all spheres of American life viz. political, economic and social. The progressive leaders with faith in the traditional American ideals of democratic government, individual liberty, rule of law and protection of private rights and property, felt that Gilded Age was marked by corruption. They further felt that due to the policies and practices of the previous regimes, a privileged wealthy class has been created that had plundered the national wealth and resources. Supporting Arguments: What is Progressivism? A: A Reaction to Gilded Age? B: Manifestation of Mature American Ideology? Ideological Roots of Progressive Movement Progressive Reforms A: Progressivism at local level B: Progressivism at State Level C: Progressivism at Federal Level Progressive Leader and their contributions A: Theodore Roosevelt B: Howard Taft C: Woodrow Wilson D: La Follette. Conclusion References Ekirch, Arthur A. Progressivism in America. A study of the Era from Theodore Roosevelt to Woodrow Wilson. New York; New Viewpoints. 1974. Filene, Peter G. An Obituary for â€Å"The Progressive Movement†. American Quarterly. Vol. 22, No. 1(Spring, 1970). pp. 20-34 Nevins, Allan& Commager, Henry S. A short history of the United States New York, A. Knopf, 1966. Parkes, Henry B. The United States of America—A History. New York, Knopf, 1959 PBS. The Progressive Era 1900-1918.Retrieved on March 07, 2007 from http://www.pbs.org/wgbh/amex/eleanor/peopleevents/pande08.html