Types of decision science techniques

Types of decision science techniques

Literature review

Name

Institution

Introduction

Operation is the section of an organization, that is deals with the changing of a wide number of inputs to the needed services so as to have the acceptable level of quality. Management is referenced as the method,that transforms and combines several resources that managers use in the functions of subsystems and departments of the organization into value uplifted services.This takes place through a controlled means according to the governing policies of specific organization.The group of management duties is regarded as management operations (Garg, 2012).To ensure success in operations management,entreprenuers make strategic decisons depending on matters arising at various stages and lines of production.For instance,managers must make particular decisions about quality control which is a subset of operations management.

Research discussion

Quality control refers to the protocol through which professionals review the quality and entities of factors that encompass production (Gupta & Starr,2014). The approach place an emphasy on the major aspects: Elements like job management, controls,integrity, identification and performance records are stated. Quality control tend to meet quality demand since it encompasses activities and techniques which are undertaken to verify diverse requirements for trial associated activities. The merits of well managed and established strategic decisons in quality control aid integral and writting of standard operating criteria.If businesses have to realize any success, quality control is a preliquisite portion in strategic planning which should not be ignored. It is a passport to excelling because it helps companies to achieve quality procedures, systems and processes.With a well strategized quality control, customer loyalty is maintained and time wasting is avoided because reworking does not occur.

Statement of problem

Quality control documents shall define quality objectives on top of ensuring objectives are implemented and understood by staffs within every busines set up.On the other hand,it will ensure that appropriate methods are implemented with aim of satisfying customer expectations, needs and business objectives. Also, the authority,responsibility,and inter association of main personnel who manage the value contol systems shall be defined through research on quality control. The research shall decide on work for continued quality improvement.Finally,findings shall provide enough resources for regulating the integrity of quality systems.

Types of decision science techniques

There are several types of decision science techniques such as planning,organizing and controlling.

Planning

Planning activity shall establish the course of guide and action for coming decision-making.Reason being, operations leaders shall define the aims of operations systems and the procedures and policies for scoring the objective shall be established. This stage will clarify the focus of management operations and overall strategy.

Organizing

Organization activities shall be studied to establish authority and tasks. The path through which message flows within the subsystem will be determined and the authority will assign responsibility to various individuals.

Controlling

Control work will be used to decide since it assures the usual performance takes place in accordance to the programmed.

Usefulness of operations management

Operations management shall ensure right quality of control is established according to the clients need. Also,correct quantity shall be used in production of various products since research shall define right number.Right timing is promoted since delivery of important parameters which judge the reliability and effectiveness of operating departments are stated (Murthy, 2010).

Personal evaluation

Research organizations should be sponsored to establish, monitor and manage the existing quality control systems (Murthy, 2010).This is due to the fact that some of their standard operating provide high level quality services yet they do not satisfy expectations and needs of customers.Meaning that something need to be done so as to have correctly valued products.

Conclusion

To sum with,quality control constitutes the main part of operations management and should not be assumed since it fulfil quality requirements in businesses.Hence,research must be done to commensurate business objectives (Aswathappa & Bhat,2010).Managers must strategise on quality control to aid the adequacy, effectiveness, efficiency and reliability of quality controlling systems.

References

Aswathappa, K., & Bhat, S. (2010). Production and operations management. Mumbai [India: Himalaya Pub. House.

Murthy, C. S. V. (2010). Production and operations management. Mumbai [India: Himalaya Pub. House.

Gupta, S., & Starr, M. K. (2014). Production and operations management systems.

Garg, A. K. (2012). Production and operations management. New Delhi: Tata McGraw Hill Education Private Ltd.

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Literature Review 2 Collagen

Literature Review 2 Collagen

Literature Review 2: Collagen

1. Introduction

Collagen is the main protein of connective tissue in animals and fish, where it is the most abundant protein in mammals, constituting up to 25-30% of the total protein content of the body. On the other hand, collagen constitutes 1-2% of muscle tissue besides contributing to the tune of 6% of the weight of strong and tendinous muscles. Even the people of early civilization discovered collagen’s multiple utility value, such as waterproofing, adhesive, and decoration.

In the modern era collagen has become an inseparable instrument in both bio

medical and non bio medical industries, with an extended range of usage. For example, it provides structure additive to food besides providing food supplements of collagen; enables the pharmaceutical industry to produce hard and soft capsules, artificial skins, injections of regeneration of cells, provides cosmetic industry for the beautification and elimination of age-related skin wrinkles, acts as a source of glue in its hydroslated form, helps in films in the photographic industry

The main sources of collagen are pig and bovine skins due to their easy

availability, though fish collagen is also making its mark and the researchers are

contemplating with the potential of chicken skin. The major advantages of marine collage sources are that they are free from the risk of BSE (bovine spongiform encephalopathy), culturally more acceptable across the world, more suitable to the human skin than its counterparts, and are available in abundance, since fish skin is a major by-product of the fish-processing industry.

2. Background

In the period between 1920-1935 Nageotte (1927a, b, 1928, 1930, 1933),

Nageotte & Guyon (1933), Leplat (1933), and Faure-Fremiet (1933) had studied and

observed the partial dissolution of collagen in dilute solutions of weak acids such as

formic and acetic acid. Renewed interest in this soluble protein was generated in the

period between 1940-1955 with the works of Orekhovich and his colleagues in the

U.S.S.R., who reported the extraction of a soluble collagenous-type protein from the skin of various animals using dilute citrate buffers, which they suggested as a soluble precursor of collagen (Plotnikova, 1947; Tustanovskii, 1947; Orekhovich et al. 1948; Chernikov, 1949; Orekhovich, 1950, 1952). Such findings on soluble collagens were further reviewed by Harkness et al. (1954), who also reported the presence of a small amount of a protein of collagen type which was extracted from skin by dilute phosphate, pH 9-0 (alkali-soluble collagen).

Later Harkness et al. (1954) experimented on the feeding of labeled glycine to

rabbits to arrive at a conclusion that this is a true precursor of collagen, whereas the

metabolic role of the acid-soluble collagen described by Orekhovich is less certain, and it is not necessarily an intermediate in the formation of all insoluble collagens of the skin. Harkness et al. (1954) determined the hydroxyproline and tyrosine content of the alkali-soluble and acid-soluble collagen, and also of the gelatin obtained from the remaining insoluble collagen.

Both soluble collagens contained less tyrosine and more hydroxyproline than the insoluble collagen, and the acid-soluble had a higher hydroxyproline and tyrosine content than the alkali-soluble collagen. Bowes et al. (1953) also observed similar differences

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between the hydroxyproline and tyrosine content of the acid soluble collagen of calf skin and the adult collagen of ox hide and between the acetic acid-soluble and insoluble fractions of tendon collagen.

3. Methods

It requires solvents like salt, dilute acid, alcohol, detergents and H2O2 for

removing non-collagenous proteins, as well as for removing fat and odors. Alongside it requires chemicals (EDTA) for deashing. It is after that the solvents like acetic acid, lactic acid, pepsin enzyme, Bacillus bacteria, and yeast are used to extract collagen under the temperature range of 0-40C. Altogether three steps are involved in the extraction of collagen, such as pre-treatment steps, extraction of acid-soluble collagen, and purification of collagen. Apart from the above, there is also super-critical extraction method where CO2 is used as solvent, which has some advantages like ease of controlling the dissolving power of supercritical fluid (SCF) by controlling temperature and pressure. It is also easy to recover SCF by decompressing pressure, and it is impossible to separate the precipitate from extracts by centrifugation. SCF is a non-toxic solvent and is applicable to extract the thermally decomposed compounds. However, this method is costly and requires expertise to handle the proceedings under high pressure.

3.1. A Typical Process

In a typical extraction process, at least eight steps are taken (Mingyan et al. 2009). For example, in process of squid (Ommastrephes bartrami) collagen extraction, the steps could be like below.

1, Fish skin preparation: After collecting the squid skins they are manually

descaled and are made free from the residual meat, before placing them at -200 C till the time of use. Alongside, all the reagents are checked to ensure that they are of analytical grade.

2. Histological observation: At this stage the squid skins are cut into pieces (0.5 cm x 0.5 cm) and fixed in 4% buffered formalin for 24 hours. After that the specimen is dehydrated in a series of graded ethanol solutions (70%, 80%, 90%, and 100%), clarified in xylene and is finally embedded in paraffin. Eight-mocron sections are then cut perpendicular to the skin surface and the slides with the sections are cleared off paraffin with xylene, rehydrated to water through graded alcohols, now in reverse order (100%, 90%, 80%, and 70%), and then are stained with hematoxylin and eosin and again with the Van Gieson stain (collagen – red color; muscle – yellow color). The stained sections are then observed through light microscopy and using color video camera at an original magnification of 20x the digital images are then collected.

3. Extraction of collagen: Generally it takes 40C to conduct the extraction process (Nagai and Suzuki, 2000), where the skin is extracted with 0.1 mol L-1 NaOH to remove non-collagenous materials and to eliminate the effect of endogenous proteases on collagen (Sato et al., 1987). After that it is rinsed thoroughly with distilled water to neutralize the pH of the wash water. Then the samples are defatted with 10% butyl alcohol at a solid to solvent ratio of 1:10 for 24 hours, after which they are washed with plenty of distilled water. The further minced skins are gently stirred in 0.5 mol L-1 acetic acid solution for 48 hours, and the extract is centrifuged at 10 000×g for 30 minutes. Then the acid-solubilized collagen (ASC) in the supernatant is salted out by adding NaCl

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to a final concentration of 0.9 mol L-1. Then after leaving the solution overnight, the resultant precipitate is collected by centrifugation at 8000×g for 20 minutes, before dissolving the same in 0.5 mol L-1 acetic acid. Then it is dialyzed against 0.1 mol L-1 acetic acid for 24 hours and distilled in water for 48 hours, and then it is lyophilized.

After acid extraction, the insoluble fraction is kept suspended in 10 times of 0.5 mol L-1 acetic acid (by volume) and is digested with porcine pepsin (EC 3. 4. 23. 1; powderized; 750 U mg-1 dry matter) at an enzyme/ substrate ratio of 1:100 for 48 hours at 40C with gentle stirring. The extract is then centrifuged at 10 000×g for 30 min. Then the pepsin-solubilized collagen (PSC) in the supernatant is salted out by adding NaCl to a final concentration of 0.9 mol L-1 and after leaving it the solution overnight, the resultant precipitate is then collected by centrifugation (8000×g for 20 min) was dissolved in 0.5 mol L-1 acetic acid, dialyzed against 0.02 mol L-1 Na2HPO4 for 1 d to inactivate pepsin. The precipitate was collected at low speed centrifugation and the same is then dissolved in 0.5 mol L-1 acetic acid. After that the solution is dialyzed with 0.1 mol L-1 acetic acid and distilled through water, before putting to lyophilize.

4. Amino acid analysis: At this stage, ASC and PSC samples are hydrolyzed under reduced pressure with 6 mol L-1 HCl at 1100C for 24 hours before analyzing the hydrolysates on an amino acid analyzer (e.g. Hitachi 835-50).

5. Sodium Dodecyl Sulphate Polyacylamide Gel electrophoresis (SDS-PAGE): It can be performed by following the method of Laemmli (1970), using the discontinuous Tris-HCl/ glycine buffer system with 7.5% resolving gel and 5% stacking gel. After electrophoresis, the gel is kept stained for 20 minutes with 0.1% Coomassie Brilliant Blue R-250 dissolved in distilled water, methanol and acetic acid (9:9:2), and then the same is destained using a solution of distilled water, methanol and acetic acid (8:1:1).

6. Fourier Transform Infrared Spectroscopy (FTIR): FTIR spectra is obtained from samples placed on discs containing a mixture of 0.2 mg lyophilized collagen and about 10 mg potassium bromide (KBr) ground under drying conditions. The spectra are recorded using infrared spectrophotometer (e.g., Nicolet 200SXV) from 4000 to 500 cm-1 at a data acquisition rate of 2 cm-1 per point. The resulting spectra are analyzed using the software (e.g. Omnic 6.0).

7. Determination of Denaturation Temperature: The denaturation temperature is measured from changes in viscosity, where Ubbelohde viscometer can be used (Zhang et al. 2007). Usually ten milliliters of 0.03% collagen solution in 0.1 mol L-1 acetic acid with 0.2 mol L-1 sodium acetate buffer (pH 5.0) are used for viscosity measurements. Thermal determination curve is obtained by measuring the solution viscosity at seven stepwise-raised temperatures from 16 to 420C, each temperature being maintained for 30 min. Fractional viscosity at a given temperature is calculated by the following equation: Fractional viscosity=(ηsp(T)−ηsp(420C))/(ηsp(160C)−ηsp(420C)), where ηsp is the specific viscosity. These fractional viscosities are plotted against the temperature and the denaturation temperature is determined as the temperature where the fractional viscosity is predicted to be 0.5.

8. Differential Scanning Calorimetry (DSC): DSC is performed on a calorimeter (e.g., Netzsch DSC 200PC) fitted with an air-cooling compressor and a liquid nitrogen cooler at ambient temperature (Cui al., 2007). The temperature is calibrated using indium as standard. Collagen fiber is weighed (3.00 mg) and sealed in aluminum pans (BO

6.239.2−64.502). Triplicate samples are heated from 20 to 1000C at a scanning rate of 2

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K min-1, with an empty sealed pan as a reference. The shrinkage temperature is taken at the peak of the plotted thermal transition curve (Minyang et al. 2009: 191-196)

4. Extraction of Collagen

4.1. Acid Solubilized Collagen (ASC) Extraction

4.1.1. Typical Process of Extraction at Earlier Times

For the preparation of proteins from ox-hide collagen, the middle layer of a hide taken from a 2-year-old bullock immediately after flaying the skin is shaved, cut into pieces about 1 cm.2 and disintegrated in a Wiley mill. However it is necessary to stop the mill at intervals to remove the macerate by hand since it would not go through even the coarsest sieve. The macerated material (1800 g.) is then placed in a cotton bag and extracted, first with 0 l m-Na2HPO4, pH 8-6, and then with 0-12M sodium citrate buffer, pH 3-62. After the last phosphate extraction the macerate is suspended for a short period in two 3-1portions of the citrate buffer in order to remove the phosphate buffer before going on to the citrate extractions proper. Each extraction takes a period of 24 hr., during which the contents of the bag are agitated intermittently. All extractions are carried out between 20 and 4°.

The macerated skin swells considerably during the extractions; as much liquid as possible is to be squeezed out after each extraction, but relatively large amount remains behind. After the last extraction special efforts required to squeeze out liquid, and the relatively high protein content of this extract suggests that some liquid remaining from the earlier extractions is removed from the interstices of the protein. A small amount of the macerate (5 g.) was further extracted with successive 200-ml. portions of the citrate buffer. Samples are taken at various stages, dehydrated with acetone, and total nitrogen and hexosamine determinations are carried out. (Bowes & Kenten, 1948a, b)

The protein in the citrate extracts is precipitated by the addition of sufficient 30% (w/v) sodium chloride solution to bring the final concentration to 5% (w/v). The next morning the lower clear layer of liquid is withdrawn, and the top layer, containing the protein in a gelatinous form, is centrifuged. The precipitate is then washed with a small mount of water and dehydrated with acetone after ascertaining that there is no alteration in the solubility of the extracted protein. Redissolving in citrate buffer and dialysing against tap water then further purifies the precipitated protein.

The citrate-soluble collagen is converted into gelatin by heating a 2% (w/v)

suspension in slightly acidified water to 400 for 5 min. The protein went into solution during the heating and on cooling the solution set to a gel.

4.1.2. Example of Modern Times

In another instance of extraction and characterization of collagen from chicken skin, the skins are first ground and then are heated to 40 or 60°C to extract the fat. After the mechanical separation, the collagen content remaining in the resulting solid phase are extracted with pepsin or ethylene diamine. Type I and type III collagen are then isolated and characterized by SDS PAGE, antigen labeling, determination of tyrosine residues, and transmission electron microscopy. The total collagen content of the skin is recovered from the solid phase following heat treatment at 40°C. Extraction yields vary with the

solubilization process; for example 38.9% of the collagen content in the solid phase could

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be extracted with pepsin and 25.1% with ethylene diamine (Cliche et al. 2003). The collagen obtained is characterized by its electrophoretic migration pattern and is then confirmed by antigen labeling. The presence of telopeptides is determined by measuring tyrosine content. Transmission electron micrographs are also obtained. For example, 1% phosphotungstic acid is applied to the collagen samples as a negative stain, and then they are mounted on Formvar grids before being viewed at 105,000× (Piez, 1984), using an EM 420 transmission electron microscope. The results are then compared to those obtained from analysis of Atelohelogen avian collagen.

4.2. Pepsin Solubilized Collagen (PSC) Extraction

Fujimoto (1968) found that collagen could be solubilized by pepsin treatment as a preliminary to purification from the muscle layer of Ascaris lumbricoides and pig kidney, which prompted other researchers to apply the same technique. For example, Bannister and Burns (1972) applied the same technique to solubilization of avian intramuscular collagen, where they found that tropocollagen from intramuscular sources was more highly cross-linked than the material from skin treated in similar fashion. Although solubilization results from digestion of non-collagenous protein, it is also the result of cleavage of telopeptides containing covalent cross-links, and precise comparison between collagens from different sources is difficult to make.

4.2.1. Solubilization and Purification of Collagen

In an instance of pepsin treatment of avian skin collagen, Bannister and Burns (1972: 677-681) selected the skin of a strain of domestic fowl derived from commercial broilers as their source of material. The birds were all female and belonged to 12-18 week age group. The plucked skins from freshly killed birds were cleaned of adhering fat and muscle before mincing with ice in a hand-operated mincer. Next, the material was defatted by two extractions with chloroform-methanol (2:1, v/v), before thoroughly washing with tap water and distilled water and extracting twice with 0.2M-Na2HPO4 at room temperature. However, all subsequent operations were performed at 0-40C, where the researchers obtained acid-soluble collagen by extracting the defatted minced skin three times (for 2-3 days in each case) with 3% (v/v) acetic acid. The remaining material was then resuspended in 3% (v/v) acetic acid and digested for 2-3 days with approx. 5mg of pepsin/ml.

The collagens solubilized by both procedures were then purified, where the

extracts were clarified by centrifugation for one hour at approx. 33000g and the

supernatant was dialyzed against aq. NaCl so that the final concentration turns 7% (w/v). The precipitated collagen was then collected by centrifugation and was redissolved in 3% (v/v) acetic acid and centrifuged for another hour at approx. 77000g. Entire of the above procedure was then repeated and the protein was precipitated a third time by dialysis against 0.02M-Na2HPO4. After dissolving in, and dialysis against, 3% (v/v) acetic acid the collagen was centrifuged for 1.5 hrs. at 109000g. The supernatant containing the purified protein was then freeze-dried and stored in a desiccator.

4.2.2. Pepsin Treatment of Soluble Collagens

The researchers adjusted the portions of acid-soluble and pepsin-solubilized

collagens to 1.Omg/mI in 3% (v/v) acetic acid and treated with crystalline pepsin (concn.

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0.1 mg/ml) for a period between 3 and 14 days at 4°C. After digestion, pepsin was

removed by one salt precipitation and one Na2HPO4 precipitation. Thus four types of collagen were available for study, such as acidsoluble (A), acid-soluble pepsin-digested

(Ap), pepsin-solubilized (P), and pepsin-solubilized pepsindigested (Pp) collagen, out of which collagen Pp was mostly treated for 14 days.

4.2.3. Hexosamine and Aldehyde Contents of Collagen Preparations

The amount of hexosamine present is considered to be a measure of

contamination of collagen preparations by the mucopolysaccharide constituents of

connective tissue. Therefore the researchers took measurements by the Elson-Morgan

procedure as described by Davidson (1966), with glucosamine as standard. The aldehyde content was assayed by the method of Paz et al. (1965), with acetaldehyde as standard.

4.2.4. Determination of Subunit Composition

The percentage of α-, β-, and γ-chains in denatured collagen solutions was determined by polyacrylamidegel electrophoresis and densitometry.

4.2.5. Rate of Fibril Formation

Since the rate at which native-type fibrils can be formed from collagen solutions may be used as a measure of the aggregation properties of the tropocollagen molecule, the researchers dissolved collagen dissolved in 3% (v/v) acetic acid at 0°C and carefully raised the pH to 7.2 by adding 2M- and 0.01 MnaOH using a Pye model 291 pH-meter. When the required pH was achieved, they adjusted the volume with water to give a collagen concentration of 0.1 %. Fibrillogenesis was monitored continuously at 400nm in a spectrophotometer (e.g. Unicam SP.800). The process was initiated by transferring solution from an ice bath to a cuvette maintained at 38°C.

4.2.6. Effects of Pepsin Treatment on Hexosamine Andaldehyde Content

Hexosamine: Contamination by hexosamine was low and similar in all

preparations, which meant pepsin treatment is probably without effect in the further purification of already highly purified collagen.

Aldehyde: Here the findings appeared somewhat different from those of

Deshmukh & Nimni (1971), where chick skin acid-soluble collagen contained about one-third as much aldehyde as did neutral-salt-soluble collagen from rat skin. However, that was not surprising in view of the biologically older nature of acid-soluble collagen and the differing methods employed in purification. Pepsin-solubilized collagen contained about one-half as much as the acid-soluble material, which the researchers presumed as a reflection of greater biological maturity and also some loss of telopeptides due to action of the enzyme. When they treated with pepsin, both preparations (Ap and Pp) sustained further decreases in aldehyde content, in conformity with the location of this group in the telopeptide region.

4.2.7. Pepsin Treatment

The subunit composition was expressed as the percentage of α-chains

(monomers), β-chains (dimers) and γ-chains (trimers), although this last group probably contained higher-molecular-weight subunits as well. The compositions of collagens A

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and P showed that, although there is no great difference in the content of α-chains,

collagen P is very much richer (about four times) in γ- chains. Sampling at 24h intervals and examining the ureadenatured material by gel electrophoresis enabled the study of the pepsin-digestion of these two collagens. In this experiment the researchers did not remove pepsin by repurification because it did not interfere with separation of the subunit classes. The results of treatment over a 4-day period showed that Collagen A was almost completely converted into α-chains with little β- and no detectable γ-chains remaining. In contrast, collagen P gave rise to fewer α-subunits than did collagen A, and significant quantities of β- and γ-chains survived pepsin treatment. This observation suggested that there are covalent cross-links present in collagen P that resist pepsin attack, and confirms a similar conclusion reached by Steven (1966) with bovine and human collagens.

4.2.8. Rate of Fibril Formation

Researchers of 1950s and 1960s (Gross and Kirk,1958; Bensusan, 1960;

Bensusan and Scanu, 1960) studied the effects of a variety of substances on the rate at which solutions of collagen can form rigid gels containing native-type fibrils. Subsequently, other researchers (Rubin et al., 1963; Connel & Wood, 1964) also investigated the results of limited proteolysis on the rate of fibril formation. This prompted Bannister and Burns (1972) to use a similar turbidimetric technique to test whether further pepsin treatment of collagens A and P results in a decrease of fibril-forming capacity. Resultantly they found that collagen A was markedly inhibited whereas pepsin treatment of collagen P was virtually without effect. The finding with collagen A was much as expected, but the failure to produce significant retardation of fibrillogenesis with collagen P was not expected, which in turn suggested that sufficient quantity of a ‘nucleus-forming’ collagen remained despite removal of a large percentage of the covalent cross-links by pepsin. In spite of the absence of a direct evidence, the researchers found it tempting to suggest that this is related to the previously demonstrated pepsin-resistant collagen.

5. Isolation and Characterization

5.1. Western Blot

Western Blot method is used to detect functional proteins after the cell produces them. Both procollagen and collagen can be detected using this method. Proteins in the mixture are separated using electrophoresis based on their electrical charge, which corresponds to the molecules weight or size, and then transferred to a membrane to which the proteins become affixed. Antibodies that are specific to react or bind with the protein of interest are applied to the membrane and these complexes are then detected by chemilumenescence and film development (Cao et al. 1997; Ikenou et al. 2003; Lim et al. 2002).

In an instance of Western Blot analysis (antigen labeling) Cliche et al. (2003: 504) adopted the method suggested by Timmons and Dunbar (1990), where the collagen was transferred (10 V for 50 in) with the Trans-Blot Semi-Dry Transfer Cell to an Immun-Blot polyvinylidene difluoride (PVDF) membrane (0.2 μm). They used rabbit anti-chicken collagen type I as primary antibody, and alkaline phosphatase rabbit IgG as the secondary antibody. The primary and secondary antibodies were diluted in the blocking solution (3% BSA) at 1:3,000. Alongside, they developed the color associated

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with antigen labeling by using alkaline phosphatase provided with the kit.

5.2. SDS-PAGE

Sodium dodecyl sulphate polyacrylamine gel electrophoresis (SDS-PAGE) is one of the methods to determinate the forms of collagen (alpha chain, beta chain); SDS-PAGE to determine peptide mapping. Determination of hydroxyproline content is required besides the determination of denaturation temperature, viscosity of collagen solution, effect pH and NaCl on collagen solubility, FT-IR and SEM to determine structure of collagen. In an instance of extracting collagen from chicken skin (Cliche et al. 2003: 504) the SDS PAGE was performed using the procedure of Laemmli (1970) with a Mini-Protean II electrophoresis unit, where the stacking gels contained 3% polyacrylamide, and the separation gels contained 6.5% polyacrylamide. Ten micrograms of collagen deposited in the wells, and the migration was induced at 80 V for 5 min, until the collagen subunits had passed through the stacking gel, and then at 150 V for 55 min, or until the migration reached the end of the resolving gel. The researchers stained the gels with Coomassie blue R-2507 for 30 min and destained with a solution of 10% glacial acetic acid, 40% methanol, and 50% water.

In another instance of SDS-PAGE Mingyan et al. (2009) examined collagen from squid skins by using a 7.5% resolving gel, where both ASC and PSC had the similar electrophoretic pattern of typical type I collagen, consisting of α chains with two distinct types like α1 and α2, varying in their mobility. The electrophoretic positions of α chains of squid skin collagen were different from those of the walleye polylock (Yan et al. 2008), grass carp, bovine (Zhang et al. 2007), and porcine, (115 kDa for α1 chain and 66 kDa for α2 chain) which suggested the distinctiveness of the squid skin collagen at its primary structure. Alongside, the inter and intra molecular crosslinked components such as β (dimers) and γ (trimers) were also found in squid collagen, which resembled with bigeye snaper (Kittiphattanabawon et al. 2005) and ocellate puffer fish skin (Nagai et al. 2002). The electrophoretic results eventually underpinned type I collagen as the major collagen in squid skin.

6. Other Important Factors

6.1. Tyrosine Measurement

Tyrosine content requires to be measured in collagen samples, usually hydrolyzed at 1050C in 6 N hydrochloric acid for 24 hours under a nitrogen atmosphere. Amino acids are quantified by liquid phase ion-exchange chromatography using an analyzer (e.g. Biochrom 20) (Cliche et al. 2003: 504).

6.2. Hydroxyproline Determination.

A colorimetric assay is used to determine the hydroxyproline content following hydrolysis of collagen at 1050C in 7 N sulfuric acid for 16 hours. Colorimetric reaction is done with chloramine-T and 4-dimethylbenzaldehyde using the Kolar (1990) method. Hydroxyproline content is converted to total collagen using a factor of 7.57 (Bonifer and Froning, 1996).

7. Problems with Extraction and Identification

A major difficulty in the identification of intact tissue antigens is the need to preserve antigenicity, i.e., the conformational integrity of the epitopes and to achieve adequate ultrastructural preservation. The methods like aqueous fixation, dehydration,

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and resin embedding for electron microscopy give rise to considerable changes in tissue structure, including extraction, precipitation, and collapse of labile molecular constituents (Hunziker, 1993). Furthermore, conventional chemical fixation in aldehyde solutions can lead to complete loss of antigenicity owing to the formation of intermolecular cross-links. Collagen epitopes appear to be particularly sensitive to aldehyde fixation. To overcome the problems associated with structural artifacts induced by conventional aqueous

fixation and dehydration procedures, alterative methods of tissue preparation adopt

employing low temperature. These methods have been applied to cartilage, with

considerable improvements in the ultrastructural preservation of chondrocytes and matrix (Hunziker, 1993; Keene and McDonald, 1993; Hunziker and Schenk, 1984; Hunziker et al., 1984; Akisaka and Shigenaga, 1983) and superior immunolocalization of matrix proteoglycan epitopes (Hunziker and Herrmann, 1987). Till 1995, it was not possible to successfully localize specific collagens by those methods, which prompted the researchers to assume that a particular stage in the cryotechnical process may give rise to conformational changes in collagen epitopes (Hunziker, 1993).

8. Conclusion

The review depicts a promising evolution of the extraction process, where several researchers have enriched the methods, besides providing valuable insights regarding the nature of collagens in different sources, where a growing trend of exploiting nonbovine sources of collagen such as fish or chicken-skin is observed. Such trend is justified since the usage of collagen has been ramified over the years and the disease and cultural factors associated with bovine or porcine collagen have become points of concern in

commercially exploiting them.

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Akisaka, T., & Shigenaga, Y. (1983). Ultrastructure of growing epiphyseal cartilage

processed by rapid freezing and freeze-substitution. J Electron Microsc, 32, 305.

Bannister, D. W., & Burns, A. B. (1972). Pepsin treatment of avian skin collagen. effects on solubility, subunit composition and aggregation properties. Biochem J, 129, 677-681.

Bensusan, H. B., & Scanu, A. (1960). J Amer Chem Soc, 82, 4490.

Bensusan, H. B. (1960). J Amer Chem Soc, 82: 4495.

Bornstein, P., Martin, G. R., & Piez, K. A. (1964). Science, 144, 1220.

Bowes, J. H., Elliott, R. G., & Moss, J. A. (1953). In The Nature and Structure of Collagen. London: Butterworth.

Bowes, J. H., & Kenten, R. H. (1948a). Biochem J, 43, 358. Bowes, J. H., & Kenten, R. H. (1948b). Biochem J, 43, 365.

Bowes, J. H., Elliott, R. G., & Moss, J. A. (1955). The Composition of Collagen and Acid-Soluble Collagen of Bovine Skin. Bioch, 61, 143-150.

Bonifer, L. J., & Froning, G. W. (1996). Chicken skin composition as affected by aqueous washings. J Food Sci, 61, 895-898.

Cao, M., Westerhausen-Larson, A., Niyibizi, C., Kavalkovich, K., Georgescu, H. I.,

Rizzo, C. F., Hebda, P. A., Stefanovic-Racic, M., & Evans, C. H. (1997). Nitric oxide inhibits the synthesis of type-II collagen without altering Col2A1 mRNA abundance: prolyl hydroxylase as a possible target. Biochem J, 324 (Pt 1), 305-

10.

Chernikov, M. P. (1949). C R Acaad Sci URSS, 67, 345.

Cliché, S., Amiot, J., Avezard, C., & Gariepy, C. (2003). Extraction and Characterization of Collagen with or Without Telopeptides from Chicken Skin. Poultry Science, 82, 503-509.

Connel, A., & Wood, G. C. (1964). In S. F. Jackson, R. D. Harkness, S. M. Partridge &

G. R. Tristram (eds.), Structure and Function of Connective and Skeletal Tissue Butterworths. London.

10

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Literature Review Evaluation Of Simulation

Literature Review Evaluation Of Simulation

Literature Review Evaluation Of Simulation

Question 1

The research sought the identification of whether HPS would be used independently as a predictor of knowledge gains of heart failure in prelicensure nursing students.

The relevant variables in the research question include knowledge gains with HPS

Increase of clinical knowledge with the use of HPS.

HPS as an independent predictor of knowledge gains

The identification of whether HPS or other factors induce knowledge gains objectively could be used by the faculty for the maximization of those variables so as to optimize the learning experience stimulation.

Self-efficacy a factor linked to increased knowledge and consequently increased in HPS.

This is an individual’s degree in confidence when they are preforming a desired skill or action.

The research shows that gains in self-efficacy were found in HPS however there are no links to gains in knowledge

HPS has also not been thoroughly investigated as being a predictor for great gains in clinical understanding.

Question 2

The research seeks to find out whether HPS would be used as an independent predictor of knowledge gains in prelicensure nursing students

The literature review aligns with the research question since it starts by indicating the uncertainty of the impact of HPS on gains in knowledge clearly establishing the existing interest in finding out whether HPS can be used as a predictor of knowledge gains in prelicensure nursing students.

It is also mentioned that knowledge gains with HPS have been demonstrated in both basic and advanced life supporting training but there is still need to find out whether there are any increases in forms of clinical knowledge if HPS is used.

There are also previous researches conducted but none of them is seen to have investigated HPS as an independent predictor

Despite the fact that many institutions use HPS as a method of teaching there is no publication that supports stimulation as an independent predictor

The literature review indicates that identifying whether HPS or other factors induce the gain of knowledge objectively could be useful for facilities to maximize the variables found and hence use the learning experience of stimulation optimally.

It attempts to link gains of self-efficacy and HPS and thus indirectly links HPS to being an independent predictor of knowledge gains.

Question 3

A large proportion of the sources used in the literature review are from primary sources.

In fact it is only one secondary source that has ben used in the literature review al the other sources are primary sources

The secondary source used is Ravet’s literature review

These are works that have been done and published by individual researches that have been used in writing this literature review.

Question 4

This literature review is not complete.

This is because there is no conclusive information given that evidently indicates HPS would be used as an independent predictor of knowledge gains in prelicensure nursing students

There is no direct link between HPS and knowledge gains

The literature review only gives an assumption and does not clearly show any direct link between knowledge gains and HJPS

There is also some form of bias in the literature review

It clearly puts it that there is no sufficient research that has ben done in this topic however HPS is still ben incorporated into curriculums.

This is clearly a form of bias whereby facilities assume that since HPS has been used in other forms of training it can also be used as a predictor of knower gains in prelicensure nursing students.

Question 5

The literature review gives an analysis and synthesis of the sources that have been sited

For instance from the Revert source that has been sited clearly brings out what research has been previously done on the topic.

This gives an insight of what has been achieved so far on the topic and hence gives a platform where further research can begin from.

Reference

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Literature Review of Genocide in Rwanda(1)

Literature Review of Genocide in Rwanda(1)

Literature Review of Genocide in Rwanda: Leadership, ethics and organizational failure in post-colonial context

By:

Date:

Literature Review of Genocide in Rwanda: Leadership, ethics and organizational failure in post-colonial context

During mid-1994, more than 800,000 Tutsi and a moderate number of Hutus were killed in the Rwandan genocide (Long, Grant, Mills, Gaudet & Warren, 2009, p271). The international community failed to prevent and end the genocide. This happened not because they had no ability to do so, but they lacked better organizational structures and a good process of decision making. Also, the reason why the genocide spread at a faster pace was due to failure of organizations such as the United Nations, which is one of the largest organizations in the world. The Rwandan experiences during the year 1994 are occurrences that are beyond the approach of organizational analysis. Such occurrences are not appropriate to be applied to the current organizational and structural analysis. Surprisingly, the genocide had, not only well organized structures, but also depended on militia, the Rwandan government and the police force. The genocide spread fast because of organizational failure. The aspect of organizational failure is blamed on the United Nations, which was reluctant and also unwilling to end the genocide, despite its troops in the nation which were led by Romeo Dallaire. The case of genocide in Rwanda depicts organizational issues such as leadership, ethics and organizational structure

After the occurrence of the Rwandan genocide, the commander of the United Nations Assistance Mission for Rwanda (UNAMIR) Romeo Dallaire blamed himself for poor leadership skills. The case study highlights how Dallaire confessed of his poor leadership skills because he did not succeed in convincing the United Nations as well as the Department of Peacekeeping Operations (DPKO) of the seriousness of the situation in Rwanda. However, from his grief, Romeo blamed the United Nations for its ill manner in tackling the Rwandan genocide. Romeo Dallaire also stated that, even though he had good military training as well as basic humanitarian and political skills, the United Nations rules and regulations were too strict that he could not make use of his militia skills (Long, Grant, Mills, Gaudet & Warren, 2009, p275). In addition, his troops, which he was supposed to command, were commanded by their nations. As such, Dallaire’s hands were tied since his troops sometimes openly refused to adhere to his command, if their nations of origin felt that it was not necessary. According to Romeo’s recommendations, the United Nations organizational structure needs to undergo a renaissance. It is only through a renaissance that the organization would not be restricted to its bureaucrats, secretariat and administration and instead, include the member countries. However, it will be important for the member countries to rethink their roles and also commit to renewing their purpose. Failure to implement such measures, Romeo Dallaire believes that humanity will perish while the United Nations continues to be irrelevant (Weiss, 2013, p23).

After the post-colonial period, other organizations were formed. For example, the Organization of Africa Union (OAU) currently known as the Africa union (AU) also failed in its mission to prevent the genocide. With all the equipments and resources that the organization had in place, it failed miserably. The fact is that some of its key leaders collaborated with the conflicting parties. This was a demonstration of unethical behavior in leadership. There were no common goals in decision making. Also, during this time, other world superpowers such as the USA demonstrated poor leadership skills by advising the United Nations to withdraw from Rwanda since they didn’t have any national interests in the country. The nation ignored its political responsibility and allowed hundreds of Rwandese to perish. By doing so, the United States seemed to have been in support of the Tutsi interests. This was once again unethical.

The United Nations had poor leadership. This made the decision making process almost impossible. Leaders of the organization were not serious with what was happening in Rwanda. The mode of decision making (rational/unitary), which focused on hierarchical authority was so slow that a lot of time was taken during the process (Heffernan, 2014, p18). Also, a lot of people were involved in the decision making process. When Romeo Dallaire was asked to assess the situation in Rwanda and make a report to the United Nations, the report had four options. Although the first two options were the best for the Rwandan situation, the United Nations, after a long time of decision making process concluded that Romeo Dallaire had no option, but to adopt option three. Also, he was reminded that it could take three months or more for the deployment decision to get through. The UN, despite the urgency of the situation in Rwanda, sent 2,500 troops. The slow decision making process can also be blamed for the failure in preventing and ending the Rwandan genocide. Dallaire’s report passed through many hands before it was agreed upon. The report was passed from the DPKO leadership to the UN secretary general, then to the Security Council and then voted out. This shows that there was group decision making (Pettinger, 2010, p12), and this was not important, especially in times of emergency like what was happening in Rwanda. If the Rwandese Patriotic Front (RPF) had not flown to New York to lobby the UN to speed up the process, then the situation in Rwanda could have worsened.

During the decision making process, there are different decisional roles. One of the roles is resource allocation (Barnett, 2014, p9). Resources are very important if any organizational projects are to be implemented. This was not so during the Rwandan genocide situation. Although Dallaire returned to Rwanda with the enthusiasm to monitor the fragile peace, one of the challenges he encountered was the lack of resources. The united nations, together with the supporting nations such as Bangladesh, France and Belgium did not offer enough resources to the troops in Rwanda. Most importantly, after his arrival in Rwanda, the situation was worsened by what happened in Burundi. The United Nations failed to supply more troops. Dallaire was also forced to return his Mercedes and live like any other soldier. Food was also limited, and they were forced to share the little they had. They also lacked serviced vehicles, machinery, equipment and lodgings. This was a frustration among the soldiers. This could have led to their demoralization in ensuring peace in Rwanda.

The government system of Rwanda had poor organizational structures. The government did not ensure equality between the Tutsi and Hutu after independence. The country’s wealth was enjoyed by the Tutsi under the expense of the Hutu. They also had a higher status in the country. Although this ethnic diversity was brought about by the Belgium colony, it should have been abolished after independence (Bellamy Alex & Paul, Williams, 2010, p14). It can be said that poor governance was a reason for the genocide even after the Arusha accords. The government could have had departments which ensured that all Rwandese were attended equally. As such, the Hutu could never have thought of warring against the Tutsi. During the time of the genocide, the conflicting parties were the Tutsi and Hutu. This indicated that the government had poor leadership and was unethical as the leadership was based on tribal grounds. Organizational leadership focuses on equality and respect for all.

Coordination is one of the major aspects of leadership. In order for decisions to be implemented, those involved should have a common goal. The United Nations troops led by Dallaire, despite the challenges they were facing were working well to ensure peace. Dallaire was in charge of both military and political operations until Jacques-Roger Booh-Booh arrived and took charge of the political aspects and also acted as the overall head of the mission (Jacobson, 2012, p8). Booh-Booh and his staff had an absurd work ethic and political approach. There was no coordination between Dallaire, Booh-Booh and the chief administration officer who allocated more resources to the civilians and ignored the staff. This was unethical, and Dallaire’s attempt to have him rejected was overlooked by the United Nations. Also, after there were several killings in the demilitarized zone, Dallaire recommended to Booh-Booh about the search and seize of the weapons that were used. Surprisingly, Booh-Booh refused the request, arguing that it would damage the peace process, and the UN troops would be seen as if taking action only against the government. Also, Booh-Booh frustrated Dallaire’s report to DPKO in which he had requested for phase two troops and logistical support. From this, it can be understood that, although UN officials in Rwanda were sent for the same purpose, they had different ideas, and there was no coordination to achieve a common goal. This led to UN failure to prevent and end the genocide.

It can be concluded that, although Dallaire is blamed for the genocide in Rwanda. The United Nations is the one to blame. It lacked good leadership and decision making process. Its organizational structure was also a failure. The government of Rwanda and its organizational structure is also to blame. For any project to be fully and well implemented, good leadership, organizational structure and good ethics are important.

Bibliography

Barnett, M. 2014. “The United Nations Security Council in Rwanda,” International Decision-Making in the Age of Genocide. Washington, DC: Geroge Washington University.

Bellamy, Alex J. & Paul D. Williams, (eds). 2010. Understanding Peacekeeping, 2nd Ed, Cambridge: Polity Press.

Heffernan, M. 2014. Topic: Decision Making. Melbourne: RMIT University. Www. Rmit.edu.au

Jacobson, T. W. 2012. U.N. Peacekeeping: Few Successes, Many Failures, Inherent Flaws. Washington, DC: International Diplomacy & Public Policy Center, LLC.

Long, B. S., Grant, J., Mills, A. J., Gaudet, E. R. & Warren, A. 2009. Genocide in Rwanda: Leadership, Ethics, and Organizational “Failure” in a Postcolonial Context. Published in Raufflet and Mills (eds.), The Dark Side: Critical Cases in the Downside of Business. Sheffield: Greenleaf Publishing, pp. 268-289.

Pettinger, R. 2010, Organizational Behavior: Performance management in practice. Routledge, London. Chapter 20.

Weiss, T. G. 2013. What’s Wrong with the United Nations and How to Fix it. Hoboken, NJ: John Wiley & Sons, pp288.

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Literature Review on Globalization

Literature Review on Globalization

Literature Review on Globalization

 

Gillespie,B and Leflaive,X 2007, “Innovation, globalization and the environment”, OECD Observer,no.261,pp.38-40

Sachs,J 2010,”Globalisation in the era of environment crisis”, International Trade Forum, no.1,pp.7-10.

Globalization is a precedure of interaction and integration between the people, companies, and governments of different countries. This procedure has an impact on many aspects such as, the economy, politics and the environment. Thus, globalization has become a debatable issue recently; so much work has been done to date in order to identify the link between globalization and the environment.Two different articles reveal contrasting perspectives on globalization and the environment. Brendan Gillespie and Xavier Leflaive from the OECD Observer, in their article” Innovation globalization and the environment” examine the various viewpoints of globalization. While, Jeffrey Sachs, Professor of Health policy and Management of Columbia University and special adviser on the Millennium Development Goals to UN Secretary, offers a biased view of globalization. Both articles provide useful information to aid the readers to have better comprehension of this issue.

Gillespie and Leflaive emphasise that environmental solutions, while necessary for the planet, can also be a valuable part of international economic development. All countries must work together to achieve a positive result. The responsibility of initial action lies with OECD nations, as they have most contributed to this problem, and they can afford solutions to it. Those governments must encourage private enterprise, while monitoring their own activities for green credibility. They conclude by remarking on the difficulties of encouraging people to be environmentally responsible.

Jeffrey Sachs begins this essay by pointing out the huge damage that humans have done, and are doing, to the planet and its other inhabitants. Destruction of water sources and the atmosphere, and therefore food resources occurs. Demand for food and use of chemicals is now so great that it is destroying other species and soon will be unsustainable. Governments and people need, now, to agree on technologies for power, water and food.

The article by Gillespie and Leflaive Provides a useful insight into the impact of globalization and solutions for it. This article would appeal to scientists and politicians, who would find it rich in information. It is well researched because it has many references and they are reliable references for example, information is drawn from the Millennium Ecosystem Assessment. In addition, the authors have divided their article into many sections and this might help the readers to follow the ideas more easily. Moreover, they have used relevant examples, such as, “hybrid cars are being marketed”, and “eco-friendly houses are being built”. (p.39). The well organised and range of the key points in the article make it easy for the readers to find crucial information. As globalization is a very significant topic in this era the authors make a few suggestions, for instance, people should recycle and switch lights off. Throughout, the article, the authors have achieved their purpose successfully. However, there are some aspects which have weakened the article. The first weakness is that the authors failed to list the names of OCED countries, it would have been better if they had listed them for more clarity. Another, weakness is the picture which was included, as it did not add any value to the article if there was a graph instead of the picture it may have made the article more understandable. The authors present irrelevant information about Europe without any clear purpose for it.

In contrast, Sachs’s article seeks to persuade readers that globalization has a negative impact on the environment, in other words the author has a narrow view of globalization. The writer has the authority to write in this field as he is a Special Adviser on the Millennium Development Goals to UN Secretary. Sachs warns of the risks of the globalization effect on the environment. He supports that by giving some examples such as, the effect on the ozone, the use of CFCs and the anthropogenic effect. In addition, the author coins a new term for example, “anthropocene”, however, the explanation of it is sufficient(p7).Sachs uses a number of technical words to explain the ideas in the article” fertilizer, chemical, nitrous oxide”(p9).Furthermore, the author’s evidence is reliable as quotes from the UN Frame- Work Convention on Climate Change. Overall, it is a comprehensible article and its ideas are clear and well organized. However, it would have been better if the author had explained the meaning of “chlorofluorocarbons” (p7). Readers who interested in gaining a broader understanding of globalization may notice the lack of references.

To sum up, whereas, Gillespie and Leflaive look broadly at globalization and the environment in terms of effects and solutions. Sachs focuses more narrowly and he has a pessimistic view of globalization. Both articles are relevant to the 21st century and the authors have achieved their purpose successfully. The two articles could be helpful for students or science enthusiasts who require a broad view of the controversial debate on globalization.

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Literature Review on Underlying Causes That Can Create a Serial Killer

Literature Review on Underlying Causes That Can Create a Serial Killer

Literature Review on Underlying Causes That Can Create a Serial Killer

Sayrey-Sothea El

University of Houston

Dr. Bravo

Serial killing or serial murder involves the murder of more than one person, usually with a “cooling off” period between the murders. These crimes usually have no apparent motive and involve strangers who are murdered over extended periods of time. The U.S. has a higher percentage of serial killers than any other country in the world, with nearly 25% of all serial killings worldwide taking place in America (Pace, 2019).

Based on FBI investigations, many serial killers suffer from a combination of personality disorders which are often inconspicuous. The three major categories of personality disorders include Paranoid, Schizoid, and Psychopathic. Many psychologists believe that serial killers fall into the last category. Psychopathy is a mental disorder in which a person has an antisocial, sadistic or psychopathic disposition with poor impulse control. A person who suffers from a form of psychopathy may display superficial charm and intelligence while hiding deep-rooted problems with their behavior and emotions. According to the FBI Behavioural Science Unit, serial killers have an innate ability to manipulate others, give them someone to talk to, and trust them with sensitive information.

Serial killing is one of the most complex and challenging forms of crime to investigate as there is rarely any forensic evidence left behind in cases that do not involve sexual assault or armed robbery; police rely heavily on knowledge about typical patterns to link cases together and identify likely suspects for questioning.

The standard theory is that serial killers share a long term obsession with violence, however few cases of serial homicide have been directly named as such, some of which include: John Reginald Halliday Christie (killed at least 12 people); Charlie Lyke (39 victims); Henry Lee Lucas and Ottis Toole (17 victims); Aileen Wuornos (7 victims) (Deepak & Ramdoss, 2021). Theories about the “Mackenzie painting” are based on the observation that all five of the known cases of serial homicide involve small town American males that were around 20-30 years old.

In the United States, there has been a slight increase in the number of serial killers since the mid-1990s. The increased publicity and media coverage of these cases may be responsible for this increase. Additionally, in areas that have experienced serial killings, such as the so-called ‘killing fields’ along Route 40 near Green River, Utah and Nevada, it has also become more likely that there will be a killer or killers available to police before any bodies are found.

The first notable US serial killer is usually considered to be H.H. Holmes, who killed 11 people over 18 months between 1896 and 1897 in Chicago. Holmes is also believed to have had a hand in the highly publicized murder of his own wife, who disappeared from the home the couple shared. Holmes was never tried for his crimes due to a hung jury, and later escaped from jail. He was eventually captured, confessed to his crimes and was hanged in Philadelphia on May 7, 1896.

The United States has produced many notable serial killers, including Richard Trenton Chase (“The Vampire of Sacramento”), David Berkowitz (“Son of Sam”), Patrick Kearney Mitchell (“The Milwaukee Monster”), Ted Bundy and Aileen Wuornos. Some killers have become infamous because of the gruesome circumstances of their crimes, the total number of victims, or the length of time during which they eluded capture. Others, such as those who have committed mass killings or those whose crimes have earned them a place in popular culture, are noted for their fame. Some serial killers have even been researched and written about to such an extent that they have become synonymous with murder itself. Theodore Robert Bundy is one example. He was a serial killer who was active in several states throughout the 1970s and confessed to killing thirty women. He once said that he could “go out and kill anybody between one day and six months from now.

One of the best-known cases involving a string of serial murders was that of Ed Gein. Gein was convicted and executed in 1957 for the murder of a total of two women and a teenage girl. He was known to have been obsessed with the concept of body parts, particularly skulls and femurs, which he would retain from his victims. Another local man, Driver Ed Kearney (a pharmacist) confessed to Gein that he had killed two women and an illegitimate son for insurance money, but later recanted the confession. Another man also confessed to killing several people in a similar way but later recanted as well.

Also of note is Ottis Toole who murdered five females in Florida between 1974-1976. Toole was a drifter who worked for victims and stole their money, jewelry, and personal effects. He kept the skull, skins, bones and hands of all five women. He was arrested in 1977 after police traced a stolen money order from one of his victims to his mother’s home in Fort Myers (Toates & Coschug-Toates, 2022).

Many serial killers move from area to area to find new victims. Some are quite organized in their efforts to find new victims or avoid being caught by the law. Some killers perform violent acts to attract their victims, while others choose a method of killing that is less personal. Most serial killers are male but women are also known to be serial killers and some have been sentenced to life in prison with no chance of parole. We know what causes a person to become a serial killer but how many of these individuals will commit serious violence and murder? It’s estimated that there are around 400-500 active serial killers in the United States alone and they kill approximately 3000 people every year (Call, 2019). This number is based on the FBI definition which is any person who has killed three or more people within a year or killed one victim up to four times during the same time frame.

References

Call, C. (2019). Serial entertainment: A content analysis of 35 years of serial murder in film. Homicide studies, 23(4), 362-380.

Toates, F., & Coschug-Toates, O. (2022). Understanding Sexual Serial Killing. Cambridge University Press.

Deepak, S. A., & Ramdoss, S. (2021). The life-course theory of serial killing: A motivation model. International journal of offender therapy and comparative criminology, 65(13-14), 1446-1472.

Pace, A. N. (2019). Serial killers in popular media: A content analysis of sensationalism and support for capital punishment.

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Literature Review Part 3 Sample Submission

Literature Review Part 3 Sample Submission

Literature Review Part 3 Sample Submission

Name: Rolando Carol

Research Topic: Power Dynamics and Conformity

Caveman Outline

Paragraph 1: Topic Introduction

Gabbert, Memon, & Wright (2006)

Meade & Roediger (2006)

Paragraph 2: Why conform?

Define informational and normative influence

Campbell & Fairey (1989)

Gabbert, Memon, & Wright (2007)

Asch (1955)

Paragraph 3: Power

Define types of power

Keltner, Gruenfeld, & Anderson (2003)

Galinsky, Magee, Gruenfeld, Whitson, & Liljenquist (2008)

Paragraph 4: Power affects conformity

Brinol, Petty, Valle, Rucker, & Becerra (2007)

Eaton, Visser, Krosnick, & Anand (2009)

Morrison, Rothman, & Soll (2011)

Paragraph 5: Knowledge Gap

Skagerberg & Wright (2008)

Paragraph 6 (Final paragraph): Purpose, Design, and Hypothesis

Restate research purpose/goal

Design

Hypothesis

Middle Paragraph (Paragraph 4)

Most research on social power and conformity suggests that those in powerful positions should be more resistant to social influence than those in less powerful positions. Research on social power and persuasion, for example, has shown that power can validate an individual’s existing views (Brinol, Petty, Valle, Rucker, & Becerra, 2007) and is associated with endorsing resoluteness and resisting attitude change (Eaton, Visser, Krosnick, & Anand, 2009). Power may be an impediment to experiencing empathy (Galinsky,Magee, Inesi, & Gruenfeld, 2006) and increases the psychological distance that one feels from others (Smith & Trope,2006) while motivating one to act in accordance with one’s own disposition or attitudes (e.g., Chen, Lee-Chai, & Bargh,2001; Galinsky, Gruenfeld, & Magee, 2003; Galinsky et al.,2008). Finally, powerful individuals have been shown to perceive less need for input from others, even when advice could help them perform better (See, Morrison, Rothman, & Soll, 2011). For these reasons, one would expect powerful individuals to exhibit less memory conformity than less powerful individuals.

Last Paragraph

The purpose of the present study is to investigate the effects of work place social power on memory conformity between dyads. Participant-actor pairs will first see 50 images on a computer screen. Next, they will be randomly assigned to one of three social power combinations: Manager-Subordinate, Subordinate-Manager, or Collaborator-Collaborator. After these role assignments, pairs will be tested on whether each of 100 images (50 old and 50 new) had or had not been shown previously. Actors will always respond before participants so we can measure participants’ memory conformity toward their partners. In line with prior findings on social power and memory conformity, I predict that subordinates will display significantly more memory conformity than both managers and collaborators.

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Literature Review Research Matrix

Literature Review Research Matrix

Literature Review Research MatrixPlease note that the first row of data is meant as an example. Please read the example article (Garriott, Hudyma, Keene, & Santiago, 2015) as a guide for how to dissect each article assigned.

Reference Main Themes/Constructs Research Questions Theoretical Framework or Model Population & Sample description & “N=” Methodology and Design Summary of Findings

Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263. doi: https://doi.org/10.1037/cou0000066 Academic Progress, academic satisfaction, college outcome expectations, college life efficacy, environmental supports, life satisfaction, positive affect. What are the predictors of students’ academic and life satisfaction? Lent’s model of normative well-being. N=414

Students from two 4-year universities. Quantitative, Quasi-Experimental, Multiple Measures. Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction.

Adams, T. L., & McBrayer, J. S. (2020). “The lived experiences of first-generation college students of color integrating into the institutional culture of a predominantly white institution.”

http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Flived-experiences-first-generation-college%2Fdocview%2F2394539724%2Fse-2%3Faccountid%3D27965First-Generation, College Students, Culture, Integration, Students of Color, Predominantly White Institution (PWI), Phenomenological Qualitative Research Design How do first-generation college students of color experience college at a PWI? No framework or model used No specific number of participants .

Currently enrolled first-generation college students of color Qualitative research design; phenomenological qualitative approach The findings supported the literature in that first-generation college students share a common set of challenges, such as being more likely to come from low-income families, identify as a racial minority, are less prepared academically for college, report more feelings of marginalization, and experience greater cultural difficulties and participants in this study expressed these same experiences.

Another finding is that participants value the relationships and connections they have formed at the institution, they raved about the quality of the education they were receiving, they were thankful for the opportunity to receive a higher education from a well-known institution, and they all expected to graduate from the university.

There was insinuation that the campus was segregated as a whole, but as well as among peers within their own race and ethnic group

Deng X. &, Yang Z. (2021). “Digital proficiency and psychological well-being in online learning: Experiences of first-generation college students and their peers.”

http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fdigital-proficiency-psychological-well-being%2Fdocview%2F2544936308%2Fse-2%3Faccountid%3D27965Digital proficiency; psychological well-being; college students; information and communication technology; quantitative analysis; COVID-19 (1) How does digital proficiency explain the psychological well-being of first-generation college students and their counterparts?

(2) How do individual background factors explain the psychological well-being of first-generation college students and their counterparts? No framework or model used N = 309

The participants of this study were undergraduate and graduate students at a Business College at a four-year urban, public university on the west coast of the United States.  Surveys Study findings suggest that developing and strengthening college students’ digital proficiency is especially important for promoting their psychological well-being in the time of the COVID-19 pandemic when delivery of face-to-face instruction and physical classroom interactions are diminished.

Duran et al. (2020). “A critical quantitative analysis of students’ sense of belonging: Perspectives on race, generation status, and collegiate environments.”

http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fcritical-quantitative-analysis-students-sense%2Fdocview%2F2396274639%2Fse-2%3Faccountid%3D27965 1. How does sense of belonging differ based on race, generation status, and the intersection of each?

2. What is the relationship between exposure to or participation in collegiate environments and sense of belonging?

3. How do collegiate environments relate to students’ sense of belonging when taking into consideration the intersection of race and college generation status? Astin’s input– environment–outcome (I-E-O) model N = 7,888

The 8 participating institutions were classified as doctoral universities with 1 of the private universities located in the Mideast, the other private university and 2 of the public universities in the Great Lakes region, 3 public universities in the Far West, and 1 public university located in New England Critical quantitative research; Survey  The study findings indicate that African American / Black collegians had significantly lower belonging

The study results also revealed the conditional effects of involvement and engagement on campus. Namely, continuing-generation African American / Black students did not experience the positive influence of cocurricular engagement on their belongingness compared to the entire sample.

Ellis et al. (2019). “Examining first-generation college student lived experiences with microaggressions and microaffirmations at a predominately white public research university.”

http://library.capella.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2018-28120-001&site=ehost-live&scope=site Microaggression; Microaffirmation; First-generation college students; Lived experience; 1. How microaggressions shape the lived undergraduate experience of FGCS at a predominately White public research university

2. How communications and exchanges may empower and support the identities and experiences of undergraduate students who identify as an FGCS. Sue et al.’s microaggression framework N = 3,453

Enrolled undergraduate first-generation college students from the university Empirical Study; Qualitative Study; Quantitative Study The qualitative study revealed that FGCS experienced microaggressions and microaffirmations at a PWI, which shaped how FGCS felt connected to others on campus and dictated their decisions to engage with peers, faculty, and formal resources.

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Literacy has a rich background stemming from over 3000 years ago

Literacy has a rich background stemming from over 3000 years ago

Literacy has a rich background stemming from over 3000 years ago. It began, in its most basic form, as an oral form of expression growing into using written symbols to share information. Generally, literacy is defined as the ability to read and write (Hobbs). Literacy is however more complex than just reading and writing. It involves taking up -not a general source of knowledge as is commonly thought- but rather assimilating and creating one’s own culturally and societally available knowledge. From this definition, literacy becomes awfully situation-specific thereby derogating any power ascribed to attaining the knowledge of a specific culture and placing all cultures -and hence identities- on a singular plane. Although ideal, what is ideal? this is far from the reality in our greatly diverse yet paradoxically integrated society. Power, within this context, refers to the ability to influence and have authority over others whereas identity is the inherent and socially constructed view of oneself (Menge). Since identity is a social construct, it is greatly amenable to the environment one is exposed to. Due to numerous shifting and widening social constructs, certain cultures, and hence identities have developed a false but seemingly innate sense of a position of power as opposed to others. 

The three writers who? Full intros needed. express the correlation between literacy, identity and power in both divergent and convergent ways, from the perspective of minorities in a society. Finn doesn’t fit that description. Their views are not only relevant to the western world but to any society that experiences power inequalities due to ethnic and socio-economic status differences. It is clear from the three discourses essays, articles, texts, etc. a discourse is a larger entity. that literacy, power and identity are correlated with each one of them having an influence on the other. Literacy and identity are both victims of circumstance and causes of power imbalance in societies. Their relationship is hardly ever linear and easily solvable? Why do we want to solve a relationship? by a singular solution. Understanding their relationship from the unique perspectives of those most affected by it could help develop a multifaceted view and approach when solving the resultant inequalities in society.nice final point. Is that what the essays do? If so, say so.Right from the start, Mellix and Anzaldúa come out very strongly in expressing how their distinct dialects affect power relations both within and outside their own linguistic dialects. Good topic sentence.Mellix, an American woman of African descent, was forced through societal pressure to adopt the use of different dialects of English (Black English and Standard English) depending on who she was associating with (Mellixpage # not author name needed). In the essay, Mellix demonstrates the underlying power implications involved in the situational use of either dialect. She says that the use of Standard English served two purposes: when addressing white people, it served to show their knowledge of their language -to assert a sense of equality between their two cultures due to their knowledge of this “dominant dialect”. On the other hand, standard-English speaking blacks used “proper” English to show that they were better than black English speaking blacks whenever they were around them but resorted to a mix of the two in the absence of the black English speaking blacks (Mellix 262).

Anzaldúa, a south Texan Latina, laments about the tension Chicano speaking Latinas find themselves in where they not only have to prove the worth of their dialect to North-Americans but to fellow Latinas. Chicano Spanish, which evolved from other languages, is considered less than other dialects. The Chicanas, therefore, end up facing an identity crisis that is compounded even within their dialect.  In another instance, Anzaldúa noted that despite the Spanish community being the largest minority group in the USA, French rather than Spanish was advocated for teaching in schools due to its higher social status within society.

Evidently, the social status of different languages is a manmade construct that if unchecked resembles a consequence of natureyou are making many really strong points about these issues and this is one of them. Nice! . Logically speaking, no dialect on its own has more importance than the other since in and of itself it serves its purpose: conveying information, knowledge and ideas within a community. However, outside influences such as politics and economic factors place a false value on language bearing damaging consequences to minority groups in societies.

Both Mellix and Anzaldúa express how their dialects offered them a sense of family, belonging and a distinct identity. Mellix felt distanced when forced within the bounds of Standard English; which felt foreign as opposed to Black English (Mellix 261). It took her years of formal school training and mental restructuring in order to be able to express her whole self in a language she never considered her own but necessary to course through life.

Anzaldúa, described her people attaining their identity only when they had a name and a language that was wholly theirs (Anzaldúa 43). According to Finn’s review, one’s family has a direct bearing on which education system one eventually attends and consequently their future occupation –hence influence on society. Not only this, the education system which one attends ends up shaping their future identity. For example, in the essay, children in the working class schools ended up developing a rebellious streak as part of their identity (Finn 12).

A diverging point between the two essays, Anzaldúa feels ambivalent towards her own language and her culture whereas Mellix feels ambivalent towards the Standard English. Anzaldúa explains that despite feeling great pride and having a solidified sense of identity when she saw her language and its variants published, in films and in movies, she, together with other educated Chicanas, felt shame and alienated (Anzaldúa 41). She felt as if the two cultures within herself cancelled each other out leaving her null. One can sense that Anzaldúa is still battling it out within herself to find space for her identity within a society that shames her for it. On the other hand Mellix feels ambivalent towards Standard English. She senses that she both needs and dislikes it despite the power it accords her (Mellix 260).

People of minority groups within any society always have to go out of their way to accommodate the groups with societal power. A study by Steele et al. assessing how stereotypes affect performance of African Americans showed that African Americans performed poorer when under the threat of possible stereotyping (Claude Steele 123). Minority groups existing in environments where the actions of others directly or indirectly insinuate their inferiority with regards to their ethnic background may end up having a skewed identity of themselves or low intrinsic self-worth. This trickles down to how they respond to people in authority and how authority itself responds to them and their needs.

The two authors, Mellix and Finn, present two different ideas concerning identity and power that end up converging on the impact of the school systems. Teachers in Mellix’s school, which was a predominantly black school, taught Standard English using Black English. The irony of it all was not lost on Mellix. Teachers would reprimand black-English speakers with the thought that they would not be able to get jobs speaking Black-English.

On the other hand, Finn introduces the idea of social class and its influence within the school systems, identity and power. Finn reviews a study by Anyon that showed that the school system, and hence quality of education received, differed among different social structures. He demonstrated the far reaching effects of the school system and its influence on the path children take in the future. Children from higher social class families attended school that primed them to be leaders of the future (bear power) whereas those from, say, working class school who are disadvantaged because of either poverty or cultural reasons attend schools that prime them to work routine jobs. Finn indirectly presents the facts that oppose a common notion that children from poor backgrounds are less literate. We could now argue that children from poor backgrounds attend sub-standard schools as compared to children from affluent families. This goes to show that the problem is systemic rather than natural. To a lesser extent, Anzaldúa’s essay addresses the impact of the school system on literacy, power and identity. She points out that Chicano students within the USA were offered speech classes in order to get rid of their accents

 

Whereas Finn uses persuasive writing style both Mellix’s and Anzaldúa’s essays read like descriptive essays. Finn’s persuasive writing uses the existing body of knowledge concerning the influences of social class on the school systems to demonstrate the consequent inequity in literacy levels, power and the impact on identity. Mellix gives us an account of her story as in a memoir. This makes her story resonate with the reader because of the personalized approach it uses. Although Anzaldúa also uses a descriptive style, the essay is routinely punctuated with poetry in efforts of describing the importance of diversity in dialect and the current plights encountered.

Mellix takes the reader through a tumultuous journey of finding her voice within a language that is not inherently hers. She explores how her identity was intertwined with her form of expression and what it took for her to find a new identity and use it in developing literacy in forthcoming generations. Anzaldúa’s use of poetry and Chicano Spanish is like pungent garlic within her prose narrative. It makes the point her story is trying to describe. Anzaldúa refuses to conform to the societies powerful and accommodate the majority groups in her writing. She forcefully takes the power that has been elusive to many like her by, using her own words, using her wild tongue. Finn talks as if to a reader seeking to understand the disparity between the various school systems in the USA. He presents the case and gives suitable evidence in order to convince the reader that social classes do indeed impact school systems.

Literacy, identity and power do not lie on a linear relationship within societies. They are all affected and affect each other with the aid of other outside influences. Having more voices from society that have felt their impact, rise up and speak up will be off benefit in determining their intricate interrelatedness and making meaningful steps towards reducing inequities in society.

Strong draft, Tashae. The middle is the strongest and is where the points are most specific and best integrated w/ documentation. These last paragraphs lack that, but this is a draft, so revision can easily fix that. In the first paragraphs, things can get pretty vague and wordy. Revise to make your excellent perspective more direct and thus more powerful. Let me know if you have any questions or wish to talk.

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Literature Critical Analysis

Literature Critical Analysis

Literature Critical Analysis

The fact that you want to write about or expound a particular topic into details, you have to understand the necessary things and move a further step of getting the exact definition of the specific subject matter. The case is the same when it comes to writing literature work and assertively with critical analysis. The initial step that the student have to take before starting the essay is understanding the meaning of critical analysis. The first impression the professor get when going through your work is significant, and it dramatically determines the final score as the tutor will be able to tell whether you know what you are writing about or not. The first part of the work commonly termed as the introduction is very significant as well as the body and the conclusion bit. https://essaytanks.com/ is a reliable site which you should visit if straining in writing a various piece of academic work especially literature critical analysis which is our subject of discussion. In this site, you will have access of a wide variety of tutorials regarding multiple disciplines as well as get connected to qualified tutors who are oriented in offering support to students regarding helping them in areas they might be stuck in their school work. The components and procedure of writing a critical analysis are expounded to a more considerable extent below.

Meaning of critical analysis

Critical analysis can be referred to as a personal kind of writing that portrays the writer’s point of view through breaking down and studying parts of the particular work. The case is distinctive when it comes to literature work where one is supposed to write the read correctly and write a critical analysis of various genres such as short stories and movies among much other artwork. The main aim of writing a critical analysis is evaluating the authors work to boost reader’s proper understanding. Visit https://essaytanks.com/ site for more information.

Writing a literature critical analysis

The process of writing a compelling critical analysis involves the following two vital steps which are critical reading and critical writing. Let us begin by looking at the significant components of essential reading which include:

Pinpoint the writer’s thesis and the anticipated drive.

Scrutinize the arrangement of the passage by ascertaining all the original concepts.

Take the initiative of referring to a dictionary or encyclopedia to attain a clear understanding of content that is unfamiliar to you.

Simply write a framework of the work or write a precise description of it.

An outline is followed by composing a summary of the author’s work.

The purpose of having to be determined in this phase which could have an aim of

Informing with realistic material

Persuading with a plea to reason and emotions

Keep the audience amused through affecting their feelings.

The last bit involves evaluating the means the author applies to accomplish the aim of writing. Is it informing, persuading or entertaining? How have he or she presented the material, the evidence given as well as the emotions depicted in work?

Also, one has to consider the organization of the material, the likely audience, and the author’s assumptions regarding the audience as well as the language and imagery used in work. Remember to use first personal pronouns when giving your views, for example, “I think.” Introduce your work and keep aside the assumption that the professor is aware of what you are doing. Also, write about the current subject matter and support your thesis with the thesis as this is expected of you by the tutor. All this will earn you extra marks in your paper. For more information and further intervention visit https://essaytanks.com/ site with reliable resources and committed tutors.

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