Visions of The Primitive in Langston Hughes’s The Big Sea...

Visions of â€Å"The Primitive† in Langston Hughes’s The Big Sea Recounting his experiences as a member of a skeleton crew in â€Å"The Haunted Ship† section of his autobiography The Big Sea (1940), Langston Hughes writes This rusty tub was towed up the Hudson to Jonas Point a few days after I boarded her and put at anchor with eighty or more other dead ships of a similar nature, and there we stayed all winter. ...[T]here were no visitors and I almost never went ashore. Those long winter nights with snow swirling down the Hudson, and the old ships rocking and creaking in the wind, and the ice scraping and crunching against their sides, and the steam hissing in the radiators were ideal for reading. I read all the ship’s library. (Hughes,†¦show more content†¦Moreover, The Big Sea provides a trenchant commentary on writers such as Carl Van Vechten, whose novel Nigger Heaven (1926) promoted the associations of Harlem as an atavistic enclave for a disenfranchised black population.1 Indeed, Hugh M. Gloster describes Nigger Heaven as â€Å"a sort of guide book for visitors who went uptown seeking a re-creation of the primitive African jungle in the heart of New York City† (Gloster, pp.113-14). This Manhattan neighbourhood north of Central Park, with its growing population of Southern immigrants, would serve the Nordic author Van Vechten in much the same way that Africa did Conrad or India did Kipling: as an alien territory, forbidden, dangerous yet compelling in its intensity. It is ironic that this very conception of Harlem was one of the key reasons why it was overrun and exploited by sensation-seeking white outsiders. Hughes makes implicit comparisons between the colonial despoliation of African natural resources and the whites’ frivolous engagement with Harlem’s â€Å"exotic† cabaret nightlife in the 1920s. Hughes’s gesture of throwing his own personal collection of books overboard at the start of The Big Sea before embarking for Africa as a merchant seaman on the S. S. Malone offers an immediate and provocative challenge to the

Physical Education In Higher Education - Free Essay Example

Sample details Pages: 8 Words: 2401 Downloads: 2 Date added: 2019/06/13 Category Education Essay Level High school Tags: Physical Education Essay Did you like this example? Abstract The purpose of this research paper is to discuss the importance of having physical education in higher education for students to be successful by having a mandatory PE courses. Physical education is a requirement of most K-12 programs, but by the time a student enters their first year of college it is no longer required. Students are more worried about grades, and the courses the students need to graduate, but the students forget their own health issues and the benefits of PE course can provide which students will be overwhelm and get health issues as young adults. Don’t waste time! Our writers will create an original "Physical Education In Higher Education" essay for you Create order This research paper wo;; explain the benefits and the need for a physical education requirement, the implication and contributions that the universities will impact if physical education classes are part of the curriculum. This research paper has taken other studies and research then selecting the importance of having courses in college for students. All the studies and research are showing the benefits of having a physical education program required for college students. Introduction Is physical education courses valuable in college curriculum? There are many studies that suggest that physical education can improve the well being of a young adult in college. Adams, Graves and Adams (2006) suggest that higher education curriculum offers a valuable opportunity for improving the level of health-related physical fitness knowledge of students and providing them support to more successfully develop lifestyle wellness behaviors, including exercise. In the early 1920s, all U.S. college students was required to take physical education and exercise requirements; today that number is at an all time low of 39 percent. The research shows the benefit of this in the curriculum for college students and that all young adults should be informed but also be active during this stressful time in their education career. The researcher in this paper has also included the implication and contribution for the PE in higher education that can benefit students in college. The curriculum that involve knowledge and physical activity can keep young adults healthy and safe during the college years. HRF (health related fitness) levels influence not only health conditions, but also productivity, workday loss, mood, and performance but since college students are the future workforce, it is important to ensure that they have a sound health condition to be productive (Liu, J., Shangguan, R., Keating, X. D., Leitner, J., Wu, Y. 2017). It is found that PE programs will help students improve internally (feeling good with themselves) and externally (fit and fighting obesity) for students that attend college. This type of course can promote not only an improved understanding of concepts such as energy balance and proper nutrition, but also the characteristics and practices of optimal health, thereby aiding students in exerting healthful behavior change (Williams, S. E., Greene, L., Satinsky, S., Neuberger, J. 2016). The PE curriculum is valuable for college and should be a mandatory. Physical education course mandatory to assure students are being healthy and active throughout the students stayed at the university. Higher education is believed to have the potential to require to recommend students to master the knowledge and skills needed to establish a healthy lifestyle (Masksymchuk, I., Maksymchuk, B., Frytsiuk, V., Matviichuk, T., Demchenko, I., Babii, I., Savchuk, I. (2018). Many young adults will increase in physical health benefits of regular moderate physical activity and exercise are numerous including a decreased risk of cardiovascular disease, some forms of cancer, non-insulin-dependent diabetes, osteoporosis (a condition in which bones become weak and brittle), and early mortality, as well as improved weight management, performance, stamina, and quality of life (Blair et al., 1996; Blair, Kohl, Barlow, Paffenbarger, Gibbons, 1989; Blair et al., 1995; Calfas et al., 2000; Leslie et al., 2001; Paffenbarger, Hyde, Wing, Hsieh, 1986; Sailors et al., 2010; HHS, 1996, 2000, 2008, 2010). Exercise is also associated with improving other aspects of health including psychological, intellectu al, and social dimensions (Wankel Bonnie, 1990; Warburton, Crystal, Bredin, 2006). In fact, young college and university adults may stand to benefit the most, given their transitional stage of growth and development as they embark on their independent lives (Williams, S. E., Greene, J. L., Fry, A., Neuberger, J., Satinsky, S. (2018). Literature Review The purpose of this research was to determine whether university students who participated in conceptually based physical education (CPE) would achieve greater positive improvements in their physical fitness level, compared to students in traditional activity- and skills-based physical education (ASPE). Method: This was a pilot study based on an experimental (Williams, S. E., Greene, J. L., Fry, A., Neuberger, J., Satinsky, S. 2018). The results of the studies prove to all be beneficial for physical education programs. Most of each research shows that there was a higher outcome when participants were involved with the studies from physical activity than the participants that were not involved. A conceptual physical education course and college freshmenrs health-related fitness and other studies in this paper showed great outcomes and proven that having knowledge with healthy lifestyles and being physical activity can improve a student lifestyle and success academically. Benefits In one of the research studies the researchers examined the effect of a new physical education program that aimed at improving social skills for new university students. There was an experimental group and two control groups. The social skills is for companionship, self control, self disclosure, and adaptation. Students social skills increased after the new PE program. Specifically, the researchers found that after PE lessons, it was easier for students to engage in social contact with others, independently problem-solve, and introduced themselves to others (Wang, X., Sugiyama, Y. 2014). Students were more likely to apologize immediately after they made mistakes. In contrast, the control group showed almost no change. The researchers suggest that the new PE program was effective in improving social skills. PE provides an opportunity to improve students social development. In the research with Williams, Greene, Fry, Neuberger, and Satinsky it was found that the physical health benefits of regular moderate physical activity and exercise are numerous including a decreased risk of cardiovascular disease, some forms of cancer, non-insulin-dependent diabetes, osteoporosis (a condition in which bones become weak and brittle), and early mortality, as well as improved weight management, performance, stamina, and quality of life, the study is to prove the benefits of the health knowledge and physical activity (Blair et al., 1996; Blair, Kohl, Barlow, Paffenbarger, Gibbons, 1989; Blair et al., 1995; Calfas et al., 2000; Leslie et al., 2001; Paffenbarger, Hyde, Wing, Hsieh, 1986; Sailors et al., 2010; HHS, 1996, 2000, 2008, 201). Implications and Contributions The researchers, Liu, Shangguan, Keating, Leitner, and Wu discuss the importance of physical education course should be recommended as a mandatory for college students. One of the statements the researchers all discuss is that physical education course instructors should provide students with highly individualized interventions while taking into considerations of students background such as sex, majors, previous lifestyles and HRF (health related fitness) levels. Implementing knowledge based lectures alone may not be sufficient to enhance HRF levels. Assignments and activities that lead to behavior changes such as goal setting, PA planning, and PA assessment may be utilized to help students enhance or maintain HRF levels (Liu, J., Shangguan, R., Keating, X. D., Leitner, J., Wu, Y. (2017)). In higher education it will further prevent adulthood obesity by educating and promoting a healthy lifestyle for students. Considering the design and setting in which the PE course will be conduct to many other large universities in US, it is likely that many universities could achieve the above goal by offering CPE (conceptual physical education) courses credit as a degree requirement. The highly individualized interventions in CPE courses are essential in enhancing college freshmenrs health related fitness levels and will be successful. Methodology The researcher methodology will be collecting surveys and questionnaires into the university of Kean students. The study will be two different groups, athletic students and normal non athletic students. The athletic students will have to be students who are into physical activity and health conditions (students who go to the gym 3x/week, students who play sports, weight training, conditioning, and any other students into physical activity or knowledge or nutrition and health). The study will contain their GPA, active on school campus, and social skills with other students for both different groups of the research. Another contribute to determine the if physical education will benefit the higher education to improve college studentrs life is having 10 students who is physically activity and knowledge of health and nutrition (five female and five male students) and the other 10 students who is not physical academic (five female and five male students) in total 20 subjects. They both will be around the ages of 18 to 26. The end of the research we will compare and contrast the results, or being successful in both physical activity and health is beneficial. If the research wants to advance in study, she will collect both groups and do studies for attention span, stress, and other components that can benefit a student successfully in college other than academically. Conclusion There is more needed research to determine all the benefits for every student will be able to receive physical education but it is believed that PE courses should be mandatory for all college students. In the research it is proven that physical education courses are beneficial for the young adults and will help the students to become successful later in life as well. College is a stressful place and can cause lots of issues with students, PE will become the outlet and help relieved students from health diseases, obesity, and stress instead of making it worse for the students. Students who work and also go to school might have the problem of having a healthy nutrition and a healthy physical activity, those students are usually the ones struggling the most with this issue. These courses will remind them to importance of their body and health. These courses can also informed the students on their sexual activity for a protective way of intercourse and interactions with other students or other young adults. Physical education is very important for college students as much as it is for K-12 students. References Allar, I., Baek, J.-H., Taliaferro, A. (2014). Addressing Inclusion in Higher Education Physical Activity Programs. JOPERD: The Journal of Physical Education, Recreation Dance, 85(9), 36â€Å"41. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=99077596site=ehost-live Bjerke, W. (2013). Health and Fitness Courses in Higher Education: A Historical Perspective and Contemporary Approach. Physical Educator, 70(4), 337â€Å"358. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=aphAN=98591093site=ehost-live Keating, X. D., Wallace, J., Schafer, J., OConnor, M., Shangguan, R., Guan, J. (2012). Analyses of Higher Education Conceptual Physical Education Courses. ICHPER SD Journal of Research in Health, Physical Education, Recreation, Sport Dance, 7(2), 38â€Å"44. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=84960344site=ehost-live Liu, J., Shangguan, R., Keating, X. D., Leitner, J., Wu, Y. (2017). A conceptual physical education course and college freshmenrs health-related fitness. Health Education (0965-4283), 117(1), 53â€Å"68. https://doi-org.kean.idm.oclc.org/10.1108/HE-01-2016-0002 Maciulevien—, E., Gedvilien—, J. (2014). Subjective Perception of the Realities of Modern Physical Education Classes among Physical Education Teachers and Students in Higher Grades. Baltic Journal of Sport Health Sciences, 95(4), 9â€Å"15. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=102132948site=ehost-live Maksymchuk, I., Maksymchuk, B., Frytsiuk, V., Matviichuk, T., Demchenko, I., Babii, I., Savchuk, I. (2018). Developing pedagogical mastery of future physical education teachers in higher education institutions. Journal of Physical Education Sport, 18(2), 810â€Å"815. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=130654900site=ehost-live Wang, X., Sugiyama, Y. (2014). Enhancing Social Skills Through College Physical Education. Journal of Physical Education Sport, 14(2), 158â€Å"163. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true AuthType=cookie,ip,url,cpidcustid=keaninfdb=s3hAN=99030636site=ehost-livescope=site Williams, S. E., Greene, J. L., Fry, A., Neuberger, J., Satinsky, S. (2018). A Study of Conceptually Based Physical Education in Higher Education. Physical Educator, 75(3), 471â€Å"497. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=130439574site=ehost-live Adams, T. M., II, Graves, M. M., Adams, H. J. (2006). The effectiveness of a university level conceptually-based healthrelated fitness course on health-related fitness knowledge. Physical Educator, 63, 104â€Å"112. Blair, S., James, B., Kohl, H., III, Barlow, C., Macera, C., Paffenbarger, R., Gibbons, L. (1996). Influences of cardiorespiratory fitness and other precursors on cardiovascular disease and all-cause mortality in men and women. Journal of American Medical Association, 276, 205â€Å"210. https://doi.org/10.1001/jama.1996.03540030039029 Blair, S., Kohl, H., III, Barlow, C., Paffenbarger, R., Gibbons, L. (1989). Physical fitness and all-cause mortality: A prospective study of healthy men and women. Journal of American Medical Association,262,2395â€Å"2401.https://doi.org/10.1001/jama.1989.03430170057028 Blair, S., Kohl, H., III, Barlow, C., Paffenbarger, R., Gibbons, L., Macera, C. (1995). Changes in physical fitness and all-cause mortality: A study of healthy and unhealthy men. Journal of American Medical Association, 273, 109 Leslie, E., Sparling, P. B., Owen, N. (2001). University campus settings and the promotion of physical activity in young adults: Lessons from research in Australia and the USA. Health Education, 101, 116â€Å"125. https://doi.org/10.1108/09654280110387880 Paffenbarger, R. S., Hyde, R. T., Wing, A. L., Hsieh, C. C. (1986). Physical activity, all-cause mortality, and longevity of college alumni. New England Journal of Medicine, 314, 605â€Å"613. https://doi.org/10.1056/NEJM198603063141003 Sailors, M. H., Jackson, A. S., McFarlin, B. K., Turpin, I., Ellis, K. J., Foreyt, J. P., . . . Bray, M. S. (2010). Exposing college students to exercise: The training interventions and genetics of exercise response (TIGER) study. Journal of American College Health, 59(1), 13â€Å"20. https://doi.org/10.1080/07448481.2010.483712 Williams, S. E., Greene, L., Satinsky, S., Neuberger, J. (2016). Content Analysis of Conceptually Based Physical Education in Southeastern United States Universities and Colleges. Physical Educator, 73(4), 671â€Å"688. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=119741598site=ehost-live 7 Tips for Including Kids with Autism in Physical Education | Inclusion Lab. (2018). Retrieved from https://blog.brookespublishing.com/7-tips-for-including-kids-with-autism-in-physical-education/

Oopk Free Essays

string(65) " meetings and interviews taking place in business organisations\." THE CERTIFICATE OF ADMINISTRATION TRAVEL, TOURISM HOSPITALITY (CATTH) CERTIFICATE OF ADMINISTRATION IN TRAVEL, TOURISM HOSPITALITY (CATTH) 1. Philosophy The Certificate in administration in Travel Tourism and Hospitality is designed to develop young Namibians to effectively manage the countries tourism resources to ensure sustained growth of the industry. The course appeals to staff already working in the field and those aspiring to join the industry as employees or operators to its relevance and practical approach. We will write a custom essay sample on Oopk or any similar topic only for you Order Now The course prepares students for a role that will ensure adequate human resource to manage the growing tourism industry in Namibia and abroad. The course will give the student the necessary skills to work or operate in a very demanding environment. It will enable graduates to advance to the Higher Certificate in Travel Tourism and Hospitality or gain meaningful employment, start own operation or act as a tourism consultant. 2. Programme Outcomes By the time the graduate finishes the Certificate of Administration, he/she will be equipped with knowledge, skills and requisite attitude to effectively operate to work in the tourism industry. . Objectives (Purpose) ? By the end of the course, the student will be expected to appreciate tourism industry and the context in which it operates. ? To get the student to understand concepts in Travel Tourism and Hospitality. ? Understand the role of marketing and communication in travel tourism and hospitality. ? To give students the theory and pra ctice of administration and accounting systems in travel tourism and hospitality. ? Appreciation of the role of government in managing tourism resources. 4. Enrolment Standards (Admission Requirements): To be registered for any of the courses, candidates must: Hold HIGCSE senior certificate in four subjects with 1- 4 symbols OR Hold a Grade 12 senior certificate (IGCSE) with a minimum of C symbol in English Language, a pass in Mathematics and a C symbol in three other subjects totaling twenty five points or more OR Enter through flexible learning path – mature age/prior learning with five years relevant experience in various fields of world of work. Apart from a valid IGCSE 22 certificate, applicants must also have attained a minimum of 25 points on the IUM evaluation scale. Please note that achievement of these requirements will not automatically guarantee a place on the degree course, it will be subject to a successful interview/aptitude test (as required) and availability of places. OR The equivalent of any of the above as determined by Senate. 5. Teaching Methods The students will be expected to be responsible for their own learning, nobody can learn for somebody else. Emphasis will be placed upon the need for a student to read extensively in each of the subjects. The role of the lecturer is to stimulate learning and to support and guide that process. Programmed reading will support these endeavours. A wide range of teaching methods will be employed by lecturers from traditional lectures through to small decision-making groups, as well as the use of training films and videos, and advanced business simulations. 6. Learning Standards Class contributions by the students will be encouraged and the extent to which these contributions conform to the teachings of the Certificate of Administration in Travel, Tourism and Hospitality will be an important facet in the success of the student. Individual assignments will be set by the lecturer every two weeks and should usually exceed the standard of the exam. Like the group assignments these will normally take the form of a duplicated handout, that should be returned with the finished assignment. The student will be expected to carry these out without help. It is in the student’s interest to carry out these tests with integrity. They will be marked anonymously by their fellow students against a given marking plan. The tutors will use these results to monitor student progress and to make decisions as to whether the student is ready to sit exams when the time comes. (Students may not sit exams unless the lecturer feels he or she has a good chance of succeeding). 7. Credits System As per international acceptable formula, one (1) credit equates ten (10) notion hours (learning). These hours do not include the hours spent by a student in a class. A first year degree IUM student will, therefore, attract one hundred (100) credits. 8. Course Outline Certificate of Administration (100 Credits) ? Mathematics for Business 33 ? ? ? ? ? ? ? ? ? Spoken and Business English Computer Literacy Professional Presentations Report Writing Namibian and Regional Economics Introduction to Business Accounting I Business Communications I Introduction to Travel, Tourism and Hospitality 9. Assessment Evaluation The assessment system comprises two components: ? Continuous Assessment (CA) attracts 40% of the final grade ? Formal Exams (FE) attracts 60% of the final grade. The evaluation system comprises two components: ? Students will be asked to complete evaluation sheets for each subject studied ? An external evaluator will evaluate the course in terms of course content, teaching methods, course resources and assessments. 10. Articulation IUM subjects articulate from Certificate/Diploma to Certificate/Diploma as per the statement in course contents Faculty will decide if and how course work from qualifications from other institutions will articulate with IUM courses. Appeals may be submitted to Senate 11. Credit Transfer Internal students that apply for advanced standing or credit accumulation or credit transfer will have their cases considered by the relevant faculty. Students from outside IUM will have their cases considered by the relevant faculty. Credit from outside institutions may be awarded up to fifty percent of total credits for any qualification conducted by IUM. Appeals may be submitted to Senate 44 ENG – 111- Professional Presentation NQF Level 5 Module Outcomes: ? ? ? Credits 10 Demonstrate good communication skills: Speech, Listening, written. Apply appropriate visuals in business communication. Employ investigative and interview skills in business situations. Course Content ? Analysing the importance of good speech and associated characteristics in business. Appreciating the values of listening and acquiring useful techniques to make a better listener. ? Learning how professional speeches and presentations are planned and delivered. ? Understanding how to use the telephone effectively and efficiently. ? Learning about the reasons for meetings and interviews taking place in business organisations. You read "Oopk" in category " Papers" ? Appreciating the steps that need to take place for planning successful meetings and interviews. ? Studying different documents required for formal meetings. ? Analysing the types of interviews that take place and the types of questions asked. Learning how to prepare advertisements, job descriptions and press releases. ? Creating advertisements, job descriptions and press releases. ? Appreciating the different types of visual aid equipment that can be used in business communication. ? Studying the use of visuals in business communication. ? Considering how written communication can be enhanced through the use of colour and lettering styles. ENG – 112 – Spoken Business English NQF Level 5 Credits 10 Module Outcomes: ? Explain linguistics concepts and principles. ? Describe communication. ? Explain the purpose and role of seminars. Course Content Linguistics: ? Applied Linguistics ? Pronunciation ? Enunciation ? Grammar 55 Tutorials ? Selection and formulation of tapes ? Effective deliberation tapes ? SWOT Analysis Perception and Application ? ? ? Seminars ? ? ? Purpose of seminars Acceptable conduct in a seminar Seminar presentation How to illustrate communication Barriers to effective communication How to achieve success in communicated speech MTH – 132 – Mathematics for Business NQF Level 5 Module Outcomes: ? ? ? Credits 10 Calculate basic mathematical models and algebraic computations. Apply BODMAS acronym and its full application. Calculate basic business and financial transactions. Course Content ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Applying the four rules of whole numbers, fractions and decimals Multiplying and dividing negative numbers Comparing numbers using ratios, proportions and percentages. Obtaining values for simple financial transactions involving purchases, wages, taxation, discounts. Converting foreign currencies Making calculations involving roots and powers Evaluating terms involving a sequence of operations and use of brackets. Approximating data using rounding and significant figures. Solving linear and simple simultaneous equations Determine the equations of a straight line through two points. Determining the gradient and intercept of a straight line Drawing charts and diagrams from tabular data Applying general rule and principles of graphical constructions including axes, choice of scale and zero. Identifying points of importance e. g. maximum, minimum and break-even. Calculating and interpreting summary statistics, namely measures of location 66 mean, mode, median) and measures of dispersion (range, interquartile range and standard deviation) ? Applying the laws of probability to mutually exclusive, independent and dependent events. ENG – 113 – Report Writing NQF Level 5 Module Outcomes: ? ? ? Distinguish and employ various reports. Demonstrate and use clear and concise language. Practice proper report writing skills. Credits 10 Course Content Nature and Purpose of Reports ? ? ? Necessity of reports Formats for writing reports Use of clear and concise language Informative Reports ? ? ? Purpose Situations where used Case studies Analytical reports ? ? ? Purpose Situations where used Case studies Practical Report Writing ? ? ? ? Formulation of Assignment Report presentation Assessment Correspondence ? ? ? ? Letters Memos Faxes Orderly in expression of requested opinion 77 Field Activity ? ? Practical like report writing Assessment and evaluation CSE – 135 – Computer Literacy NQF Level 5 Module Outcomes: ? ? Credits 10 Demonstrate computer literacy skills. Illustrate Information Technology appreciation in problem solving. Course Content Introduction to Microcomputers ? Overview of the development of computers ? Multi-user computers – mainframes and minicomputers, personal computers and their configuration. ? Essential PC Hardware, peripherals and software. ? Introduction to the main types of Software. ? Binary codes and the microprocessor ? Types of PCs – their uses and strength ? Introduction to Operating Systems (DOS Windows) ? Information processing – online, offline processing, real-time, batch processing, single tasking and multitasking ? Current IT issues – open proprietary systems and compatibility, information systems security. Data communications – Introduction to Networks, central and distributed computing, wide area and global networks. Microsoft Windows ? Navigating the desktop, customising the desktop, file and folder management, installing and de-installing a program ? Logging onto an internet Service Provider or Online service provider, managing the mailbox, email security, using a browser and sea rch engine effectively and downloading pages, refining searches Microsoft Word ? Open a blank document and type text, recognise the toolbars, Ruler Bar, Scroll Bar, Status Bar ? Spell checking, search and replace, thesaurus ? Page set-up, styles and general Formatting 88 ? Creating a tab set, Columns, Tables and Borders/Shading/Page ? Use word Processor Wizard to create a document such as a fax, an invitation or a CV ? Print preview and printing Microsoft Excel ? Start a blank spreadsheet and navigate between workbooks and sheets ? Enter data, change column widths and row heights, Formatting values, Calculating, creating and understanding formulae, using Math and statistical functions ? Creating and editing charts ? Auto Form Introduction to Presentations ? Create and present a simple show. Keyboarding ? Introduction to the keyboard and basic typing skills ? Introduction to touch typing to be able to acquire at least 35wpm. FIN – 111 – Namibian and Regional Economics NQF Level 5 Credits 10 Module Outcomes: ? ? ? Demonstrate basic economics concepts and principles. Describe economic problems and corresponding economic systems. Explain Namibia’s economic competitive edge over SADC countries. Course Content ? ? ? ? ? ? ? Analysing the Namibian economic structure (namely, Mining, Agriculture, Fishing, Tourism) infrastructure (Transport and Telecommunication), Banking, Insurance. Analysing the Namibian government structure namely Legislation, Judiciary and Executive. Understanding government development plans of government (NDP 1 NDP 2) Describing the economies of Southern Africa (Angola, Botswana, South Africa, Zambia, Zimbabwe, Swaziland, Lesotho, Mozambique, Malawi, Tanzania and Democratic Republic of Congo) Examining Namibia’s competitiveness in the region and beyond A case study of Namibia’s industrial policy and the export processing zone initiative in particular. Explaining Namibia’s stake in SACU, SADC, COMESA, WTO, and AGOA. 99 SBM – 115 – Introduction to Business I NQF Level 5 Credits 10 Module Outcomes: ? ? ? Distinguish between different types of business in public and private sectors. Compare the processes and strategies used by businesses. Analyse business financials. Course Content ? ? ? ? ? ? ? To investigate the purpose and nature of business, looking at the different types of organisations within the Public and Private Sector. Including the activity, size, advantages and disadvantages of a business. To describe the hierarchy and the external influences of both Private and Public Sector companies including conducting a PEST analysis. Researching the services available to organisations including financial services, consultancy services and local government funding. Demonstrate an understanding of how to market a business taking into account the location, marketing mix, product lifecycle, customer needs and relating this to the overall business objective. Demonstrate knowledge of the production processes, quality, stock control and the factors internal and external that affect production within an organisation. Human resource management within a business, to include recruiting, payroll, training and development of employees and health and safety issues. Business finance; being able to demonstrate an understanding of balance sheets and profit and loss accounts within a Public and Private sector organisation. FIN – 1129 – Accounting I NQF Level 5 Credits 10 Module Outcomes: ? ? ? ? Demonstrate basic appreciation of accounting theory and practice. Calculate and use appropriate costing methods to specific business transactions. Practice and illustrate preparation of books of accounts. Interpret financial statements. Course Content ? ? Prepare a trading, profit and loss account, balance sheet and cash flow report for sole trader, partnerships and limited liability companies, after taking into account a normal range of adjustment to the trial balance necessary for such preparation. Recognise and apply appropriate accounting conventions to a range of transactions within the context of the accounting regulatory requirements. 10 10 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Explain and describe the appropriate of account for different types of accounting transactions and be able to prepare a trial balance from these books of account. To prepare and maintain a range of control accounts appropriate to the books of account. To prepare journal entries and deal with the treatment of suspense account items. Operate, calculate and interpret a range of basic financial ratios appropriate to a set of financial statements, particularly in the key areas of profitability, solvency liquidity, asset utilization and investment ratios. Employ the basic principles of cost behaviour cost ascertainment and to be able to: Classify direct overhead allocation summary Prepare an indirect overhead allocation summary Calculate overhead recovery rates by a variety of techniques and to apply these for the purpose of cost compilation. Explain the difference between fixed and variable costs. Calculate the difference between fixed and variable costs. Calculate break-even points of activity and prepare break-even charts. Appreciate and explain the limitations of break-even analysis. Understanding the basic principles of different costing techniques and to be able to: Define the different costing techniques Explain and understand the differences between each technique, and Calculate cost using any of the techniques. Understand the basic principles of capital investment appraisal and be able to calculate and interpret figures using the pay back, accounting rate of return or discounted cash flow methods of investment appraisal. BAN – 1117 – Business Communication I NQF Level 5 Credits 10 Module Outcomes: ? Illustrate the purpose of Business Communication. ? Explain the communication process using the Communication Theory. ? Demonstrate the communication process in Business Communication. ? Describe the various tools used in Business Communication. Course Content ? ? ? How to write business correspondence including letters, memos and advertisements. The use of business English in written form looking at spelling, paragraphs, presentation of information and appropriate business language used. To learn and understand the basic principals of communication, including learning how to overcome barriers of communication, appropriate channels of communication, the purpose of communication and presentation of self when communicating. 11 11 ? ? To be able to communicate information in the form of graphs, this also includes identifying trends from the data. To learn and understand the different types of technology used within communication and the effects of it on business and the organisation. TTH – 1217 – Intro to Travel, Tourism and Hospitality NQF Level 5 Credits 10 Module Outcomes: ? ? ? Recognize the importance of Travel, Tourism and Hospitality in relation to National Economic Development. Describe and explain the contribution of Travel, Tourism and Hospitality to the National Gross Domestic Product. Comprehend the economic, social/cultural and environmental impacts of Travel, Tourism and Hospitality. Course Content ? ? ? ? ? ? ? ? ? ? ? ? The interrelationship and interdependence between leisure, recreation, travel and tourism. The significance of economic, social, cultural, political and environment trends of patterns of leisure and tourism. The characteristics of different types of tourists and their motivational behaviour. The supply and demand of tourist travel. The dimensions of the travel system in relation to tourism The main motivational factors that influence the tourist’s choice of travel. Evolution of international travel and transport developments that have affected tourism. The relationship between the development of the inclusive package tour and mass tourism. The basic requirement to development of a tourism destination. The roles of, and the relationships between, the main intermediaries within a simple tour distribution system. Government’s interest and involvement with main public tourism organization at both national and international levels. Future trends within the travel and tourism sectors. Upon successful completion of this course, the student is awarded a Certificate of Administration in Travel, Tourism and Hospitality. 12 12 How to cite Oopk, Papers

Carbon dioxide free essay sample

In our lab this week we tried to see how different amounts of substrates affect our organism, yeast, in its fermentation process. Yeast (Saccharomyces cerevisiae) is an organism that is cultured for the cells themselves, as well as the end products that they produce during fermentation. Yeasts are commonly known for the ethanol fermentation due to their ability to produce ethanol for industrial purposes (Collins et al. , 2004). Yeast is also well known for their role in the manufacturing of beer, wine and liquors. Another important aspect of yeasts is that their fermentation process is anaerobic so they are able to complete their process without the presence of oxygen (Collins et al. , 2004). There are two different forms of respiration for organisms that either require or do not require oxygen. The first form is cellular respiration which is aerobic, meaning oxygen is required to complete the process and at the end, lactic acid is produced. For organisms that do not have the capability of going through cellular respiration, they must use a process called fermentation which is an alternative source of enabling energy throughout an organism. The dominant difference between the two sources is the amount of ATP that is produced. Fermentation produces an extremely low amount of ATP compared to cellular respiration (Mader 140-41, 2013). The reason why fermentation produces less ATP than cellular respiration is because fermentation fails to utilize oxygen with the pairing glucose. In cellular respiration 1 mole of glucose is combined with oxygen and produces 34-36 ATP. However, it fails to produce high amounts of carbon dioxide unlike fermentation. Fermentation lacks the source of oxygen with the 1 mole of glucose and is only able to produce 2 ATP. Fermentation would have to cycle through 17 times to produce the same amount of end products that cellular respiration produces. In this experiment, we are tried to find out how to maximize the production of ethanol by evaluating different variables that are associated with fermentation. We hypothesized that by increasing the sugar concentration, it would provide more food for the yeast. As the yeast consumes more food, more CO2 (as seen through bubbles), will be produced which ultimately leads to a higher increase in the production of ethanol through fermentation. Materials and Methods: We filled a plastic bottle with 100 mL of warm tap water and added a 1% concentration of yeast (1gram) and a 3% concentration of glucose (3 grams) to the water. A manometer was used to seal the bottle and measure the number of bubble that was given off by the mixture. A warm water bath was used to maintain a temperature of 43-46 degrees Celsius. The mixture went into the warm water bath and remained there until experiment was completed (See diagram 1). We recorded the number of CO2 bubbles that were produced in five minute time increments for a half hour using an electronic bubble counter. The experimental part of the procedure was performed the same way as the controlled experiment, except the yeast to sugar ratio was changed to support our hypothesis. Instead of having a 3% concentration of glucose (3 grams), we used a 6% concentration of glucose (6 grams). Figure 1 Figure 1. The set up that was used to conduct the experiment for both the controlled and the experimental groups of the lab experiment. Results: In the controlled part of the experiment we found that in a thirty minute time span, recorded in five minute increments, sixty-one carbon dioxide bubbles were produced (See Table 1). According to the results, as time passed and the decrease of temperature, the production of carbon dioxide bubbles decreased from a starting total of fourteen to a final total of seven (See Figure 2). In the experimental part of the lab, the numbers of bubbles were recorded in the same amount of time as the controlled experiment. Throughout the entire thirty minutes, the experimental group produced a total of 206 bubbles. For the first half of the observation time, the experimental group peaked by producing forty-one carbon dioxide bubbles during the ten-fifteen minute observation time. In the second half the observation time, the production of carbon dioxide was decreased from forty-one bubble to thirty-eight. (See Figure 2). With the results we were able to see that our experimental group produced the most carbon dioxide and thus the most ethanol. Our experimental group was able to produce 206 total bubbles while the control group was only able to produce sixty-one (See Figure 3). Table 1: Number of Carbon Dioxide Bubbles Produced Table 1 reflects the number of carbon dioxide bubbles produced in the experiment. The chart provides a side by side comparison between the two different experiments. The chart also shows which lab procedure had a higher success in producing the most amount of carbon dioxide. Figure 2 In figure 2 reflects the amount of carbon dioxide bubbles produced over a thirty minute time period between a controlled lab experiment ( 1% yeast, 3% glucose) and the experimental part of the procedure (1% yeast and 6% glucose). Figure 3 Figure 3 visually represents the total number of carbon dioxide bubbles that was produced in the 30 minutes time period. The comparison is between the controlled group (3% glucose) and the experimental group (6% group). Discussion and Conclusion: For this lab experiment, we hypothesized that if we increased the amount of glucose in solution, it would result in a higher rate of fermentation, which means that it would produce more ethanol and carbon dioxide. After the two parts of the lab were conducted, we were able to find that our hypothesis held true. In the controlled lab we were only able to produce 61 bubbles of carbon dioxide. When the experimental procedure was completed, we were able to produce 206 bubbles. Thus, we can conclude from our results that due to the increase of glucose, we were successfully able to increase the rate of fermentation and thus increase the production of ethanol and furthermore carbon dioxide. When looking at other fermentation labs involving glucose and yeast, the results were almost identical with the controlled experiment but differed with the experimental. In the lab, â€Å"Fermentation, Respiration Enzyme Specificity: A Simple Device Key Experiments with yeast†, they started with a higher concentration of yeast and lower concentration of glucose. With their experiment they found that as the yeast consumes the glucose, CO2 production was increasing at a steady constant rate (Reinking et al 1994). This was different from our findings because we obtained the same results as they did, however we had a higher glucose concentration than yeast. For this lab to accurately determine which variable controls the higher rate of fermentation, multiple variables (yeast, glucose, temperature, etc. ) needed to be tested at the same time. Instead of just choosing one variable to experiment, we should have tested two or three different variables which would have given us a much wider variety of data to compare and utilize in our hypothesis. Along with multiple test substrates, multiple test runs of each substrate should have been conducted. The more tests conducted on the same substrate, the more accurate results we would have found. Being able to test different substrates for yeast fermentation at the same time is extremely important due to yeast’s industrial purposes as well as tying to utilize different fermentation techniques such as cell recycle and vacuum fermentation. . Yeast fermentation is used industrially specifically for their production of ethanol. Any industries such as the beer, wine, and liquor industry are constantly trying to determine an economically efficient way of producing ethanol (Cysewski et al 1978). If they could determine the fastest way of producing ethanol, it would give them a higher profit and be beneficial to the industry.