The Gender Recognition Act Is it welcome Essay Example | Topics and Well Written Essays - 8000 words

The Gender Recognition Act Is it welcome - Essay Example An analysis of the reasons why transsexuals feel that they were born in the wrong gender or why they feel the need to change to the opposite gender will also be covered. This will include looking at the way society reacts to those who have undergone gender reassignment or are about to undergo such treatment, as well as the way in which society treats those who have chosen to live as the opposite sex without having the surgical procedure. Often transsexuals face ridicule from family and friends and society as a whole tends to mock those that are either in the process of changing gender or have fully undergone the transition. The study will look at the change in attitudes over the last few decades to establish whether transsexuals are more readily accepted then previously or whether they are still ostracised and ridiculed and held up as objects of scorn. To give a full picture of how transsexuals are treated the study will divide society into different age groups and classes to establish whether people of a younger generation are more accepting of transsexualism as well as whether class also plays a part the acceptance or non-acceptance of transsexuals. The study will conclude with an in depth analysis of whether the Gender Recognition Act is a welcome piece of legislation. This will take account of the attitudes of those who have undergone the transition as well as those who have chosen to live as the opposite gender without having gender reassignment and compare their views of the Act with society as a whole. There will be a discussion centred on those who feel that the Act is necessary and those that are totally opposed to the Act. It will also cover the reasons why these groups are either for or against the Act and will answer the topic posed of whether the Act is welcome. Modern diagnosis of transsexualism began in the 19th century after a study conducted by a

Evolution Of Global Cultural Industries Essay Example | Topics and Well Written Essays - 2000 words

Evolution Of Global Cultural Industries - Essay Example The researcher of this essay states that one of the most imperative segments of global cultural economy discussed embraces a collection of industries, that can be insecurely notorious as purveyors of cultural products. The brisk expansion and increase of cultural industries in topical decades is a manifestation of the increasing junction that is happening in contemporary society between the economic array on the one hand and systems of cultural look on the other hand. These cultural industries turn out a massive and escalating collection of outputs. The industries that formulate the modern cultural economy are bound as one as an entity of research made by three vital familiar attributes. First, they are all anxious in one mode or another with the conception of goods whose worth respites principally on their figurative content and the modes in which it kindles the empirical reactions of costumers. Second, they are in general subject to the effects of Engels' Law, which recommends that as disposable proceeds expands so utilization of luxury products will ascend at a inexplicably higher rate. Consequently, the wealthier the nation, the higher expenditure on cultural products will be as a portion of families' budgets. Third, organisations in cultural-products industries are focused to spirited competition and organisational force such that they repeatedly agglomerate together in impenetrable specific clusters or industrial regions, whereas their products flow with increasing simplicity on international markets.

University Thrust Essay Example for Free

University Thrust Essay A Thrust is a broad statement of intended strategic actions. The statement should provide a â€Å"compelling theme that knits together otherwise independent activities and focuses the energies of functional groups on things that matter in the market. † A thrust is intended to create a broad, sharedunderstanding of what strategic actions are intended in planning. Universities around the world must maintain their focus in providing quality education. The institutions’ programs and activities are embedded in its thrust to achieve their vision- mission and objective. A Thrust, when referred to an institution, means as the powerful force in leading the institution in its desired disposition. According to Prof. Edwin L. Apawan, a faculty of College of Education in Notre Dame University, University Thrust is embedded in its philosophy translated to its vision-mission and articulated in its goals and paradigms. In an educational institution, Thrust is very much important for it is the reason why it runs. Everything that the institution does is anchored from its thrust. In Notre Dame University, being an educational institution has cited its University Thrust namely: Formation, Instruction, Research and Extension (FIRE). The focus of the study is to know the Thrust specifically in the field of Instruction and Extension and whether if it is running in the Teachers Education Program in Notre Dame University. Instruction is defined by Saylor and his colleagues as â€Å"the actual engagements of learners with planned learning opportunities; thus, instruction can be thought as the implementation of the curriculum plan† cited by Aquino, 1986. The higher education institution must exhibit a continuing quest for excellence in instruction through the quality of its educational programs, outstanding achievements of its students, and above national average performance in the majority of the programs offered requiring government instructions. While each constituent units may have its own thrust in extension that responds to their service area, it may institute mechanisms for the coordination and integration of these activities for more effective use of resource and in order to achieve bigger goals (Sarmiento III, 2009). The University, being a storage, generator, and disseminator of knowledge, should make an impact on the community within its reach. Although its graduates will naturally be involved in the development of the community where they work and live, there are a lot more people who were not able to have formal university training, and the need outside help to make them productive members of the community. The higher education institution must have credible outreach programs which may take the form of continuing education, application of the research results community services, and many others. The study aims to assess the operation of the Notre Dame University Thrust if it is being worked out in the Teachers Education Program of the said institution among its students. Statement of the Problem The study aims to determine if the University Thrust, particularly in the field of Instruction and Extension are really working in the Teachers Education Program as assessed by the third and fourth year students of the College of Education, Notre Dame University in the School Year 2012- 2013. Specifically, this aims to answer the following questions: 1. What is the profile of the students as to their age, sex and year level? 2. How will the respondents assess if the University Thrust, particularly Instruction and Extension arein reality operating in the Teachers Education Program in terms of: a. ) Instruction delivery by the College Faculty; b. ) Community extension Programs initiated by the College; and c. ) Involvement of the College to community exposures? 3. How is University Thrust been able to run in Teachers Education Program? Significance of the Study The study will tell if the University Thrust is working in the College. The assessment of the University Thrust in the Teachers Education Program is important among the Administrator, Faculty, and the Students of theCollege of Education. Administrator Knowing the Thrust runs in the college or not, may help the Administrators become aware of the college’s needs and problems regarding the implementation of the programs and activities that fulfill the operations of the University Thrust especially in the field of Instruction and Extension. As a result, the Administrators will be able to plan programs and activities for the College that will be anchored from the two specific University Thrusts. Faculty The result of the study will help the teaching staff be aware if their instruction is anchored to the desired criteria suggested by the University Thrust in the area of Instruction. This would help them whetherthey will espouse, amend, and seek new ways in delivering their instruction that would fit and reach the expected outcome attached from the criteria. The study will also help the teaching staff in incorporating and integrating Community Extension related activitiesin their teaching approach, strategy, method, and technique. This will help them achieve the criteria recommended by the Community Extension. Students The students’ assessment will indicate certain strengths and weaknesses in the variables considered in the study. This would help in the improvement of the programs and activities in developing them accordingly, especially driven by the University Thrust. Scope and Limitation The study is concerned with the assessment of the University Thrust, FORMATION, INSTRUCTION, RESEARCH, and EXTENSION (FIRE), if it is conveyed in the Teachers Education Program in Notre Dame University. Its focus is specifically in the field of INSTRUCTION and EXTENSION. This would tell if these two Thrusts are actively operating in the College: if students are aware of the University Thrust (FIRE); if the programs and activities conducted in the College are attached with these specific Thrusts (FIRE); and if the teaching staff’s delivery of their instruction, as perceived by the students, is anchored in the desired outcome suggested by the Thrust. Furthermore, the respondents are limited only among the third and fourth year students enrolled in the College of Education for the School Year 2012-2013. Definition of Terms To process the understanding of discussion in this study, the following terms are herewith defined operationally: University refers to Notre Dame University as an educational institution. University Thrust refers to the FIRE (Formation, Instruction, Research, Extension); the driving force of Notre Dame University as an educational institution which is embedded from its objectives and paradigms; it intends to create a broad, shared understanding of what strategic actions are intended in planning; it is where the university’s programs and activities are inclined. Administration refers to those who organizes and operates activities, programs, educational planning and curriculum in the Teachers Education Program. Faculty refers to the teaching staff who implements and supervises the University Thrust, specifically the Instruction and Extension. Students refers to the third and fourth year students of the College of Education; the ones who will simplify the realization and utilization of the University Thrust that was being translated by the Administrators and Faculty. Instruction refers as one of the University Thrust which is focused on the Curriculum and other learning opportunities involved; as the word itself defines, it is the programs of studies done. Extension refers also as one of the University Thrust which is concerned with the activities held outside the Institution; also refers to the community involvement and community service. Chapter II Review on Related Literature This chapter contains the summary of relevant concepts, ideas, and research findings as well as conceptual framework. Related Literature. Topics discussed include the following: Thrust as the driving force of an institution; Instruction and Extension as Thrust of an educational institution; Administration and Faculty’s role in the operation of Thrust in the Teachers Education Program. Thrust as the driving force of an institution Business, government, educational, and many other institutions run because of a driving force that enables to do. In an interview, Dr. Joel Genzon of Notre Dame of Cotabato, Inc. , said that â€Å"Thrust is a driving force that provides the meaning why an institution carries out a certain action or   work. This action or work is commonly known as the one that strengthens its foundation that enables an institution fulfill its Vision-Mission. † In an interview with Prof. Elsa C. Tamse, the Executive Assistant to the President of Notre Dame University, she defined Thrust as the direction and guide of the school for a particular school year that will help in the attainment of the vision of the school. It is anchored with the vision and mission of the school or university. This is being reviewed and changed to meet the particular vision the school wants to attain. It is also in the Thrust that the strategies are crafted so that the mission will operate to achieve the school’s vision for the year. Instruction Instruction is defined by Saylor and his colleagues as â€Å"the actual engagements of learners with planned learning opportunities; thus, instruction can be thought as the implementation of the curriculum plan (Aquino, 1986). The program of studies required and implemented by the university should have well defined and clearly stated objectives and learning outcomes and should meet prescribed standards. The teaching and learning process used in instruction should be appropriate, varied, and should facilitate the wholistic development of the students. The process should reflect to the institutions’ teaching learning framework. Learning should be available inside and outside the classroom. Variety of teaching-learning strategies should be used. For an effective instruction the teaching-learning environment should be conducive. It should be well-equipped and can offer comfort and can accommodate a number of students per session. The learning outcomes of the academic program should be well-defined. Instructional supervision program should exist that includes practical measures: requirement of syllabi, informal dialogues with students and faculty, class visitations, and evaluation of text examinations. Faculty should encourage students to join activities such seminars and educational associations that would help them in developing their instruction. Students should be oriented on the availability of academic guidance and counseling. This is for them to be guided by their instructors if there are some difficulties they are encountering with the delivery of instruction by their teachers (PAASCU). Extension One of the important functions of a higher education institution is to have an Extension program. Vis-a-vis instruction and in light of recent technology advancement, extension complements and fills in the gaps left by instruction especially for those who, for multifarious reasons, cannot access formal instruction to gain individual information (Wakat, 2010). The university being storage, generator, and disseminator of knowledge, should make an impact on the community within its reach. Although its graduates will naturally be involved in the development of the community where they work and live, there are a lot more people who were not able to have formal university training, and the need outside help to make them productive members of the community. It is in this light that the university has the Community Involvement. This acts as the university’s arm in directly reaching out to the people in the community who need help – technical, financial and moral- to improve their living conditions. This mandate is carried out by means of programs like: training and non-formal education. This is done through non-degree training programs, extending financial assistance, if possible. Through Extension the university shall contribute to the development of empowered citizenry capable of making the rational decisions pertaining to the improvement of their livelihood, work productively and efficiently, and be confident part of the mainstream society in their community. Generally, Extension service is the process by which technology and innovation are transferred to an identified clientele with ultimate objective of improving the way of life of the people. Then Senate President Marcelo B. Fernan defined extension service as a concept that encompasses people empowerment and human resource development geared towards human capital enhancement, and technology and facilities diffusion among the â€Å"masang† Pilipino, if not, the poorest of the poor. (www. mseuf. edu. ph, 2012) Community involvement should be one of the basic aspects of the University. This is accurate and true, most especially in a progressing country like the Philippines, where community involvement may be matched to the total effort whereby the university relates itself to national, regional and local imperatives of development. The university, in educating citizenship, should implement not just through academic and professional programs through the pursuit of the fundamental objective of total human formation. It should also include a necessary social aspect. In so applying, it should maintain the focus on the academic, the professional and the personal development. A university that is exposed to community involvement actually enhances pride, dignity, and integrity, extends its identity and achieves greater and larger goal. In the attainment of this goal, such services will take place in the community through programs conducted in the expansion of the university. The community involvement of the university must consist not only about building community awareness and producing graduates in the professions or vocations where they can serve their communities competently and they may achieve personal upliftment. It must also include guiding and motivating students, faculty and staff towards community service and give them chance to be exposed to the community and actual service and to make them more sensitive to extension as an integral part of instruction and research; to establish the structure that will ensure coordination, communication, planning, linkages and monitoring of extension programs; To establish necessary infrastructure to sustain the extension program of the University; to integrate extension into both curricular and co-curricular activities; to formulate clear-cut policies on extension among the various sectors/colleges in the University: and to strengthen coordination and cooperation between and among sectors. The university’s commitment to community service and development should be carried out through projects and activities, which are well planned, organized, implemented, evaluated and supported by the school (PAASCU). Community involvement is an institutional community extension program whose commitment is towards community service and development. It works hard to the conscientization of men and women, equitable distribution of benefits and provision of equal access to opportunities through the optimal use of resources and human expertise in organized cooperative effort. It achieves such through giving of technical assistance in the form of functional education, community organizing, health programs, cooperative formation, capability building, women in development, income generating project and technical assistance. The role of Administrators and Faculty in the operation of Thrust in the Teachers Education Program Administration The Administration of a certain institution plays a very important and has specific roles. It undertakes to be accountable to be efficient and effective when it comes in managing and facilitating the institution especially in administering the instruction and extension as the two of the University Thrust, to its constituents. For an administration shall: * Develop and maintain a school atmosphere conducive to the promotion and preservation of academic freedom and effective teaching and learning to harmonious and progressive school-personnel relationship; * Assume and maintain professional behavior in his work and in his dealings with students, teachers, academic non-teaching personnel and administrative staff; * Render adequate report to teachers, academic non-teaching personnel, and non-academic staff on their actual performance in relation to their expected performance and counsel them on ways to improve the same; * Understand the curriculum and instructional processes of the institution (Aquino, 1986); * And conduct public services where it can be the training ground for young men and women to develop leadership qualities, civic involvement, community participation, training in management and other non- academic areas (Franco, 1994). The following are stated as the expected roles and responsibilities that the Administration should execute in order to pertain and deliver ‘what is due to them’. Litchfield (1956) has identified three broad, functional areas of administration: (1) policy, (2) resources, and (3) execution. These functional areas are applicable to the three fields of administration, including educational administration. A policy is defined as a statement of those objectives that guide the actions of a substantial portion of the total organization. The resources of administration are composed of people, money authority, and materials. Execution is a function of integration and synthesis of resources and policies that are intended to achieve a purposeful organization (Aquino, 1986). Faculty The roles and responsibilities of a faculty member are closely confined to the main functions of higher education. Their roles as an individual supports to the vision-mission of the University. Faculty members, however have similarities on their responsibilities to commit themselves fully to their teaching obligations, to participate in the development of the programs imparted by the institution as a whole, to engage scholarly activities, and as appropriate to support the University in its goal to render public services. One aboriginal formal description of these functions was pertained in the 1915 â€Å"Declaration of Principles† produced by the American Association of University Professors (AAUP). According to the declaration, the colleges’ and universities’ functions are â€Å"to promote inquiry and advance the sum of human knowledge, to provide general instructions to the students, and to develop experts for various branches of the public service† (Joughin, pp. 163-164) cited by Aquino, 1986. A faculty member shall also play the role of facilitating and processing of influencing their students towards setting and achieving goals. They should help the group to decide on its goal, able to tolerate uncertainty without anxiety or angry, reconciles conflicts and turns confusion into order, exhibits good judgment and conviction, able to create a climate for creativity and innovation and emphasizes productivity and promotes the growth of students. Theoretical Consideration Social psychologist Douglas McGregor of MIT expounded two contrasting theories on human motivation and management in the 1960s: The X Theory and the Y Theory. (Theory X and Theory Y- Leadership Training from MindTools. com, 2013) The Theory Y behavioral pattern states that: * Employees under this pattern believe that expenditure of physical and mental effort in work is natural as play or rest. * Workers will exercise self-direction and self control in the service of attaining goals and objectives. * They believe that rewards are associated with individual achievements and contribution to group goals. * The average human being learns under proper condition. They seek responsibility to grow and develop as responsible person. The work groups have different values that influence the managerial pattern of leadership. A work group that value independence and unilateral decision making can influence the managers style to be one involvement and participation. On the other hand, the manager should adjust his style when the employee displays an opposite value. The Manager, therefore, must know when to ring the bell to change his course of action. (Pereda, 2011) On our study which focuses on the Notre Dame University Thrust as seen in the teacher education program of the College of Education, the Theory Y Behavioral Pattern visualizes the pattern in which the board of administration processes the crafting and developing of the strategic plans and they have the capability and talents to increase production and develop better services by means of making a direction to reach a particular vision the school wants to attain for a particular school year. This will be translated among the lower sectors/department heads (colleges) that will translate it among the students to see the effectiveness of the developed thrust if it supported the mission in attaining the vision of the school. Chapter III METHODOLOGY This chapter contains research design, respondents, research instruments, sampling design, and data gathering procedure. Research Design The researcher employs the descriptive research design. It describes the perceived effectiveness of the Notre Dame University Thrust, especially in the field of Instruction and Extension, as operated in the College of Education; profile of the College of Education Third and Fourth Year students; and programs and activities being conducted in the College anchored in the University Thrust. Respondents There are 105 third year students, composed of 17 males and 88 females, and 91 fourth year students, composed of 27 males and 64 females who are the respondents of the study with the total number of 196 students. The respondents came from the Notre Dame University College of Education, enrolled during the School Year 2012- 2013. Research Instrument The researchers will use a Key Informant Interview questionnaire and a survey questionnaire instruments in order to gather the data needed in the study. The Key Informant Interview is conducted to the Notre Dame University College of Education Dean and Program Head. The interview is composed of questions that intend to get further information about the programs and activities that the College is conducting. The information is compared to the result of the survey to see if it will coincide with each other making the result of the study reliable. The survey questionnaire will cover two (2) parts: Part I, it’s the profile of the students, specifically the name, gender, and age; Part II are the questions regarding the programs and activities operating in the College of Education that are anchored from the Notre Dame University Thrust (Instruction and Extension). Sampling Design Using the census method, the data will be collected from every member of the total population of the respondents. The respondents will be identified by getting the whole number of population of the Third and Fourth Year students enrolled in the College of Education during the Second Semester of the School Year 2012-2013. Data Gathering Procedure. The activities to be undertaken in the process of gathering relevant data which the study requires: The instruments ready, researchers’ sent letters of permission to the Dean of the College of Education to administer the survey questionnaire. Upon the approval of the letters, the researchers will personally distribute the questionnaire to the respondents. APPENDIX October 18, 2012 DR. MA. CORAZON C. NATANO Dean. College of Education Notre Dame University Cotabato City Dear Dr. Natano: Greetings of peace and love! We, the students of Notre Dame University taking up Bachelor in Secondary Education major in English are currently enrolled in Educ 314B with the descriptive title Thesis Writing. In line with this, may we ask permission from your good office to get a list and conduct a survey for our thesis entitled â€Å"An Assessment of the University Thrust as Translated in the Teacher Education Program in Notre Dame University†. The data will be helpful to us in the completion of our study. We are hoping for your positive response towards our humble request. Very truly yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Research Adviser January 16, 2013 DR. MA. CORAZON C. NATANO Dean, College of Education Notre Dame University Cotabato City Dear Dr. Natano: Greetings of peace! We are in the process of formulating our survey questionnaire in relation to the study â€Å"An Assessment of the University Thrusts as Translated in the Teacher Education Program of Notre Dame University†. We thought of looking into the Annual Programs and Services of the College of Education as one of the vital documents related to the implementation of the University Thrusts. Hence, we would like to ask permission to have a copy of such documents with the assurance to keep it confidential. Our sincerest thanks for being a helping factor to our research. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Adviser January 9, 2013 DR. DOLORES S. DAGUINO Vice President for Academic Affairs Notre Dame University Dear Dr. Daguino: Greetings of peace and love. We are third year students of the College of Education and working on a research trying to assess whether the University Thrust (Formation, Instruction, Research, and Extension) are evident/functional in the programs and services in the Teacher Education Program in our own department. We feel that we need help from people who can best enlighten us about it. Hence, we seek your help. We would like appreciate much it you can lend us some documents that will lead us to better understanding of the NDU Thrust. Thank you very much for your kindness. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Adviser DR. MA. CORAZON C. NATANO Dean, College of Education January 9, 2013 PROF. ELSA C. TAMSE. Executive Assistant to the President Notre Dame University Dear Prof. Tamse: Greetings of peace and love. We are third year students of the College of Education and working on a research trying to assess whether the University Thrust (Formation, Instruction, Research, and Extension) are evident/functional in the programs and services in the Teacher Education Program in our own department. We feel that we need help from people who can best enlighten us about it. Hence, we seek your help. We would like appreciate much it you can lend us some documents that will lead us to better understanding of the NDU Thrust. Thank you very much for your kindness. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Adviser DR. MA. CORAZON C. NATANO Dean, College of Education Key Informant Interview Questionnaire: 1. What is University Thrust? 2. How important it is especially to be run in the College of Education? 3. How is this University Thrust being translated to the college and to the students? 4. What are the specific programs and activities conducted in the College of Education that are anchored in the University Thrust? 5. Why it is those activities/programs are done? For what reason/s? 6. Are those activities/programs enough? Is it appropriate? 7. Do the activities/programs conducted for the students really helpful? And meet the prescribed standards? 8. What are the efforts done by the faculty and staff of the College of Education for these activities/programs to be successfully implemented? 9. Are those efforts enough? Why? And why not? 10. Are those activities/ programs enough to tell if the university Thrust is really operating in the college? 11. Do you think the college already met the prescribed standards of the University Thrust? Survey Questionnaire: Part I: Students’ Profile Name: _________________________________Sex: ________ Age: ________Year Level: _________ Part II: Survey questions Instruction: Rate the following questions according to what you have observed in the College. Scale:4- Strongly Agree (SA)2- Disagree (D) 3- Agree (A)1- Strongly Disagree (SD) Instruction: 1. The objectives and learning1234 outcomes are well-defined and clearly stated. 2. The given objectives meet1234 the prescribed standards. 3. The learning objectives reflect 1234 to the institution’s teaching learning framework. 4. The teaching and learning1234 process used in the class is appropriate and varied. 5. The teaching- learning strategies 1234 used by the teachers varied depending of students’ learning styles and multiple intelligences. 6. The strategies used in1234 the class facilitate the holistic development of the students. 7. The use of Learning Teams are being1234 facilitated well in the class 8. The instructions used1234 in the class are useful inside and outside the classroom. 9. The teachers practice research-oriented1234 Instruction. 10. The teachers require students with 1234 research-based assignments, projects and assessment tasks. 11. The teachers provide for1234 Collaborative activities that encourage Students to work with learning teams. 12. The teachers provide for 1234 individual tasks that develop students communication skills and promote students HOTS and critical thinking. 13. The teachers conduct activities 1234 that develop students to become problem solvers, creative thinkers and independent learners. 14. The teachers integrate current issues1234 in the course to develop students to become sensitive and responsible of their roles in social transformation in Mindanao. 15. The teachers integrate multi-cultural1234 issues in the course to develop among students respect of diverse culture and faith. 16. The teachers design academic tasks1234 that requires students to develop their ICT skills and utilize technology resources. 17. The faculty in the college1234 encourages the students to join activities such as seminars and educational associations. 18. The teacher is using seat plan1234 and checks the attendance. 19. The learning environment1234 is conducive for the students. 20. The learning environment1234 is well- equipped and offers comfort and accommodates a number of students per session. 21. The learning outcomes1234 of every academic program held in the College are well- defined. 22. The students are well- oriented 1234 on the availability of academic guidance and counseling. 23. The Academic Support Programs in the College are wellconducted and facilitated: * Enhancement program in English1234 * Tutorial Class in Mathematics1234 * Faculty-Student Consultation1234 (eg. tutorial, thesis consultation). Extension: 1. The college has an adopted community. 1234 2. The college has programs involving 1234 Community extension. 3. The students in the College of Education are1234 exposed to community. 4. The college is developing students by 1234 allowing them to be exposed in the community to achievecommunity awareness and personal upliftment. 5. The teachers in the college give activities1234 whereincommunity extension involved. Specify what kind of activity/ies: __________ 6. The college also gives technical assistance1234 in formof functional education, community organizing, health programs and other community programs. 7. The college includes: a.Guiding and motivating students, 1234 Faculty and staff toward community service andgives them chance to be exposed to the community and actual service to make them more sensitive to extension as an integral part of instruction and research. b. Establishes the structure that 1234 will ensure coordination, communication, planning, linkages and monitoring of extension programs. c. Establishes necessary infrastructure1234 To sustain the extension program of theUniversity. d. Integrates extension into both 1234 curricularand co- curricular activities. e. Strengthens coordination and 1234 cooperation between and among students. 8. The college’s commitment to1234 co.

Properties of Dopamine in Chemistry

Properties of Dopamine in Chemistry Chapter 2. Literature Review 2.1 Introduction In recent years, natural adhesion has attracted increasing attention in the material engineering field. This can be mainly attributed to the marine mussel as it has a strong ability to attach to various surfaces in an aqueous environment where they reside. These surfaces vary from natural to synthetic, and inorganic to organic.[49-51] Previous studies on the mussel adhesive protein have discovered that 3,4-dihydroxy-L-phenylalanine-lysine sequences, may be the main contributor for the versatile nature of the marine mussel.[52, 53] Dopamine, having a similar structure with this sequence, may provide a new platform for bioengineers to physically or chemically enhance the performance of other biomaterials. Several papers have already been published regarding the use of dopamine to augment other biomaterials, such as poly (ethylene glycol), carbon nanotubes and nanofibers. The first part of this review will briefly introduce the basic properties of dopamine which will be followed by its applications 2.2 Properties of Dopamine Dopamine’s properties can be divided into chemical and adhesive properties. The chemical properties mainly focus on the autopolymerization in aerated basic solutions and polymerization of dopamine based on vinyl groups. The adhesive property is dopamine’s most significant feature which gives dopamine its advantage as a biomaterial. 2.2.1 Chemical Properties 2.2.1.1 Autopolymerization in Aerated Basic Solutions Messersmith and coworkers first reported that dopamine is able to auto-polymerize in aired Tris buffer of pH 8.5.[8]. The process of dopamine autopolymerization with a pre-existing substrate results in polydopamine (PDA) films being deposited on the substrate surface. Longer substrate exposure times and higher reaction temperatures result in thicker PDA films being formed.[54] Regardless of the surface type, the inserted PDA films can be coated on the desired surface, even poly(tetrafluoroethylene) (PTFE), known for its anti-adhesive property.[8] 2.2.1.2 Polymerization of Dopamine Based on Vinyl Groups Polymers carrying pendant dopamine are normally obtained by radical polymerization of vinyl monomers with protected or unprotected dopamine. When meditating protected dopamine carried by polymers with double bone, borax (Na2B4O7 ·10H2O) is widely used as the protecting reactant in order to keep dopamine from forming an annular bidentate catechol subunit.[55] Normally, the polymerized reaction of protected dopamine happens in a liquid solution and forms linear chains. Deprotection reaction usually occurs in an acidic environment and results in the polymer carrying dopamine. Dimolybdenum trioxide[56], 1-dromotoluene[57] and denzophenone chloride[58] can also be used as protecting agents. Zhang et al.[59] designed a novel polymer poly (n-acryloyl dopamine) that possesses high adhesion to wood, especially when mixed with polyethylenimine (PEI) at about 150 °C. They used a protected double bond dopamine as a monomer and 2,2’-azobis(2-methylpropionitrile) as an initiator via rad ical polymerization, following the deprotection of dopamine in an acid solution. When meditating unprotected dopamine, Lee BP et al.[60] was the first to report a creative hydrogel that copolymerizes modified dopamine with double bond and polyethylene glycol diacrylate via photo initiation by using a 2,20-dimethoxy-2-phenyl-acetonephenone (DMPA) initiator. As a result of this invention, greater attention has been given to hydrogels as a new artificial extracellular matrix (ECM) in the biomedical field. Dopamine belongs to the catechol family which leads to vinyled dopamine to act as an inhibitor.[61, 62], as a result they can react with radicals to inhibit polyreaction. The unprotected dopamine, modified with a vinyl group, is able to undergo free-radical polymerization. Several researches have done this experiment on radical polymerization to prove the reliability of this method.[63-75] The research group led by Metin Sitti, copolymerized a dopamine derivate (dopamine meth-acrylami de) with methoxyethylaceylate to obtain a reversible adhesion on the surface of nonflat glass under dry or wet condition.[65] In another publication, 2-(meth-acryloyloxy) ethyl phosphate was used to copolymerize with dopamine methacrylamide, followed by a complicated cohesion in which the copolymer bonded with positively charged polymer, divalent calcium and magnesium.[71] The chemical properties of dopamine provide the platform of its strong adhesive properties. 2.2.2 Adhesive Property The adhesive property of dopamine is one of the most significant properties of dopamine as it has proved to be very versatile in adhering to various surfaces despite the surface chemistry. The bonding between dopamine and surfaces can be generally distributed to two parts: covalent and non-covalent.[10] Surfaces which possess amine groups or thiol groups can covalently bind to dopamine via Michael addition or Schiff base reactions. However since most surfaces don’t have those groups, non-covalent bonding, like H-bond, Ï€-Ï€ interaction and benzenediolcharge-transfer compounds are preferred to generate a valid layer and metallic chelating.[7, 53, 76-87] In a high pH environment, metal ions and medal oxides have a high chance of being hydroxylated or hydrated, which make chelate with catechol groups of dopamine much easier. This can be seen from many experiments done on polydopamine linking with metal oxides (such as Fe2O3, Fe4O3, ZrO2) through chelating bonding interaction.[82, 84, 85] This can be seen when polydopamine nanoparticle suspensions are added to a solution of KMnO4 with H2SO4. A core-shell nanoparticle structure is created in which the polydopamine act as the core and MnO2 act as shell, followed by blending the KOH solution to obtain MnO2 nanospheres. This ad hesive property of dopamine provides promising opportunities for new bioengineered materials. 2.2.3 CNT For decades, carbon nanotubes (CNT) have been attracting increasing attention because of their superior features, such as thermal conductivity, excellent tensile strength and remarkable conductivity. They have been applied in various different areas, from sensors to catalysis, and from semiconductors to inductors for osteocytes. In order for CNTs to have a wide range of applications, surface modification is necessary. However, during this modification various intermediate reactions steps are required which increase the complexity of the CNT’s fabrication. Dopamine modification has been viewed as an promising alternative, leading to a coated multifunctional CNT with a polymeric shell that has tunable thickness by time, pH value and temperature.[88] The dopamine coating facilitates the addition of alternate modifications to the surface of CNTs, such as gold nanoparticles.[88] What’s more, CNTPDAs, first, were modified with ATRP initiator and then polymerized with diethyla mine methacrylateto to form brushes polymer — poly (dimethylamine-thyl methacrylate) (PDMAEMA) on the surface.[89] Following that the functionalized CNT were quaternized in order to combine palladium nanoparticles on the CNTs’ surface. These two examples indicate the capability of dopamine coated CNTs to bind to metal complexes. 2.3 Applications There are many different applications in which dopamine could be applied in; three of them will be the focus here including applications in hydrogels, nanofibers, and biosening. These fields are of great interest currently as they show great promise for dopamine in bioengineering. 2.3.1 Hydrogel The need of a viscous hydrogel, as a unique material, is dramatically increasing in various biomedical fields. The high performance requirements of adhesive hydrogels are strict and various. This includes being sufficiently adhesive in a wet environment, satisfactory elasticity of artificial tissue scaffold and biocompatible.[60, 90] Moreover, biomedical hydrogels also need a quick sol-gel conversion for avoiding surgical obstruction. Recently, adhesive hydrogel, inspired by strong wet adhesion of mussel and cross-bonding capabilities of dopamine, has been attracted increasing attention and considered as a hopeful candidate to fulfill this technologic niche.[91] Messersmith et al.[92] reported the creation of four different adhesive hydrogels using dopamine derivative (L-3,4-dihydroxyphenylalanine (DOPA)) as end-groups and poly(ethylene glycol) (PEG) as a backbone. The difference of these four hydrogels can be divided into 2 subcategories, linear network and branched network. They applied multiple-angle laser light scattering to study the influences of different oxidative reagents on DOPA oxidation and hydrogel formation. The result showed that gelation time of PEG-DOPA gels relied on oxidative reagents, such as concentration and type. In Lee H.’s report, they also used DOPA and PEG to form hydrogels, but this time they used DOPA modified with methacryloyl chloride and PEG diacrylate instead of pure DOPA and PEG. In order to avoid introducing toxicity of oxidative reagent to the hydrogels and any loss of adhesion, the hydrogels underwent UV initiation.[60] These photo-imitated gels demonstrate appreciable elastic properties for use as a promising biomedical material. Using a similar method Phillip B. Messersmith’s research group also synthesized an adhesive hydrogel, prepared by copolymerizing DOPA with hydrophobic segments of an amphiphilic block copolymer under photo-imitation. The adhesive property of the hydrogel was surprisingly improved in the presence of DOPA in wet condition. The elasticity of the hydrogel was found to be similar to that of soft tissues leading to consider it as a encouraging candidate for biomaterial.[93] Further research conducted by Messersmith and coworkers focused on the biological capabilities of dopamine-PEG adhesive gels. In 2010 they reported that DOPA as end-caps covalently bonded with an amine-terminated 4-arm PEG. The PEG was the core in which oxidative reagents (NaIO4) were added to form an adhesive hydrogel in less than 1 minute.[94] The results of the in vivo test, performed in a murine model, showed the adhesive gels caused minimal inflammation and were stably interfaced with the surrounding tissues for more than 24 months. To form a catena degradable adhering polymer, three materials were reacted to form a semblable branched polymer, including dopamine derivative as end-group, PEG and polycaprolactone (PCL) as a backbone.[95] These polymers are able to form films whose properties, such as swelling capacity and biodegradation, were flexible by changing the ratio, or concentration of these reactants or by adding other additive agents. After coating these adhesive polymer s on a biologic meshes, stronger water-resistant was exhibited when compared with fibrin sealant or cyanoacrylated polymers.[95] Applications for this biomaterial can be extended in the surgical field for hernia repair. Stewart’s group published several papers about adhesive hydrogels based on complex cohesion. In 2010 they created a bio-mimic hydrogel blending with revised gelatin and a copolymer which is obtained by a dopamine derivative reacting with monoacryloxyethyl phosphate in an alkaline condition.[71] The addition of Ca2+ and Mg2+ to the bio-mimic hydrogel could significantly improve the coacervation of the hydrogel, which was applied to tune agglomeration temperature to body temperature. The result demonstrated that the cohesion interaction was biodegradable, perfectly suited for medical applications. In another similar research, an adhesive hydrogel was synthesized by complicated cohesion of a positively charged copolymer and a terpolymer involving a dopamine derivative when its pH was higher than 4.[70] The bonding property of the hydrogel to hydroxylapatite was around 40% of common cyanoacrylate glue. T.G. Park’s group developed a temperature sensitive and injectable tissu e-attachable hydrogel.[96] The hydrogel was synthesized by conjugating hyaluronic acid and dopamine, following by cross-linking with thiol tail-ended Pluronic F127 via Michael addition. The hydrogel precursor exists at room temperature, and a cured hydrogel is formed when brought to a temperature of 37 °C. In a later paper, they used a similar strategy forming hydrogel by blending a dopamine derivative modified chitosan with thiol-capped Pluronic F127 at body temperature.[97] The adjustable gelation time of this block copolymer made it suitable for tissue-repair at 37 °C. The resulting hydrogel dedicated excellent in vivo results, where chitosan served as hemostatic agent and dopamine derivative group acted as adhesive agent to soft tissues. 2.3.2 Nanofiber Tissue engineering tends to use nanofiberous biomaterials instead of a micropores matrix since the filiform and polyporous nanolevel structure allow for artificial extracellular matrix to enhance the fundamental cellular procedures.[98] Nanotechnology reformation have aided in the development of techniques for the production of such a nano-composite materials. Electro-spinning has recently obtained increasing attention, attributing to its briefness and facility for nanofiber fabrication. Through this technique, fibrous structures are easily tuned in order to coordinate it with the extracellular matrix (ECM).[99, 100] So far, this technique has been studied in a range of biological fields, such as bone and skin regeneration. The artificial polymer ECMs usually have difficulties with interfaced reactions between tissues and materials.[101] For electro-spinning nanofibers in applications of biomedicine, it is necessary to physically and chemically combine them with biomolecules or cell-recognizing ligands.[102] This subsequently provides bio-modulating or biomimetic micro- environments to contacting cells and tissues. Dopamine coating can be considered as a simple and versatile approach to modify various synthetic polymers so that they are able to serve in biomedical applications.[49-51] Ku and coworkers[103] firstly reported culturing human endothelial cells on a polydopamine treated electro-spun polycaprolactone (PCL) nanofiber membrane. They used two control groups, pure PCL nanofibers and PCL nanofibers coated with gelatin, to investigate the ability of cell attachment of dopamine. The result of the water contact angle demonstrated that polydopamine uniformly was coated on the PCL nanofibers. Polydopam ine also significantly improve endothelial cells’ attachment on the nanofiber, compared with other non-adhesive substrates. Moreover, endothelial cells culture on PCL nanofibers coated by dopamine had developed cytoskeleton, positive PECAM-1 and vWF expressions and high cell extend.Rim and coworkers[104] designed dopamine functionalized electro-spinning poly(L-lactide) (PLLA) nanofibers with minimal influence on its mechanical performances, like wetting capability and roughness. The polydopamine coated PLLA nanofibers significantly enhanced cell attachment and the degree of spread, contradistinguishing with pure PLLA nanofibers. Meanwhile, its fibrous morphology had changed to more of a polygon shape instead of sphere after the polydopamine coating, which lead to higher DNA content of polydopamine treated PLLA nanofibers. The higher gene expressions of cells cultivated on polydopamine treated fibers indicated better osteogenic differentiation and vasculogenesis. Extensive research regarding the chemical or physical coating of metal on the surface of scaffolds to increase tensile strength has been done.[105] Jungki Ryu et al.[106] used dopamine to process hydroxyapatite deposits on PCL nanofiber by coating it. The result demonstrated a combination of surface activation through dopamine coating and hydroxyapatite mineralization allowing the hybridization of various shapes and surfaces. In other reported, Xie and coworkers[107] considered dopamine as a ‘superglue’, allowing minerals to easily attach to fibrous surfaces. The mechanical properties of mineral functionalized electro-pinning PCL nanofibers, such as stiffness, durability and tensile strength, were near to that of natural bone. Dopamine coated nanofibers show an improvement on existed biomaterials such as their mechanical performances, and cell adhesion. This makes them quite suitable for tissue regeneration and other related bioengineering applications. 2.3.3 Biosensing There is an enormous demand to design highly sensitive and selective biosensors for multiple applications, such as diagnostics, drug screening, and drug discovery.[108] Biosensors usually are in the microscale or nanoscale[109] and there are numerous methods to develop them, such as DNA[110] and antibody-based sensor[111, 112]. Scientists employ dopamine in order to optimize biosensor’s capabilities which have been reported by several research groups. Lui and coworkers first reported that dopamine could be used in a biosensor.[113] They used electricity to oxidize dopamine to form polydopamine on a gold electric pole with existing nicotine. The dopamine-imprinted sensor showed outstanding selectiveness of nicotine and excellent repeatability. Furthermore, Ouyang and coworkers developed a one-step well-defined structure of a dopamine-imprinted sensor.[114] They applied electro-polymerization of o-phenylenediamine (o-PD) and dopamine with existing glutamic acid (Glu). By using a potentiostatic time scan, the sensor exhibited satisfactory stereo selectiveness of bonding L- or D-Glu because their relative synthetic receptor. In a different publication, they designed protein imprinted nanowires which dopamine was also involved.[115] First, the protein-coupled alumina membrane was immersed in dopamine solution followed by an ammonium persulfate solution in order to self-polymerize polydopamine; in which afterward the removal of the atta ched protein is necessary. The nanowires demonstrated constant bonding capability and selectiveness of template proteins due to their cavity structure with bonding spots (like amino group, hydroxyl, Ï€-Ï€ stacking and van der Waals force) that can bind with protein. In another research, Zhou et al. display the creation of magnetic nanoparticles coated by imprinted polymer with a pre-existing template protein.[116] The nanoparticles are able to separate target protein from the mixture. In order to investigate the versatility of the imprinted nanoparticles, they operated on a binding test by using five different proteins excluding the template protein. The result indicated that more than 80% of target proteins were rebinding with imprinted nanoparticles, suggesting imprinted nanoparticles have a bright future to be employed for separating and detecting specific protein. One of the greatest difficulties for biosensors is how to immobilize enzymes on the surface of an electric pole and preserve the enzymes’ functionalities. Wei et al. designed a novel glucose electrochemical sensor, prepared by using a polydopamine film to entrap glucose oxidase and gold nanoparticles.[117] Their research displayed a polydopamine matrix embedded with gold nanoparticles that had high efficiency of immobilizing glucose oxidase. The dopamine film embedded gold nanoparticle biosensor showed a superior sensitivity, good repeatability, linear over broad dynamic range and a low detective threshold. Furthermore, in order to assess adaptability of this sensor, they use it to test glucose concentration in attenuated human serum. The result suggested this biosensor is an attractive material for clinical applications

Nonverbal Communication - Actions Speak Louder than Words Essay

Communication is the backbone of human existence. Without it we would be nothing more than organized matter. It has allowed us to grow, learn, build, and survive. The fact that our species has managed to develop advanced methods of communication, such as language, is what has set us aside from other animals. When we talk to another person we are sending a message which is received, decoded, and responded to accordingly. But there is much more to communication than just its verbal aspects. The way we hold ourselves, tone of voice, bodily gestures, eye movement, all of these are types of nonverbal communication and are in truth more important to the communication process than language itself. According to Adler, Proctor II, and Towne’s Looking Out Looking In, nonverbal communication is defined as â€Å"messages expressed by other than linguistic means†. This type of message delivery is as complex if not more so than its linguistic counterpart. Non verbal messages are what shape the meaning of delivered dialogue and give it context. Without them the communication process would be severely impaired if not totally destroyed. There are several different components that make up the whole of nonverbal communication. Kinesics is the movement and positioning of the body and how it is interpreted by a receiver. This includes many of the more obvious nonverbal cues such clapping your hands or a thumb up. Oculesics refers to eye contact and eye positioning during communication. Averti...

Drew Bropy :: Essays Papers

Drew Bropy As the original mastermind behind the â€Å"...lost† surf boards that began showing up a few years ago, Drew Brophy gave new life to the almost forgotten art of surfboard illustration. From the very beginning, young Drew was building a name for himself, not only as a surf artist, but also as a local hellman in the big surf. In high school Drew worked as an airbrush artist, hoping to save up enough funds to pay his way to Hawaii. His hard work paid off, allowing Drew to catch his plane to the topical Islands shortly after his high school graduation . Drew found that his southern accent made him stick out like a sore thumb, but he made up for it by fearlessly taking on some of the biggest mavericks that an angry Pacific ocean could throw at him. His custom board designs also where making a stir at the beach side, but sadly, not so much with the board shapers . The classic white board and curren rail bands were the current fad, and shapers where leery to use Drew’s unconventional illustrations. As if rejection wasn’t enough, Drew suffered a major wipe out that left him disabled for over 3 months. Unable to work, Drew packed up and moved into his friendà ¢â‚¬â„¢s garage in San Clemente. This seemingly tragic event actually would turn out to be the starting point of Drew’s career. Noticing a few illustrated boards under the arms of some local gromits, and having recovered the use of his arm, Drew looked for the creator of these boards in hope of finding a job. Directed to the San Clemente Surf Company, it was here Drew first met local shaper Matt Biolos. Shortly after he was hired, Drew convinced Matt to let him run his shop while he was on a business trip in China. Given free reign of the shop, Drew went wild, creating fantastic and beautiful illustrations of sunsets ,surf and sun gods. Drew’s boards flew off the shelves and stared the ...lost surfboard craze. Drew finds his inspirations from many surf artist , such as Rick Griffen, Robert Williams, and Rick Rietvela, but most of his inspiration comes form watching the Hawaiian surf, sand and sun.

Descriptive Essay Beach

Miranda Poole 2/3/13 English 101 Descriptive Essay The Beach: A Relaxing Wonderland It is spring break, in the middle of March, my junior year. As I cross the state line into Florida, I picture the ocean as being a place of peace and serenity. It’s my first time visiting the ocean, and all I can think about is hoping it is as beautiful as the pictures I have seen of it. As I arrive to the beach with all my friends, the eagerness of seeing this peaceful place is rising. I can’t wait to smell the fresh salty air, feel the soft sand between my toes, walk along the breezy shoreline.As we approach the beach, the first thing I notice is the sky. As I look into the cloudless, cerulean blue sky and see the flawlessness of life; in the distance, rolling clear-blue waves crash into each other with such force as that of football players. The sky is breathtaking along with the sounds of the waves and the tide washing onto the shore. The water reminds me of crystals shimmering in th e water with the sun reflecting off of it. As the sun sets, the sky turns into a pink hue with a bright orange sun going down into the horizon.We stroll on the beach, and my feet sink into the soft sand. I stroll along, and the grainy, slick, brown sugar sand pulls my bare feet under and leaves a perfect imprint. I pick up a handful and sift it from my palm slowly, feeling the grittiness of sand with each finger. The view down the beach of the white, but slightly brown sand was enough to make my knees go weak. The sand is such a sensational feeling between my toes and a beautiful view against the crystal blue water. The beach is a beautiful scene of peace and tranquility. Every moment is a different scene.As I sit in my chair I can see all the sights of summer; children building sand castles along the ocean's edge, to my right I observe an elderly couple enjoying a good book. The waves crash into one another, the breeze blowing from the tide, the smell of salty ocean, and the sticky air clinging onto my skin. Charging into the ocean with vigorous splendor and utter excitement, I insert my bare feet into the sea and am taken aback by the shocking coolness of the water. Bringing myself to a halt at mid-calf, I then trudge through the soft currents that splash upon my legs. An abundance of symbiotic, vibrantly olored, and variously sized fish swarm around my feet. Their bodies brush my leg with negligence as they strive to get from one place to another. I wish to stay here forever and realize, at this point, this is where I need to come for serenity and harmony, where all things seem perfect and care free. There is nowhere in the world quite like this, so peaceful and calm. The beach is a wonderland for all ages. Whether you want to have fun in the sun, or relax while reading a good book, the beach is the place to go. The beach is an unforgettable experience that one must witness in their lifetime.