Law of sales and the uniform commercial code(SLP) Essay

Law of sales and the uniform commercial code(SLP) - Essay Example 2.2 The payment of the Purchase Price shall be made in full by means of telegraphic transfer of immediate available funds to the Sellers account maintained with National Westminster Bank, Bournemouth Branch, The Square, 5 Old Christchurch Road, Bournemouth, BH1 1DU, UK, (US Dollar Account No.06236820). 3.4. Unless otherwise agreed in writing between the parties delivery shall take place at Bournemouth International Airport, Bournemouth, before which the Buyer has inspected all technical documentation and agreed that it is to his satisfaction. 3.5. Delivery of the Aircraft shall include the original historical records pertaining Aircraft and Engines. The delivery will be deemed complete if some conditions are met, the first condition being that only after the Seller has delivered the original and complete historical records, and the Buyer has inspected and accepted the original and complete historical records, will the contract be complete. The second condition is that the inspection will include the current AD/SB status of the Aircraft and Engines, as well as documents showing complete traceability to zero of the Life Limited Parts of the Aircraft and Engines and all records are accepted by the Buyer. If the above conditions are met, then the Sellers responsibility for delivery of the Aircraft will have been completed. The Buyer shall acknowledge such delivery and acceptance by the execution of Exhibit C. 3.6. The Buyer agrees after accepting delivery of the aircraft to remove the aircraft from the Sellers premises within seven working days, unless communication is made in writing between the two parties on another date. All costs associated with the removal of the aircraft from the Sellers premises will be to the cost of the Buyer. If the Buyer is unable to take the aircraft after seven days, then the Seller will be able to invoice the Seller parking

Botany Essay Example | Topics and Well Written Essays - 250 words - 1

Botany - Essay Example Fortunately, the precious knowledge about herbal medicines has not been forgotten and currently a number of people are seeking herbal remedies as cures for their numerous ailments. There has been a lot of concern towards the use of herbal medicines. Many medical practitioners tend to argue that these forms of natural medicines could cause harm to the users since they are not medically tested and accepted as the right remedies or cures for certain ailments. Canada has regulated the use of natural remedies by drafting into its constitution the restrictions of administering herbal or natural medicines to the citizens (Green 7). For herbal remedy to be accepted in Canada, the following regulations must be followed. To begin with the remedy must be licensed, the site at which the remedy is being processed must also be licensed, good manufacturing practices must be followed in accordance to the law, the remedy must pass the clinical trials, and finally the side effects of the remedy must be reported (Green 12). As to my opinion, restriction to natural remedies should be there but not that extensive. Most people have deep faith in natural products than in other synthetic drugs. Putting in place extensive restriction on herbal medicines will deny herbalists and those who believe in the power of herbs a chance to express their freedom. Herbal medicines are gaining great popularity in today’s world as people are trying to reduce the levels of chemical intake. Finally I would like to pose this question to my fellow classmate to answer â€Å"are natural remedies more effective than synthetic drugs? Green, Barry. Natural Health Product (NHP) Regulation in Canada. 06 May 2008 http://www.ottawaskeptics.org/topics/alternative-medicine/123-natural-health-product-nhp-regulation-in-canada. 22 November

Post Structuralism Phenomenology Concepts in Architecture

Post Structuralism Phenomenology Concepts in Architecture 1. Post-structuralism Post-structuralism is a progression of earlier movement resulted by the work of a Swiss linguist, Ferdinand De Saussure in the 1910s and 1920s called Structuralism. The latter was influenced by semiotics (a study of signs). According to Saussure, a language is a system of signs made up of a signifier (an acoustic-image) and a signified (a concept).[1] Structuralism is understood as how the system works to structure their individual elements to imply a meaning. Post-structuralism is often interchangeably linked with postmodernism and deconstruction in general, as all these movements respond to structuralisms philosophy of language but they apply those insights to a wider range of topics and radicalize some of the structuralisms premises. [2] The consideration of architecture as communication while recognizing its functionality came during the Modernism era, which revolves around the universal form and the principle of form follows function phrased by American architect, Louis Sullivan. Modern architects believed the functions of diagrammatic objects would be transparent, or obvious to everyone.[3] However, the text, The Lesson of the Toilet Bowl, has taught us that it is through learning that human knows how to use a form. Charles Jencks and Peter Eisenman both opposed the former movement in post-modernism and deconstruction respectively. Jencks sees communication as the main problem of modernism as modern architects abandoned the traditional language of architecture and tried to design functional buildings. Post-modernism is characterized as double-coding[4], highlighting multivalent, unlike modern architecture which was criticized as univalent in terms of form. While modern architecture strives to create new, independent works of art, postmodern architecture embraced diversity with the merge of ideas, styles, and characters to promote parody, humor and irony. Deconstruction, on the other hand, challenges the values of harmony, unity, and stability, and proposing instead a different view of a structure that the flaws are intrinsic to the structure.[5]   Deconstructivist rejects the presence of metaphysics, as well as the function, scale, and context. [6] In terms of design process within the discipline of architecture, structuralism revolves around the idea of binary, hierarchical, and structural thinking for example, black cannot be white and vice versa. Whereas in poststructuralism, French philosopher, Gilles Deleuze (1925-95) collaborated with the psychoanalyst, Fà ©lix Guattari (1930-92) introduced the concept of rhizome in  A Thousand Plateaus (1980). A rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo.[7] The term rhizome promotes connective thinking in which post-structuralists criticized the reductive and that phenomena actually occurs in a more multifarious manner. There are in betweens and tangents and ambiguous non-binary associations. Post-structuralists approach argues that to understand an object, it is necessary to study both the object itself and the systems of knowledge that produced the object. 2. Phenomenology Phenomenology is a philosophical movement or approach which was inaugurated by a German philosopher, Edmund Husserl (1859-1938) during the 1800s.   In architecture, the term phenomenology is the study of the essence of human consciousness through the subjective experience of phenomena. Architectural phenomenology acknowledged the importance of human experience as part of architecture; also referred as a return of lived experience.[8] This theory promotes the integration of human sensory and perception as part of built form to create an architectural and experiential space that is beyond tangible, but rather abstract, observed and perceived. One of the key approaches in phenomenology discourse was shaped by the thought of Martin Heidegger where he defines the meaning of Bauen (building) as to dwell, the latter simply means creating a sense of quality space within the building, providing the sense of feeling being at home to build is in itself already to dwell. However, dwelling does not necessarily occur in every building or typologies.[9] It was later then, the Heideggers philosophy becomes influential among a number of architectural theorists, namely, Christian Norberg-Schulz, a Norwegian architectural theorist, who was among the first to attempt to translate phenomenological approach into architecture. Schulz argues that the perception is inseparable from our preexisting knowledge about the things we perceive. Our perception is actually a result of our previous experiences.   This infers that every individuals perception is very subjective to their experiences and thus, asserted as a limiting factor to the phenomenological approach. In the architecture of today, people give too much of attention on the visual image (appearance) that the reality of how a building an experience has been neglected as mentioned by Finnish architect, Juhani Pallasmaa, who explored this notion in his work titled, The Geometry of Feeling (1985). Pallasmaa phrases that, the artistic dimension of a work of art does not lie in the actual physical thing; it exists only in the consciousness of the person experiencing it.[10] This statement enables us to think thoroughly that we do not only design a building as its physical form, and it is the images and feelings in other words, the design aims to achieve emotions/ experiences. A phenomenological concept in architectural design strategies to develop a unique experience by taking account of phenomena factors like space, light, and form. Architecture aims to provide to human needs and therefore, it is essential that a great design considers the relation of human senses with built form in order to create a rich experience that unfolds over time and gives a memorable impact for users.[11] 3. Theory and Practice Every now and then, we see theories overlap and developed from criticism, judgment, descriptive or interpretation on specific existing works. Consequently, this provides alternative solutions based on observations of the current state of the discipline, or offers new thought paradigms for approaching the issues.[12] The discourse of architectural theory and practice began after the Renaissance period when the Art of Building in Ten Books, which closely modeled Vitruviuswork was published by Alberti.[13] According to Korydon Smith in Introducing Architectural Theory, he defined architectural theory as: the evolution of the objective principles and subjective values that guide individual and collective decisions about, and assessments of ones own and othersarchitectural works.[14] Based on the definition, we can infer theories in architecture appear to be subjective and rather more individualistic and collective paradigms as everyone relatively do not share the same opinions or visual languages. His work also introduced the concept of the dialectic in particular, a dialogue. It arises as a dichotomy, a debate between two opposing positions, ideas, or theories (thesis and antithesis) but, through the desire to reconcile (synthesis) the debate, results in proposition. The dialectic, as such, is popularly known as Fichtean dialectics by Kants philosophies. The idea of dialectic is to be said a process using reasoning to ascertain what the truth could be. The discourse of theoretical within the discipline of architecture focuses on the relationship between theory and practice with two very distinct views revolving on the necessity of theory to practice effectively. For Bernard Tschumi, he argues that Architecture is not an illustrative art; it does not illustrate theories whereas, Vittorio Gregotti insists on theoretical research as a direct foundation of action in architectural design.[15] Theory within the practice is resolved to be inevitable as quoted by Iain Borden, Theory is indispensable. It is how we make sense of the world.[16] The Oxford philosophy professor John Alexander Smith phrased: The real gain from studying philosophy is not in learning about the views of great philosophers but in understanding their arguments and in acquiring confidence in ones ability to think critically, by thinking through these arguments.[17] From this statement inferences the relation of theory and practice where two have to evolve simultaneously. Dialectics are often present within the discipline of architecture design and practice, as a process of making incremental, though interrelated, decisions.[18] The theoretical dissertation has hugely contributed a number of architectural works today which helps to stimulate people to apply critical thinking in theory and practice and thus, the cycle repeats. Bibliography 1) Book Bibliography.  Macey, David. The Penguin Dictionary of Critical Theory London: Penguin Group, 2000. 2) Book Chapter Bibliography.  L. Fastiggi, Robert. Post-Structuralism. In New Catholic Encyclopedia Supplement 2012-13: Ethic and Philosophy, Volume 3. Detroit: Gale Cengage Learning in association with the Catholic University of America, 2013. 3) Book Chapter Bibliography.  Jencks, Charles. The Architectural Sign. In Signs, Symbols, and Architecture. New York: Wiley, 1980. 4) Book Chapter Bibliography.  Jencks, Charles. The Paradoxical World of Post-Modernism. In Movements in Twentieth Century Architecture, Ed. Michael J. Ostwald. Sydney; Arcadia Press / University of Newcastle, Faculty of Architecture, Building and Design, 2000. 5) Book Chapter Bibliography.  Wigley, Mark. Deconstructivist Architecture. In Movements in Twentieth Century Architecture, Ed. Michael J. Ostwald. Sydney; Arcadia Press / University of Newcastle, Faculty of Architecture, Building and Design, 2000. 5) Book Bibliography.  MitroviĆ¡, Branko. Philosophy for Architects. New York: Princeton Architectural Press, 2011. 6) Book Chapter Bibliography.  Deleuze, Gilles, and Guattari, Felix.Introduction: Rhizome. In A Thousand Plateaus. London: Continuum, 2010. 7) Book Chapter Bibliography.  Heidegger, Martin. Building Dwelling, Thinking: Part One. In Rethinking Architecture; A Reader in Cultural Theory, Ed. Neil Leach. London: Routledge, 1997. 8) Book Chapter Bibliography.  Pallasmaa, Juhani. The Geometry of Feeling: A Look at the Phenomenology of Architecture. In Theorizing A New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995, Ed. Kate Nesbitt: New York: Princeton Architectural Press, 1996. 9)  Peter Zumthor. The Hard Core of Beauty. In Thinking Architecture, Second, expanded edition. Basel à ¢-  Boston à ¢-  Berlin: Birkhà ¤user Publishers for Architecture. 10) Book Chapter Bibliography.  Nesbitt, Kate. Introduction. In Theorizing A New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995, Ed. Kate Nesbitt. New York: Princeton Architectural Press, 1996. 11) Book Bibliography.  Smith, Korydon. Introducing Architectural Theory, Ed. Korydon Smith. New York: Routledge, 2012. 12) Book Chapter Bibliography.  Borden, Iain and Rendall, Jane. Introduction. In Intersections: Architectural Histories and Critical Theories. London: Routledge, 2000. [1] David Macey, structuralism, in The Penguin Dictionary of Critical Theory (London: Penguin Group, 2000): 364. [2] Robert L. Fastiggi, Post-Structuralism., in New Catholic Encyclopedia Supplement 2012-13: Ethic and Philosophy, Volume 3 (Detroit: Gale Cengage Learning in association with the Catholic University of America, 2013): 1245. [3] Charles Jencks, The Architectural Sign, in Broadbent, Bunt, and Jencks (eds.) Signs, Symbols, and Architecture (New York: Wiley, 1980): 83-85. [4] Charles Jencks, The Paradoxical World of Post-Modernism, in Movements in Twentieth Century Architecture, ed. Michael J. Ostwald (Sydney: Arcadia Press / University of Newcastle, Faculty of Architecture, Building and Design, 2000): 116-118. [5] Mark Wigley, Deconstructivist Architecture, in Movements in Twentieth Century Architecture, ed. Michael J. Ostwald (Sydney; Arcadia Press / University of Newcastle, Faculty of Architecture, Building and Design, 2000): 182-187 [6] Branko MitroviĆ¡, Architecture and Deconstruction, in Philosophy for Architects (New York: Princeton Architectural Press, 2011): 162-163 [7] Gilles Deleuze and Felix Guattari, Introduction: Rhizome, in A Thousand Plateaus (London: Continuum, 2010): 23-24; 27-28. [8] David Macey, phenomenology, in The Penguin Dictionary of Critical Theory (London: Penguin Group, 2000): 297-299. [9] Martin Heidegger, Building Dwelling, Thinking: Part One, in Rethinking Architecture; A Reader in Cultural Theory, ed. Neil Leach (London: Routledge, 1997): 100-103. [10] Juhani Pallasmaa. The Geometry of Feeling: A Look at the Phenomenology of Architecture, in Theorizing A New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995, ed. Kate Nesbitt (New York: Princeton Architectural Press, 1996): 448-453 [11] Peter Zumthor, The Hard Core of Beauty, in Thinking Architecture, Second, expanded edition (Basel à ¢-  Boston à ¢-  Berlin: Birkhà ¤user Publishers for Architecture): 7-8 [12] Kate Nesbitt, Introduction, in Theorizing A New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995, ed. Kate Nesbitt (New York: Princeton Architectural Press, 1996): 16 [13] Korydon Smith, Introduction: To Students: Why Architectural Theory is Vital, in Introducing Architectural Theory, ed. Korydon Smith (New York: Routledge, 2012): 5. [14] Korydon Smith, Introduction: To Students: Why Architectural Theory is Vital, in Introducing Architectural Theory, ed. Korydon Smith (New York: Routledge, 2012): 6. [15] Nesbitt, Introduction, in Theorizing A New Agenda for Architecture (New York: Princeton Architectural Press, 1996): 19 [16] Iain Borden and Jane Rendall, Introduction in Intersections: Architectural Histories and Critical Theories (London: Routledge, 2000): 6. [17] Branko Mitrovic, Preface, in Philosophy for Architects. (New York: Princeton Architectural Press,  2011): 12. [18] Smith, Debating a Discipline: Architecture, Argument, and the Concept of the Dialectic, in Introducing Architectural Theory (New York: Routledge, 2012): 10.

Marijuana: The Science and The Law Essay -- Illicit Drugs

Marijuana was first discovered in China in 4000 BC, and was used to make ropes. It was grown for hemp, and the hemp fiber was twisted to make the rope. In 3000 BC, marijuana was first smoke. Then it began to be used as a medicine in China for the treatment of malaria, beriberi, constipation, rheumatic pain, and absent-mindedness. Furthermore, in ancient India, they used it to relieve headaches, whooping-cough, prolong life, improve judgment, lower fevers, induce sleep, cure dysentery, and control dandruff (Think quest, n.d). Marijuana also known as pot, weed, and ganja is reported by the Office of National Drugs Control Policy as the most widely used illicit drug in the United States. Although, people view the drug as harmless, the use of marijuana has adverse health, safety, social, academic, economic, and behavioral consequences. According to the National Survey on Drug Use and Health (formerly called the National Household Survey on Drug Abuse), 95 million Americans age 12 and older have tried marijuana at least once (The office of the Drugs Control Policy, n.d). According to the New York City Health Department, marijuana is the most common illegal drug used by nearly 730,000 New Yorkers (12%) annually. The use is highest among 18- to 25-year-olds (30%). Since 2004, the rate of emergency department visits from the use of marijuana is reported to have more than doubled to 173 marijuana-related visits for every 100,000 New Yorkers in 2007 (New York City Department of Health and Hygiene 2010). Marijuana is extracted from the flowers and leaves of the hemp plant, which is dried and shredded. The scientific name for marijuana is cannabis. This plant can grow in nearly any environment. The average rate of growth is one to tw... ...ealth and Hygiene (2010). Illicit drugs in New York City. Retrieved from: http://www.nyc.gov/html/doh/downloads/pdf/survey/survey-2009drugod.pdf New York State DOH (2012). New York State health commissioner warns against the danger of synthetic marijuana. Retrieved from: http://www.health.ny.gov/press/releases/2012/2012-03-23_dangers_of_synthetic_marijiana.htm Random Facts (2012). Marijuana. Retrieved from http://facts.randomhistory.com/2009/02/27_marijuana.html Scott, E.M. (2010). Marijuana decriminalization. Retrieved from: http://www.cga.ct.gov/2010/rpt/2010-R-0204.htm The Office of the Drugs Control Policy (n.d). Marijuana. Retrieved from: https://www.ncjrs.gov/ondcppubs/publications/pdf/marijuana_myths_facts.pdf Thinkquest Education Foundation (n.d). The history of marijuana. Retrieved from: http://library.thinkquest.org/03oct/01474/history.htm

Practical Sports Coaching Essay

Introduction In this assignment I am going to identify, describe and analyse some of the main techniques of a successful coach, while considering how they could be used in both individual and team sports. Purpose of coaching Coaching is helping to develop a person through the improvement of their athletic performance. It involves the physical and psychological development of the person to take them beyond their present level. Successful coaching To be a successful coach you have to take some of the following into account: * Planning and organisation – If you want to get the best from a coaching session it is essential that you are well organised. Before starting coaching, a session plan should be made out. This allows us to run a session in a professional and organised manner. The session plan should get progressively more difficult, not suddenly jump from relatively simple to hard with no stages in between. * Communication – When coaching it should be remembered that younger children would require a lot more help and advice than older athletes will. So when coaching we should adjust are techniques accordingly to make sure whoever we are coaching understands clearly what they have to do. * Monitoring and evaluating – Performance of the athletes should be well monitored throughout all sessions, this way a coach can adjust his/ her session according to performance. It is important to keep progression at a tempo suitable to all the athletes in the group so nobody gets left behind and so everybody understands all the drills they do, so when putting it into a competitive situation they understand what to do. * Analysing and problem solving – During training a coach should not only analyse the group as a whole, but individuals. Some individuals will be able to perform drills more quickly than others. It is important that you make sure that the weaker individuals are given a bit of extra help. * Tactics – A coach will need to make sure that athletes use the skills they have developed at the right time. This will involve coaches creating role-play situations in training and letting athletes decide how best to handle the situation. * Sports science – As well as all this a coach must be aware of the role of sport science, many of the things associated with sport science are applicable to coaching. * Health and safety – A coach must ensure that they have taken every precaution possible to prevent an athlete suffering an injury. Psychological techniques Successful coaches have to have a good Psychological side to the game so that they no what is required and what they have to face in the future. They also have to not buckle under pressure and always be strong for the players and the team. If a player sees that their coach is finding it difficult, then they no that they are not doing the right job and their confidence level drops. A successful coach has to always try to take something good out of a game so that they can build on places were they went wrong and try and fix them. If they find something good in the game then the player’s confidence level gradually builds and they start to play better. They have to get the players into good habits and a routine for training. They have to have a good idea of what routine they are going to take the players for and be able to plan a good training programme. A successful coach also has to develop a mental toughness. They have to teach the players to work and play as part of a team and not to play for themselves. They have to be able to interact in a competitive environment. The coach must always bear in mind that sport is an area of life that people enter into in order to have fun and enjoy themselves. The coach must prepare teams and individuals to maximise their chances of winning, but they must not lose sight of the pleasure that sport can bring. This development of skills must always be practised in a safe environment and ensure the safety of participants and the coach. Physical techniques A successful coach has to try to kept the physical level of all of the players to a high standard so that then are able to last the full game. If they are not used to training very much and they go and play a full game then their muscles become over used because the body can not cope with the pressure that is being put upon it and it results in an injury. If the coach gets the players into a routine of training, then the players improve on places were they are lacking and try to improve their performance on the pitch and please the coach. It then relates back to the mental side because if the performance of the players is good and the players are happy then the coach is happy. Coaches have to aim to improve speed, strength, flexibility and endurance. To minimise the chances of any player getting injured, the coach has to strengthen and develop techniques to unable this to occur. They have to get the players into good habits and a routine for training. They have to have a good idea of what routine they are going to take the players for and be able to plan a good training programme. Personal skills of a coach There are many different styles of coaching, and most coaches nowadays have there own views on how things should be done. These are many different personalities and styles throughout the world. However the very best coaches always seem to have at least five things in common. * A professional approach – Modern coaches are now paying more attention to the small things that make all the difference. They also know that they have to conduct themselves in professional and appropriate manner, and always act in the best interests of the club or team. * They are good role models – Coaches must set a standard, which their athletes should aspire to. Their personal habits must be good and should be the example setter at the club. If athletes see that there coach is arriving late then they will consider this to be acceptable and do the same themselves. * Knowledge of the sport they are coaching – A coach needs to have a thorough understanding of the rules, techniques and tactical requirements of their chosen sport. This will make them a good role model for their players because if a coach is aware of all this it will be passed onto the athletes. It also shows that they will be able to understand the skills and will teach and evaluate the correctly. * Motivational skills – Coaches must be able to keep their athletes motivated if they want them perform at the highest level they possibly can. If a coach can keep them motivated it means players are more likely to recognise their full potential. * Communication skills – This includes not only what we say, but what we do as well. Coaches have to consider their body language as well as their verbal communication in creating the right type of atmosphere. Issues to be considered when coaching Coaches are in a position of responsibility to make sure nobody suffers injury so it is important that coaches understand the responsibility of what they are doing. They have a duty of care to everyone they coach. There are 10 legal duties a coach should fulfil: 1. Plan the session thoroughly 2. Ensure method of coaching is safe and correct 3. Ensure the environment is safe 4. Provide good, up to date equipment 5. Check all equipment is working before use 6. Make sure nobody is suffering from an injury before starting 7. Make sure athletes are adequately prepared and warmed up properly 8. Make sure athletes know the risks and how to minimise these 9. Once started make sure you supervise the session carefully 10. Be prepared for an emergency situation, and be able to provide emergency assistance. Insurance It may seem strange that insurance is considered important in effective coaching, but it is essential. Coaching should never be undertaken unless you know the proper insurance is in place. However insurance is complex so just having insurance is just not enough. You need to know the following things about the insurance: 1. What activities are covered? 2. Where am I covered to coach? 3. What events are covered? 4. How much loss am I insured for? 5. What equipment and property are covered? 6. Are there any special conditions that are excluded? 7. What should I do in the event of a claim? Child protection When coaching children it is essential that they be protected. Coaches are placed in a position of trust by parents, and these parents, and these parents have a right to know that a coach will not abuse his position. To be a good coach you must be responsible for the children’s welfare. Sports organisations are aware that some ‘shady’ people will use sport as a means to get access to children an abuse them in one way or another. Some positive steps have been taken to make sure children are safe: 1. In January 2001, a child protection in sport unit (CPSU) was set up. This is based at the training centre of the NSPCC and is funded by the training staff. 2. There are now laws that require that organisations have child protection procedures in place and that is supported by training their staff. 3. The Criminal Records Bureau now provides information about the suitability of a person to work with children 4. Sport England requires evidence that child protection procedures are in place before any sport can take place. Enjoyment For a coach to really successful they really have to enjoy what they are doing, they need to share the athlete’s dreams and help them achieve it. A coach will then be able to share in the success their athletes achieve. If a coach doesn’t enjoy what they are doing then there is really no point because athletes won’t gain anything from a coach who isn’t interested. Practical sports coaching Task 2 Feedback After taking the Millburn primary school children for a 15 minute warm up session before there soccer coaching I have decided to analyse my performance. When I first took control of the group they were loud and full of energy. I managed to get the group under control, which was very important to make sure no injuries occurred and the session stayed organised. I did a warm up drill which involved each child having a football, although this was a sport specific warm-up it was hard to maintain control. Some of the children were more capable of keeping the ball at their feet than others and this inevitably led to balls going astray. When I noticed this I got the group to stop and talk them through the drill again, this time getting them to walk through it an keep ball closer to them. Within the group we had a couple of quite talented boys who were keen to show the fact they were better than the rest and kept running with the ball, it was hard to instruct the other kids who were not so talented because concentrated too much on getting the others to slow down. Before the end of the session the children started to get bored and admittedly I did myself. I tried to introduce a different drill to try capturing the attention of the children again. This attempt failed badly, because I had not organised anything and then lost control until instructor took over and ended the session. Overall I don’t think it was a bad first attempt, with more confidence and better organisation it could have been better. I have also added my session plan for the warm up drill on next page. Coaching session plan Venue: Coleraine leisure centre Date of session: 04-12-04 Time 10:30 Duration: 15 mins Name of group: Millburn P.S Number of participants: 15 Equipment needed: 15 balls, cones, whistle. Warm up 15 minutes 1. Stop the ball 2. Sit on the ball 3. Double touch 4. Knee to ball 5. Change direction Give each child a ball and tell them to use whole area. Tell them what each of the commands are and issue them while they are running round hall with ball at their feet. . Summary: keep control of group and make sure the pacing is correct to avoid loss of control. Record all injuries no matter how minor. Practical sports coaching Task 3 Introduction For this assignment I have to analyse two performers, describe and explain what techniques and equipment could be used to improve their performance. For this assignment I have chosen to base my two performers on and 8-year-old girl and a 15-year-old Down syndrome child. For the 8 year old girl some of the equipment that might be required to help them get a feel for the game. You might use a lighter football and smaller football because it would be easier to pass the ball with a smaller and lighter ball. You might even make the ball pink to attract their attention better. If you use a lighter ball then it is easier for them to header it instead of throwing a hard ball for them to header because it will put them of playing football. You might play indoors because it help the ball move at a faster pace than if you were outside on the grass. When playing indoors bring the players closer to each other when passing the ball because then you make sure the ball reaches the other person and the ball doesn’t go all over the place and interrupt the other participants. For a 15-year-old Down syndrome child some of the equipment that might be used are, a bigger ball and play indoors. It would be better to play them indoors because it is a more compacted and relaxed space. You would be better to use a bigger ball like a beach ball for them to use. It would be better for them to use the bigger ball because they have bad co-ordination and bad balance and using a smaller ball would give them a better advantage of hitting the ball. You would also use a beach ball because it doesn’t bounce as much and that means it would be easier for them to control it.

DNA Extraction Essay

Much can be learned from studying an organisms DNA. The first step to doing this is extracting DNA from cells. In this experiment, you will isolate DNA from the cells of fruit. Materials (1) 10 mL Graduated Cylinder(2) 100 mL Beakers15 cm Cheesecloth1 Resealable Bag1 Rubber Band (Large. Contains latex pleasewear gloves when handling if you have a latex allergy).Standing Test TubeWooden Stir StickFresh, Soft Fruit (e.g., Grapes, Strawberries, Banana, etc.) ScissorsDNA Extraction SolutionIce Cold EthanolYou Must ProvideContains sodium chloride, detergent and waterFor ice cold ethanol, store in the freezer 60 minutes before use. Procedure If you have not done so, prepare the ethanol by placing it in a freezer for approximately 60 minutes. Put pieces of a soft fruit into a plastic zipper bag and mash with your fist. The amount of food should be equal to the size of approximately five grapes. Use the 10 mL graduated cylinder to measure 10 mL of the DNA Extraction Solution. Transfer the solution from the cylinder to the bag with the fruit it in. Seal the bag completely. Mix well by kneading the bag for two minutes. Create a filter by placing the center of the cheesecloth over the mouth of the standing test tube, pushing it into the tube about two inches, and securing the cheesecloth with a rubber band around the top of the test tube. Cut a hole in the corner of the bag and filter your extraction by pouring it into the cheesecloth. You will need to keep the filtered solution which passes through the cheese cloth into the standing test tube. Rinse the 10 mL graduated cylinder, and measure five mL of ice-cold ethanol. Then, while holding the standing test tube at a 45 angle, slowly transfer the ethanol into the standing test tube with the filtered solution. The color has been enhanced by dying the fruit with a substance that glows under black light.DNA will precipitate (come out of solution) after the ethanol has been added to the solution. Let the test tube sit undisturbed for 2 – 5 minutes. You should begin to see air bubbles form at the boundary line between the ethanol and the filtered fruit solution. Bubbles will form near the top, and you will eventually see the DNA float to the top of the ethanol. Gently insert the stir stick into the test tube. Slowly raise and lower the tip several times to spool and collect the DNA. If there is an insufficient  amount of DNA available, it may not float to the top of the solution in a form that can be easily spooled or removed from the tube. However, the DNA will still be visible as white/clear clusters by gently stirring the solution and pushing the clusters around the top. Post-Lab Questions What is the texture and consistency of the DNA DNA is viscous and greasy. Why did we use a sa lt in the extraction solution High salt makes DNA less soluble in water. In order to dissolve, the water needs to interact with the DNA. Since DNA is quite large, it needs to interact with lots of water for this purpose. When you add salt, the water preferentially interacts with the salt (its small, and can move around in solution easier than the DNA can). This makes it so there is less water available to interact with the DNA and it becomes less soluble. Is the DNA soluble in the aqueous solution or alcohol DNA is less soluble in an alcohol such as isopropanol than it is in water. This is because alcohols are non-polar, whereas water is polar. The polar water molecule is much better at distributing the negative charge on DNA, causing it to remain in solution. However, since alcohol is non-polar, the negatively charged molecules of DNA tend to group together, forming clumps, which precipitate out of the alcohol solution. What else might be in the ethanol/aqueous interface How could you eliminate this When you precipitate the solution with cold ethanol 70 you would have a mix of DNA, RNA and some soluble salts. You should be able to centrifuge again so the DNA/RNA forms a pellet and drain the liquid out. Which DNA bases pair with each other How many hydrogen bonds are shared by each pair How is information to make proteins passed on through generations Watch the following Virtual Lab demonstrating DNA Extraction. In this experiment, how do the Lysis Solution and the Salt Solution vary by function Identify one step which was included in the Virtual Lab which was not required in the hands-on experiment. Then, identify one step which was included in the hands-on experiment, but not the virtual lab.