Paleontology and molecular biology Essay Example | Topics and Well Written Essays - 500 words

Paleontology and molecular biology - Essay Example It is in this regard that fossils must be cited in providing the present generation a unique opportunity to know evolutionary history and help scientists or interested groups in preserving some combinations of primitive and discovered characteristics of living things that are non-existence in extant taxa. Fossils, therefore, are very critical in documenting the character transformation sequences over a long period of time that cannot be achieved in modern times by the lone use of molecular data. The integration of fossil and molecular data has been well established in the book of Neil Shubin â€Å"Your Inner Fish: A Journey into the 3.5-Billion-Year History of the Human Body.† It all started with the discovery in 2004 by Shubin, Ted Daeschler, and Dr. Farish A. Jenkins, Jr. in the Arctic of the fossil of a fish, which they named Tiktaalik. The emergence of Tiktaalik fossil from the rock was a beautiful intermediate between fish and land-living animals (Shubin 22). Tiktaalik has a shoulder, elbow, and wrist composed of the same bones as an upper arm, forearm, and wrist in a human (39). Tiktaalik was just the beginning of the evolution of creatures living in water to land-living animals. It was just the tip of the iceberg, so to speak. With fossils, experiments cannot be done to reach a conclusion. Enter the role of the genes. To understand the difference of each cell in the body, it is imperative to understand the genetic switches that control the activity of genes in each cell and tissue (46). Experiments can be performed wherein the genes can be manipulated to see how bodies actually change in response to different conditions or stimuli (47). The discovery of the zone of polarizing activity (ZPA) in the 50s and 60s by biologists Edgar Zwilling and John Saunders (49) and the Sonic hedgehog in the 90s by Cliff Tabin, Andy MacMahon and Phil Ingham (52) contributed to the role of genes in the evolutionary development. ZPA was responsible for the

Technology Management And Social Media Management Essay

Technology Management And Social Media Management Essay The world is changing and the changes that are taking place are having an impact on business organizations all over the world. One big change is the advancements in technology. New technologies such as social media are changing or improving the way business gets done. (Module SHRM, 2004, p.g.2-6) According to the Garavan, et al., (1999), p.g.174 other big changes may include product or market changes, external and internal labour market changes, changing skill requirements within industries and the availability of skilled workers from outside the organization. Furthermore, the size of these changes can be big and the speed of these changes can be fast. How are organizations responding to such changes? Organizations have to change along with the environmental changes. One way they can change is to change the way they think about people. It has often been said that people are an organizations most important asset. On the surface, this saying seems to be consistent with one of the most important ideas of SHRM-that an organizations competitive edge and ability to succeed is derived from its intellectual assets, which are found mainly in the people working at an organization but in the face of the big environmental changes, the saying does not seem to be totally correct. The reason is that the value of the assets is not likely to stay constant in the turbulent environment. For example, in order to use the new technologies that are now available, the people of an organization will have to have the right skills. Organizations with the right peopl e will have the ability to take advantage of the new technologies while those that do not may eventually lose out. According to the assignment Standard Chartered Bank case study illustrates the employees into five categories which are high-potentials, critical resources, core contributors, underachievers, and underperformers. The reality is that there are underperformers in practically every organization and they cannot be rightly considered as assets, and as suggested in the Standard Chartered Bank case study, the underperformers may have to be managed out. An organization can get the right people through several ways. One way is to hire but this could turn out to be an expensive option. Another option is to upgrade the existing human assets through human resource development (HRD) activities. HRD activities are concerned with the training and development of people as well as their education. Such activities can be formal or informal and all may be categorised more or less as learning. According to Garavan, et al., (1999), p.g.174 HRD practitioners dream of creating learning organizations-organizations that learn adapt and innovate as cohesive units. HRD practitioners are strong supporters of learning organizations because they believe, as one management guru puts it, that the ability to learn faster that ones competitors may be the only sustainable competitive advantage. In short, sustainable competitive advantage is an important HRD outcome. Garavan, et al., (1999), p.g.174 stated that another important outcome is organizational innov ative capacity, but before competitive advantage and organizational innovative capacity can come about, learning has to happen first. HRD can play several key roles in helping organizations achieve learning. To illustrate how HRD can help companies do well in the current environment, I will use the case of a fake but nevertheless believable Malaysian company. This Malaysian company has a relatively large presence in the region and it has decided to introduce teams as part of its response to the environmental changes. The main reason for doing so is because the top management felt that teams are able to respond more quickly to customers and their frequently changing needs. It should be pointed out that for a long time, the company has been hierarchical and bureaucratic in its management style, so adopting a new organizational form is quite a big change as well as a big challenge. HRD can help the fake Malaysian company in several ways. Firstly, it is obvious that the workers need to learn new skills in order to remain effective in the new team environment. HRD can help to identify the skill gaps and address those gaps at the individual, team and organizational levels or whatever level that is relevant (Module SHRM, 2004, p.g.291-293). In the case of the Malaysian company, part of the learning has to include hard technical training. That is because it has offices all over the region so it has no choice but to go virtual and its workers need to learn how to use information and communication technologies effectively to make the teamwork work. In addition, the learning will have to include cross-cultural communication and teamwork. Many nationalities work in that company and different nationalities communicate and do things differently. Therefore, the people at the company need to be trained so that they can communicate and work effectively as a cohesive multi-cu ltural team. Secondly, according to the module SHRM, (2004), p.g.291-293, HRD can act as catalyst for change and in the case of the fake Malaysian company, cultural change may be especially critical. Culture is the way people do things at a particular organization. Culture can also be considered as the wisdom and knowledge that an organization has accumulated throughout the years of its existence. The change from a hierarchical, bureaucratic style to a team-working style is in part a cultural change. Culture is however difficult to change partly because it has contributed to the organizations past successes. Imagine telling a 20-year veteran in the fake Malaysian company who has risen to a fairly high level, a person who is so used to the hierarchical and bureaucratic style of working, that he now has to work in a team. It is very likely that he will resist the change. So, the veteran needs to learn to accept the need for change and ultimately change himself. In this case, training may not the be st learning solution. More informal HRD activities such as coaching or counselling may be more appropriate in this sort of situation. Indeed, the correct choice of HRD activities is critically important in ensuring that learning really takes place. In this particular context, learning means that the skills picked up by the participants of a training programme are immediately put into use at the office. It can also mean people showing the behaviours that an organization considers highly desirable and important for organizational success, such as teamwork. The transfer to the workplace however does not happen automatically and HRD practitioners can play a role to ensure that the transfer will eventually take place. HRD can do so by getting things right from the start, by making sure that the content and delivery are right, which is HRDs third role in helping an organization achieve learning. Take training as an example. In most organizations, some of the training can be conducted by in-house experts but not all of it. So HRD practitioners will have to source for training solutions from the outside and they will also have to perform some sort of quality control on the solutions. That is the content side of things. Great trainers complete the picture by giving great delivery. Some people think training equals HRD, but is that true and is training always the best solution? The truth is this, training is not the only solution and it is not always the best solution. Lets look again at the 20-year veteran case. As mentioned, I do not think training is the best solution in that case. What may be more appropriate for the veteran is one-to-one coaching or counselling. Coaching, counselling and mentoring can be considered as delivery mechanisms. Other delivery mechanisms include e-learning or formal education. HRD practitioners need to know the strengths and weaknesses of each mechanism and make the right choice. In addition, HRD practitioners cannot assume managers automatically know how to train, coach, counsel or mentor. HRD practitioners can help the people involved get trained in both content develo pment and delivery. At the end of the day, HRD practitioners need to know what works best in any given situation and give their recommendations and they should never forget that the learning outcomes of the selected content must be in alignment with the organisational objectives and that the delivery should be good so that the transfer of learning is likely to occur. Finally, HRD can play a role in the creation of a learning climate or environment. This is important because a learning climate can help embed learning within an organizations culture. Learning can take place anytime, anywhere. However, as implied above, learning may not be an easy thing for some people and if we look back at the 20-year veteran, some people may even resist learning. In that particular case, it is probably more of an unwillingness to learn than an inability to learn but in the case of the fake Malaysian company, they are now told more or less that their way of working is no longer good enough. The implication is that they are incompetent, an implication that will likely hurt the self-esteem of many a veteran. Therefore, in order to encourage learning, organizations have to make it safe to learn. The safety that we are talking about is psychological safety. HRD practitioners have a less direct role to play here. It is the top management, the leaders, who will have to play a major role. They will have to lead the way. For example, leaders have to find ways to encourage people to take risks. As pointed out by Garavan, et al., (1999), p.g.174 innovation will only take place in organizations where the organizational culture empowers individuals and accepts risk taking. In the same way, when people learn, they may in fact be taking risks but risk-taking can result in failures and when people fail in their attempts at learning, they become open to attacks, especially from their bosses. For instance, the 20-year veteran may need relatively more time to learn the new technologies and he may well experience some hiccups along the way. So before people are willing to learn, people must be confident that they wont be punished when they fail, that they wont be attacked when they are down. In short, learners have to place great trust in their bosses, especially during times of failures. So leaders have to somehow show that it is OK to make mistakes and fail. It is easier said than done, but the adoption of this leadership style may pave the way towards innovation and sustainable competitive advantage. All in all, HRD can play four roles in helping companies achieve SHRM and organizational outcomes and the most important outcome may well be learning itself.

Proximity and Juxtaposition :: Essays Papers

Proximity and Juxtaposition In order to properly compare and contrast the similarities between juxtaposition and proximity a definition is surely needed of the two. Proximity for instance, refers to the relative nearness of forms, and how that effects the relationship between them. Juxtaposition on the other hand, refers to the way in which elements or forms are placed next to each other. Juxtaposition and proximity are two important aspects of design that are often used together and must be taken into account when creating a work of art. One similarity between juxtaposition and proximity is that they both have the ability to communicate what type of connection should be made between a grouping of elements or forms. For example, when referring to proximity, if the elements are placed closely together in a design, they relay to the viewer that they are a group, and they should be translated as one. The way 2 elements are placed together (juxtaposition) conveys a relationship as well. An example of this is in Gustav Klimt’s art work (see last 2 pages) titled, "The Kiss" (Gombridge 65). In Klimt’s painting a man and a woman are placed next to each other in an interesting way. The forms of their bodies are distorted and resemble the abstraction of melting and movement. There is an obvious relationship between the two forms which would not be as apparent if the forms were not juxtaposed the way that Klimt chose to. The bodies are vertically aligned, so that a oneness can be achieved. Had the man been upright and the woman horizontally placed across the ground, the two forms would communicate differently. The feeling of movement, melting, and oneness, would surely lose its’ intensity. Taking an even closer look at Gustav Klimt’s art work, the viewer may focus on the geometric shapes within the 2 forms. At first the viewer notices that rectangular shapes are juxtaposed within the male form, and a majority of the woman’s form is filled with circular shapes. However, towards the lower and upper parts of their bodies, juxtaposition and proximity are used to form a relationship between the rectangular and circular shapes. There are a few rectangles and circles placed so close to one another and in such a way that the onlooker can no longer distinguish between the man’s and the woman’s bodies.

Disaster Management Cycle

Disaster Preparedness and Management Assignment No. 1 [pic] Submitted to: Sir Muhammad Akmal Khan Submitted by: Tayyab Hasnain Janjua Reg # 14DD-410004 D. DRM Second Quarter Fall 2010 Disaster Management Cycle Disaster Risk Management includes sum total of all activities, programmes and measures which can be taken up before, during and after a disaster with the purpose to avoid a disaster, reduce its impact or recover from its losses. The three key stages of activities that are taken up within disaster risk management are as follows [pic] INITIATIVES TAKEN [pic] Figure 1. Three phases of disaster management cycle 1. Pre Disaster Phase Before a disaster (pre-disaster). Pre-disaster activities those which are taken to reduce human and property losses caused by a potential hazard. For example, carrying out awareness campaigns, strengthening the existing weak structures, preparation of the disaster management plans at household and community level, etc. Such risk reduction measures taken under this stage are termed as mitigation and preparedness activities. 2. During disaster Phase During a disaster (disaster occurrence). These include initiatives taken to ensure that the needs and provisions of victims are met and suffering is minimized. Activities taken under this stage are called emergency response activities. 3. Post disaster Phase After a disaster (post-disaster). There are initiatives taken in response to a disaster with a purpose to achieve early recovery and rehabilitation of affected communities, immediately after a disaster strikes. These are called as response and recovery activities. Explanation The Disaster risk management cycle diagram (DRMC) highlights the range of initiatives which normally occur during both the Emergency response and Recovery stages of a disaster. Some of these cut across both stages (such things as coordination and the provision of ongoing assistance); whilst other activities are unique to each stage (e. g. Early Warning and Evacuation during Emergency Response; and Reconstruction and Economic and 48 Social Recovery as part of Recovery). The DRMC also highlights the role of the media, where there is a strong relationship between this and funding opportunities. This diagram works best for relatively sudden-onset disasters, such as floods, earthquakes, bushfires, tsunamis, cyclones etc, but is less reflective of slow-onset disasters, such as drought, where there is no obviously recognizable single event which triggers the movement into the Emergency Response stage. According to Warfield (2008) disaster management aims to reduce, or avoid the potential losses from hazards, assure prompt and appropriate assistance to victims of disaster, and achieve rapid and effective recovery. The disaster management cycle illustrates the ongoing process by which governments, businesses, and civil society plan for and reduce the impact of disasters, react during and immediately following a disaster, and take steps to recover after a disaster has occurred. Appropriate actions at all points in the cycle lead to greater preparedness, better warnings, reduced vulnerability or the prevention of disasters during the next iteration of the cycle. The complete disaster management cycle includes the shaping of public policies and plans that either modify the causes of disasters or mitigate their effects on people, property, and infrastructure. The mitigation and preparedness phases occur as disaster management improvements are made in anticipation of a disaster event. Developmental considerations play a key role in contributing to the mitigation and preparation of a community to effectively confront a disaster. As a disaster occurs, disaster management actors, in particular humanitarian organizations become involved in the immediate response and long-term recovery phases. The four disaster management phases illustrated here do not always, or even generally, occur in isolation or in this precise order. Often phases of the cycle overlap and the length of each phase greatly depends on the severity of the disaster. ? Mitigation – Minimizing the effects of disaster. Examples: building codes and zoning; vulnerability analyses; public education. ? Preparedness – Planning how to respond. Examples: preparedness plans; emergency exercises/training; warning systems. ? Response – Efforts to minimize the hazards created by a disaster. Examples: search and rescue; emergency relief. ? Recovery – Returning the community to normal. Examples: temporary housing; grants; medical care. To analyze the scope of disaster management in the revised context, it should be studied the cycle of the phenomenon (Figure 2). Disasters are as old as human history but the dramatic increase and the damage caused by them in the recent past have become a cause of national and international concern. Over the past decade, the number of natural and manmade disasters has climbed inexorably. From 1994 to 1998, reported disasters average was 428 per year but from 1999 to 2003, this figure went up to an average of 707 disaster events per year. Figure 3 presents the deadliest disasters of the decade (1992-2001). Figure 3. Reported Deaths from all Disasters: World Scenario (1992-2001) Drought and famine have proved to be the deadliest disasters globally (45%), followed by floods (16%), technological disaster (14%), earthquake (12%), windstorm (10%), extreme temperature and others (3%). Global economic loss related to disaster events average around US $880 billion per year (CBSE, 2006). Conclusions There has been a dramatic increase in disasters and the damages caused by them in the recent past. Over the past decade, the number of natural and manmade disasters has climbed inexorably. Accordingly to the statistics, the number of disasters per year increased with 60% in the period 1999-2001 in comparison with the previous period, 1994 -1998. The highest increase was in the countries of low human development, which registered an increase of 142%. In these countries, the responsible institutions should play an important role but, in general, the disaster management policy responses are influenced by methods and tools for cost-effective and sustainable interventions. There are no long-term, inclusive and coherent institutional arrangements to address disaster issues with a long term vision. Disasters are viewed in isolation from the processes of mainstream development and poverty alleviation planning. For example, disaster management, development planning and environmental management institutions operate in isolation and integrated planning between these sectors is almost lacking. Absence of a central authority for integrated disaster management and lack of coordination within and between disaster related organizations is responsible for effective and efficient disaster management. State-level disaster preparedness and mitigation measures are heavily tilted towards structural aspects and undermine nonstructural elements such as the knowledge and capacities of local people, and the related livelihood protection issues. In conclusion, with a greater capacity of the individual/community and environment to face the disasters, the impact of a hazard would be reduced. ———————– DURING 2

Cider with Rosie presentation

Cider with Rosie is a memoir of a childhood by Laurie Lee. He shares with us what it was like to grow up without a father, his relationships with his mother, sisters, friends, turning into a man, sexual awakening with Rosie, innocence and naivety and what it was like when he finally lost these characteristic that made him the sweet boy. In the first chapter Lee gives a three year olds perception and misconceptions: small in relation to objects around him, for example when he got lost in the grass, on the families' arrival to their new home, â€Å"I had never been so close to grass before. It towered above me and all around me, each blade tattooed with tiger-skins of sunlight†. The sense of adventure is communicated through Lee's use of metaphors and similes. Lee is showing childhood as quite a scary daunting time as well as a time when you have an extremely vivid and active imagination. Lee also portrays this time of his life as scary and daunting due to the fact it was also a daunting time for Great Britain during the war. One of Lee's major influences was that of his mother, a whole chapter is devoted to her. He had a warm and loving relationship with his mother. Lee trusted and admired her, when the stranger appeared in the kitchen Lee writes â€Å"but he was no tramp or he wouldn't be in the kitchen† and â€Å"he was a soldier, because mother said so†. This tells us how much influence his mother had over him. The security he felt from his mother was shown by her sharing a bed with him, as a young child making him feel special from the others and so secure. His mother was silent while his sisters told him he had to move into his brother's bed â€Å"for a bit† when he got older, he was promised that he would return later to her bed. He never did return to her bed, and he described this as the â€Å"first betrayal†. In return he says â€Å"I grew a little tougher, a little colder, and turned my attention more to the outside world, which was now emerging visibly through the mist†. When Lee says he grew a little tougher, to me, it sounds as if he thought that this betrayal of not been allowed to sleep in his mother's bed was the end of the world. I also get the impression by his statement that he is growing up and that he has realised that there are other things in life for him to explore. As the innocence and naivety wore off, Lee began to take an interest in the opposite sex, namely Jo, who was a classmate. She used to strip off her clothes and allow Lee to examine her body. The way Lee uses metaphors and described her body is in great detail; â€Å"Her body was pale and milk green on the grass, like a birch-leaf lying in the water, slightly curved like a leaf, smoother than candle skins†. I think this was just innocent curiosity on his behalf because in Lee's school days, sex education was not heard of and he had to understand how girls were different to boys. The chapter's title â€Å"First bite of the apple† is both a cheerful reference to Lee's first draught of Rosie's hard apple cider and his subsequent fall from innocence. I think his first sexual encounter was with Rosie who enticed him with Cider, his first taste and a new experience. He drank and became drunk. Afterwards he says â€Å"I felt like a giant; I swung from the trees and plunged my arms into nettles to show her†. This is the moment in Lee's life that he changes from a boy into a man. This encounter with Rosie was obviously a key theme in his childhood as why would he put this memory as the title. Was it because at this time in his life he finally became a man, signifying the end of his childhood? This is arguable. Laurie Lee has written about his childhood as he saw it because it is an autobiographical novel that describes his childhood and growing up of the nation. The book has a detailed account of a childhood that seemed filled full with fun, adventure and typical childhood mischief. I enjoyed this book because Lee's childhood was similar and different to mine in so many ways. Similar by the way of innocence, and being loved by my family unconditionally, having fun with friends (getting up to mischief) and different by the way of family structure, having two parents, a monthly income, order and tidiness in the house.