Proposing an Hris System Essay Example for Free

Proposing an Hris System Essay Planning the future of the organization will require training, and mentoring from key employees. The current Human Resource Information System does not support the information that is required to complete the project. Management is proposing to implement a new Human Resource Information System. Human Resource Information System is a computerized system designed to bring together information for strategic planning, operational, and, administrative. The most time spent in Human Resource is administrative management. Human Resource Information System is designed to improve efficiency and assist with streamlining paperwork. There are five major categories in a business that the Human Resource Information System supports. Labor relations in the HRIS will support Union negotiation, employee information, and auditing records. Human Resource Planning and Analysis supports organizational charts, attendance analysis, job description tracking, staffing, recruiting, and turnover analysis. Compensation and benefits, wages, benefits, vacation, and pay structures. Compliance regulations are also supported by HRIS; Equal Opportunity Employment, workforce utilization, and applicant tracking. Safety and training development are also supported by the HRIS software. HRIS software is available by many different software companies; the following are just a few HRIS software that are available. Bamboo Human Resource Software, Employee Connect Software, Human Resources Microsystems, J. D. Edwards Enterprise One, and Employee Connect. The software must be compatible with the organizations current job-costing system and will require the reports to coincide. This will need to be a customized feature and will require a tailored software. The software listed above is available to as is and will not support our job cost software. Management would like to implement a new Human Resource Information System before the new fiscal year. The new fiscal year begins in April 2013. The first process will be posting a Request for pricing from multiple pre-qualified Human Resource Information System Software companies. The schedule will only allow a maximum of one month to select a final vendor to begin the process of tailoring the software. The concerns that management have are some of the organizational factors, such as labor force, company budgets, bad planning, and competition. Labor force is down due to budget cuts and the transition to new software will require overtime and possibly hiring temporary help for data entry. The current company budget does not have the profit to support a substantial increase in additional labor. The planning schedule for a new Human Resource Information System will need to be monitored closely. Management is concerned about the possibility of going over schedule and increasing the labor cost more than more than what is in the budget. Management has come up with a budget of forty-five thousand dollars. This budget includes the cost of software, labor force, and new equipment to support the new Human Resource Information System. The return on investment for the new software and equipment that management hopes for will be worth more than the cost. The benefits of having a Human Resource Information System that produces reports for compensation, time off, and labor needs. The new Human Resource Information System will also give our organization the ability to be competitive in capturing labor trends and needs. Planning for the future of the organization will also be a huge benefit factor. The time and cost that will be saved over time will pay for the upgrade in less than two years. When the system is up and running management foresees that four full-time positions will need to be eliminated due to the efficiency and lack of work for the four workers. References Chauhan, A. , Sharma, S. , amp; Tyagi, T. (2011). Role of HRIS in Improving Modern HR Operations. Review Of Management, 1(2), 58-70.

Example Answers to Questions on Consumer Behaviour

Example Answers to Questions on Consumer Behaviour -PURCHASE DECISION-MAKING PROCESS- Problem Recognition: The problem recognition is where psychological needs are involved; the intensity or awareness of the problem may vary as the individual realize that the actual state of mind or feeling is not a wanted one, as a consequence, the individual take action to change it by acquisition of a product or service. Information Search: This is the stage when the awareness of the problem is accepted and the self-realization of what kind of purchase could solve the difficulty. Where and how it can be acquired? What information is on reach? At this stage, consumers will search information that will allow them to make a decision. Information Evaluation: The evaluation of the information will be evaluated based on a certain criteria; the consumer will find means to differentiate between them. They may target shops, brands, pricing, promotion or even physical aspect like packaging. Decision: The next step after evaluation is the decision, which may be a natural result of the product assessment. The consumer may have to prioritise the assessment or choice of product/service/solution even further by choosing if the convenience or price is the most significant factor, or one may predominate on the other. Post-Purchase Evaluation: The majority of cases consumers are likely to be some level of after-acquisition analysis in order to reassure them whether the product/service fulfilled previous expectation. -BUYING SITUATIONS- Routine Problem Solving: This is when items that fall into the routine problem solving category in order not to risk by changing to new competitor products. The consumer is satisfied with the same brand and the benefit of changing may just bring an unnecessary effort of information, evaluation and decision. This generally happens with cheap or low-cost products. Limited Problem Solving: Involves more attention and decision -making those routine acquisitions. Goods tend to have an elevate value and last longer. It is more likely to occur when acquiring services. The consumer has the need to acquire the product right from the first time and will like not to risk by trying. Extended problem Solving: The extended problem solving is similar to the limited one but it compromises a more serious purchase, meaning that it is even more severe that the limited one. Goods have a much more value, consequently, a even higher risk for the buyer. It will be motivated to know as much as possible about the product and the decision will be based on coherent, practical and cognisant grounds. -BUYER BEHAVIOUR THEORIES- The buyer behaviour processes and acts on individuals involved in buying and using products or services. The formulation of the marketing strategies that will succeed in implementation depends on the understanding of how people behave when buy and how does the environment is composed. The decision environment are the influences that make people to take a decision, for instance family traditions, reference groups that enhance associate or disassociate behaviours. The consumer buying process consists of 5 steps: Need recognition: This is when an individual recognise the need for the acquisition of a product, in the scenario of the hair care company, the buyer acknowledge the need for the product by different factors as internal or external stimuli, social esteem, etc. Information search: this is when the recognition process is complete; the fallowing step is where to acquire the product (memory, family, advertising, internet) Alternative evaluation: As it is rare to find exactly what people look for there is always an evaluation for alternatives (rational or irrational). Purchase decision and associated risk: It is important that the purchase of a good do not involved a high risk in regard of performance, financial, physical, social and egocentrically. Post purchase evaluation: The final stage of the consumer buying process with the overall performance in contrast to the expectation prior the acquisition. The key factors that influence marketing activities in buying satiations are the cultural, social, personal and psychological factors. -FACTORS INFLUENCING CONSUMER BEHAVIOUR- Cultural: Language, religion, education, values and attitudes, etc. Social: Primary groups, secondary groups, inspirational groups and dissociative groups. Personal: as age, occupation, economic class, life style. Psychological: Motivation and the greatness of the need. All this information is used to develop a clear picture and valid associations of how people take the decision to acquire a product, along with specifications of a valid target process, which will then be applied by the organization. Types of Buying Behaviour: Level of involvement is an individuals intensity of interest in a product and the importance he or she places on a product. Consumers go through a problem-solving process. The 4 types of Problem-Solving are: Routine Response: buying that requires very little search and decision effort; it is used for products that are low priced and bought frequently. Examples include soft drinks, snack foods, milk, etc. Limited Decision: Buyers use when they purchase products occasionally or need information about unfamiliar brands in a familiar product category; it requires a moderate amount of time for information gathering and deliberation. Examples include Clothes, know product class but not the brand. Extensive Decision: employed when unfamiliar, expensive, or infrequently bought products (such as homes, automobiles and furniture) are purchased; buyers used many criteria to evaluate brands and spend more time searching for information and deciding on the purchase. Impulse Buying: unplanned buying behavior involving powerful urge to buying something immediately. A lot of impulse decisions are made at the checkout area and can be on items such as candy, sodas, batteries, film, etc. Situational influences in the buying decision process: Situational Influences: Elements that influence the buyer to change his mind. Situational Processes: Physical surroundings Social surroundings Time perspective Research purchase Momentary mood and conditions Psychological Influence in the buying decision process: Psychological Influences (factors that determine behaviour) Selective Exposure: Select one important factor while ignoring another (go to Libya because is cheap and worm ignoring hostile environment) Selective Distortion: Twisting information with personal feelings or beliefs (pay  £700 when just can afford  £550) Selective Retention: Thrusting beliefs and feelings in regard of a product/service that actually are where never associated. Perceptual organization: This is based on organizing and integrating new information with what is already stored in the consumers memory. (Marketing Æ’Â ¨Ã¢â€š ¬Ã‚  Consumer Focus Æ’Â ¨Ã¢â€š ¬Ã‚  Product made for the consumer needs) (Sales Æ’Â ¨ Product Focus Æ’Â ¨Ã¢â€š ¬Ã‚  Consumer buy a product that may do not suit the consumer) Interpretation: The interpretation of the consumer on an untried product/service (how the consumer see it). Main reasons why a marketer fails while delivering a message to the consumer are: Consumers block out sellers info. Consumers interpret sellers information differently than intended. Consumer discomfort info the conflicts with cultural issues. -EXTERNAL INTERNAL FACTORS THAT AFFECTS THE BUYER BEHAVIOUR PROCESS- Environmental influences: The decision making process is always connected to the environment in which the product and the buyer are. These influences are the fallowing ones. Sociocultural influences: Influences from current trends as a whole and the various social groups they belong in order to enhance status. Technological Influences: It affects many aspects of the decision-making by product development and innovation. Economic and competitive influences: Price, value for money and conscious assessment of the need to acquire are prevalent influences. Political and legal influences: Legislations, regulations, consumer rights and advertising also effect the overall decision-making process. Psychological influences (The individual): The psychological influences are these aspects that affects an individual perception while executing a conscious or subconscious decision-making process. Personality: Very extensive area of study consist on features, behaviours and experiences of the consumers. Perception: It indicates the way in which people interpret, analyse and make sense of present and upcoming situation while being affected by personality, experience and mood. Learning: The process by consumers of understanding and retaining info from a product. Motivation: Is based on Maslows hierarchy of needs (Physiological, Safety, Love, Esteem, Self-actualisation). Attitudes: Is a perspective that an individual takes on a certain subject (Cognitive, Affective, Conative). Sociocultural Influences (The Group): Social groups will inevitably affect purchasing decision were the individual are member of, as individuals are influenced by social and cultural factor from their location of provenience. Social class: Is a form of social grouping for identification of masses. Culture and Subculture: It refers to the personality of the society where consumers live in (Art, Language, Literature, Music and Products which are consumed by society). Reference Groups: these are groups where an individual belongs or aspire to belong (professional bodies, social societies, lifestyle groups) Family: It is the key influence of the buyer behaviour of the individuals. -RELATION BETWEEN BRAND LOYALTY, CORPORATE IMAGE AND REPEAT PURCHASE Brand loyalty this happens when a consumer is predisposed to acquire the same brand of goods/services constantly over a certain period of time instead of varying among manufacturers of the same product/service. Perhaps brand loyalty can be measured by the consistence or volume of acquisitions of the same brand within the same category. Corporate image is a conceptual mental image developed by corporate advertising techniques to highlight their image so it can boost desirability to consumers, suppliers, employers and stakeholders. Companies develop a corporate image in order to enhance psychological perception, reputation and corporate culture. A positive corporate image can augment consumer adoption and develop further brand loyalty. Repeat purchase is the action made by buyers while repurchasing a previously purchased product. Repeat purchase is a pattern used in order to calculate the consistency of loyalty to a brand. The relationship between these three factors is enormous as they aimed the same result. The difference is that all make part of the same scope but in different stages. For instance when a company invest on the development of a positive corporate image, consumers will then mature a positive psychological perception over a period of time (depending the intensity and technique used). These perceptions will impulse consumers to try, and consequently, to adopt the product as preferable acquisition among all other similar brand products. When consumers make a repeat purchase of the same brand, the company is then able to assume a certain degree of brand loyalty.

The Prevalence of Sexual Harassment on College Campuses Essay -- Exemp

The Prevalence of Sexual Harassment on College Campuses One night, â€Å"Amy,† a student at State, was hanging out with some friends in her room. â€Å"A bunch of people were there, and one guy I didn’t know was obviously drunk and kept asking me out. I tried to brush him off, and didn’t take it seriously because he was drunk. I left to go to sleep. â€Å"He followed me to my room and kept banging on my bedroom door, trying to push it open and asking me to talk to him. I talked to him for a little while just to appease him.† Finally, the guy’s friends coaxed him away from Amy’s door. â€Å"I don’t know if that’s sexual harassment,† she said. â€Å"I wasn’t worried that he was going to assault me. The whole thing was just annoying.† Judging by the numbers, this true story is not just an isolated case. Sexual harassment occurs in a variety of forms at State, and often goes without recognition. Harassment is difficult to define, and even harder to discuss. It can happen at Tap or Valentine, and it ranges from an unwanted advance to physical assault or rape. Particularly in a college environment, harassment is often both elusive and pervasive. Here at State, sexual harassment is making its presence felt. During the 2003-2004 school year, nine cases of harassment, seven cases of sexual assault, and five cases of rape were reported, compared to eight cases of harassment, seven assaults and five rapes last year. The statistics from 2002, however, provide a stark contrast to the last two years. These numbers may be part of a larger problem. Statistics show that there seems to be an increase in cases of sexual harassment at colleges around the country. Date rape has become the most common violent crime on college campuses today. About one out of s... ...ary action. Krull said, â€Å"I feel we are working towards a system which is supportive of victims/survivors, encouraging them to come forward to get emotional support for these painful situations.† What steps can be taken by both individuals and the student body in order to prevent and eliminate these occurrences? â€Å"My hope is that as a community we can treat each other with more respect,† said Krull. â€Å"The way to do this is to have open dialogues about how we deserve to be treated, what we think and how we perceive things differently.† â€Å"One of the most important things is to establish a no-tolerance policy,† said Bucknell-Pogue. â€Å"If people aren’t telling offensive jokes, the whole philosophy of campus life would change. We have to be supportive of each other and accept that different people are comfortable with different levels of contact and types of behavior.†

How Thomas Hardy Presents Women in His Short Stories Essay -- essays r

How Hardy Presents Women in His Short Stories Thomas Hardy wrote about society in the mid 1800's and his tales have rural settings in the fictional name he gave to the South-West of England, Wessex. The short stories reflect this time and the author also demonstrates the class division in rural society - rich and poor - and the closeness of the communities. Almost everyone belonged to the 'labouring classes' and worked on the land. People of around 150 years ago were very superstitious and marriage was important. If a woman did not marry by a certain age she was thought of as a witch, or 'spinster'. Her only roles were to be faithful to her husband and to bear a son to become heir. The role of women was very different from today's society - it was world dominated and run by men. In the first of the three short stories, ?The Withered Arm?, Hardy writes of two women of different classes who are joined by one man. The first of the women is Rhoda Brook. She is a milking maid who is not within the milking circle. She is physically and metaphorically outside because she had an illegitimate son. Rhoda ?milked somewhat apart from the rest?. Having a child out of ?wedlock? was frowned upon, some people were publicly condemned in the 1800?s. She is the occasional subject of gossip and with being a single mum back then she would have been in a very difficult position. Hardy presents this well in his tales, as he shows Rhoda?s predicament. The father of Rhoda?s son, Farmer Lodge, was of a much higher status than herself. He would never have married a milk maid and does not face the same condemnation as Rhoda does. Rhoda?s previous lover, Farmer Lodge, is to marry a young woman as during a conversation between the mil... ... Milly is the most foolish of the girls as she believes every word Tony says to her, however this shows that she will do anything to gain a husband. In ?The Son?s Veto? Sophy is shown to be dominated by both her husband and her son. Decisions are mostly made for her giving Sophy little freedom in her own home. Her son denied her the opportunity to marry and be happy again as the man she was in love with was not a gentleman of class, which was all too embarrassing for him. Sophy is weak and feeble and dies a lonely and unhappy woman. In Thomas Hardy?s three short tales, the presentation of women is negative, however typical of the 1800?s. His stories show just how women lived in these times and how it was difficult. They received few opportunities and choices as most were made for them. Their main role in life was to be a good mother and a devoted wife.

Essay --

Varfà ¶r blev det egentligen krig 1914? Inte sedan fransk-tyska kriget 1871 hade det fà ¶rekommit strider i Và ¤steuropa. Efter 41 à ¥r av fred hade en hel generation vuxit upp utan egna erfarenheter av krig. Och det fanns starka krafter fà ¶r en fortsatt fred. Men samtidigt fanns det ocksà ¥ mycket som talade fà ¶r en à ¶kad krigsrisk i Europa. Wienkongressen, 1815 Under Wienkongressen konstruerades ett Europa med ett antal jà ¤mbà ¶rdiga là ¤nder. Tanken var att det skulle gà ¤lla nà ¥gon slags balans mellan dem. Alltsà ¥ att inget land dominerade mer à ¤n ett annat. Man kan sà ¤ga att under 1900-talets bà ¶rjan fungerade Europa lite som motsatsen till just denna jà ¤mbà ¶rdiga uppdelning. Là ¤nderna bà ¶rjade konkurrera mer och mer med varandra. Det de fokuserade pà ¥ var sin egen makt, sina kolonier och sin egen industri. Milità ¤ra maktblock och svag demokrati De stà ¶rsta là ¤nderna i Europa vid den hà ¤r tiden var Storbritannien, Tyskland, Ryssland, Frankrike och Ãâ€"sterrike-Ungern. Storbritannien som var mer fà ¶r sig sjà ¤lv dà ¥ det à ¤r ett à ¶-rike hade inte sà ¥ stort intresse av politiken i Europa under bà ¶rjan av 1900-talet. I Frankrike fanns det en là ¤ngtan efter hà ¤mnd dà ¥ Tyskland hade besegrat de i krig 1870-71. Det krig som ledde till Tyskland enandes. Frankrike tvingades erkà ¤nna sig besegrat och ge upp delar av sitt land. Att hà ¤mnas mot tyskarna och ta tillbaka sina territorier var en stor anledning till att fransmà ¤nnen gav sig in i fà ¶rsta và ¤rldskriget. Det rà ¥dde oro i Ãâ€"sterrike-Ungern dà ¥ var ett mycket stort land som innefattade mà ¥nga av dagens Europeiska là ¤nder. Det fanns olika nationaliteter, sprà ¥k och kulturer inom landet. Pà ¥ grund av de nationalistiska tankarna sà ¥ ansà ¥g dessa regioner att de borde bli sjà ¤lvstà ¤ndiga. Ryssland hade en liknande situation. Utà ¶ver det ... ... là ¤mna det ryska kejsardà ¶met. Mest oroligt var det pà ¥ Balkanhalvà ¶n. Bland serberna i Bosnien à ¶kade kravet pà ¥ att fà ¥ là ¤mna Ãâ€"sterrike och là ¥ta landet ingà ¥ i ett nytt Stor-Serbien. Imperialism och kapprustning De europeiska stormakterna tà ¤vlade sedan là ¤nge om att erà ¶vra kolonier i bland annat Afrika. Storbritannien, Frankrike och Tyskland hade de stà ¶rsta imperierna. Fà ¶r att skydda kolonierna och handeln à ¶ver haven skaffade de imperialistiska staterna stora krigsfartyg. Storbritanniens flotta var và ¤rldens mà ¤ktigast, men Tyskland byggde sà ¥ mà ¥nga och stora krigsskepp att britternas position som ledande sjà ¶makt var hotad. Den brittiska regeringen satsade dà ¤rfà ¶r à ¤nnu mera pengar pà ¥ à ¤nnu stà ¶rre fartyg. Kapprustningen var i full gà ¥ng. Mà ¥nga andra là ¤nder drogs snart in i denna kamp. Fà ¶r varje à ¥r som gick krà ¤vde milità ¤rledningarna stà ¶rre och bà ¤ttre kanoner, och fler soldater

Nvq Childcare Diploma Cu1535

Cu1535- Promote children’s welfare and well-being in the early years. 1. 1- Welfare requirements – Within your setting you should safeguard and promote Children’s welfare, we must take necessary steps to ensure this. We must promote good health of all children within our care and take steps to prevent the spread of infection from others within our care and take appropriate action when they are ill. We must ensure that there are suitable people and staffing levels are appropriate to ensure safety to all children.The premises, environment and equipment must be suitable to cater for the children, these include outdoor and indoor spaces, furniture, equipment and toys and they must be safe and suitable for the children in your care, age/stage appropriate. Your safeguarding/admissions/settling in policies should be kept up to date. It is important for all staff to read all policies and procedures. As a practitioner you should be aware of nutrition needs and plan health y meals/snacks for children and on some occasions give advice to parents.You should be aware of portion sizes, this is important because children can still become overweight on healthy foods if they are given too much. Every setting should have routines they should reflect the varying needs of all children within your group especially in terms of sleep and rest. All routines should allow time for outdoor play for all ages. Routines also need to be flexible enough to allow the children to finish their task.Under the EYFS we as practitioners observe children during physical play this is to note the skills that they are showing and what could be emerging, this gives us important information on how we can support the child such as providing new activities, toys or simply encourage the child. Within the EYFS it is important to work closely with parents, we can find out their child’s needs, you can also provide support and advice on topics, sleep, toilet training and nutrition. EYF S Statutory requirements, Safeguarding and promoting children’s welfare. Principles in to practice card 1. Health and Well-being. 1. 2- To report something in my setting it is our responsibility to go straight to our manager of the nursery and report it to her. If our manager isn’t in we would go to our deputy manager. If you any very unusual case that both of these people weren’t in we would go to the welfare officer who also helps with the running of the nursery. 2. 2i) When receiving a child into the setting you must make sure you have undergone risk assessments on the building, toys, equipment etc. You must speak to parents to get parental guidance so you are aware of risks with the child e. . allergies. Make sure you have all parent and carers emergency contact numbers. Parents must fill in the forms attaching pictures of the main carers so staff is aware. They must also fill in emergency medicine application forms in case the child falls in in the day. ii) Again risk assessments need to be done if the child is attending an outing with the nursery to somewhere e. g. the park. You must be told if someone different is picking the child up and if you don’t get told from their main carer you cannot let the child go.If the main carer wants someone else to pick the child up then they must sign a form to say whose picking the child up, the password the number and the name. iii) Main thing when visiting offsite places is risk assessments. You must also make sure you have parent consent of the main carer. Make sure you take each child’s emergency contact numbers and also one member of staff to carry along their mobile phones in case of emergencies. You must take weather related items for all children and the first aid box. The staff ratio must be right according to how many children and their ages. 2. i 2. 5msquared ii- Ratios- 1 adult to 3 children for under 2 year olds 1 adult to 4 children aged 2-3 years 1 adult for 8 children ages 4 and over. 3. 1- Meeting children's basic needs for health and well-being through the resources ; equipment a setting has eg. furniture, cutlery, sinks, staff, advice, doors to get outside etc. Aspects for basic needs .. Food and diet Water Natural light Rest and sleep Warmth Fresh air Exercise, physical activity, stimulation Hygiene – safe environment for hand washing, table cleaning, toilet areas, awareness of cross infection and contamination ..Security – safe environment: risk assessed/monitored, familiar to support confidence Love, affection, continuity, stability Professional knowledge ; training External professionals – GPs, health visitor, dentist etc. 3. 2- The roles of key health professionals are as follows: School nurse she will offer advice to parents on the health of their child and she will carry out hearing checks, give advice on to parents regarding their child’s toilet habits, advice on skin tags and rashes gives information on we ather the child needs to visit their GP, this can all be done in the setting.They will monitor the health of the children and also give advice to schools. Audiologist they will measure the child’s hearing levels Dentist gives advice on how to keep teeth and gums healthy. Dieticians work to give advice on the right nutrients the child needs and from what foods to get them. My setting also has leaflets available for parents to take home on healthy eating. GP doctors are usually one of the first people to see the child and can give care to the child and the family and make the right referrals if required.Paediatrician they specialise in working with children with health problems. Speech therapists they help children with speech, language and communication difficulties and give advice to schools and parents. Physiotherapists help children with coordination and their movement resulting from injury, illness or a medical condition. In my setting they will come in and give advice to the teaching assistant who works with a child with a medical problem. Psychologists will work with a child with behavioural or learning difficulty. Optometrist will examine the child’s eyesight and prescribe glasses if needed.Health visitor they work with GPs to give support to children and their families they can give advice to parents regarding the child’s health and development. Parent’s permission must always be given before making referrals. 4. 3- Storing breast milk. There are two ways to store breast milk you can store it in a fridge or a freezer, the department of Health guidance for the storage of breast milk is as follows: †¢ You can store breast milk in a fridge at 4 oc or lower for up to 5 days. †¢ You can store breast milk in the freezer compartment of a fridge for up to 2 weeks. You can store breast milk in a domestic freezer for up to 6 months at minus 18 oc or lower. If breast milk has been frozen you can defrost it in the fridge and it can be served straight from the fridge rather than being warmed up. This will prevent bacteria. Preparation of formula milk. If parents bring in made up bottles of formula milk, they need to be placed in the fridge immediately and used within 24 hours this will ensure that it is kept cold to prevent bacteria and to keep it safe. Before we prepare formula milk clean all the work tops and wash your hands.The bottles, teats and brushes should be thoroughly cleaned and sterilised according to the manufacturer’s instructions, this will stop the risk of a baby getting sickness and diarrhoea. Best practice means that formula milk should be made up fresh for each feed, if the baby leaves formula milk this should be thrown away, this will prevent a baby becoming ill. If you are unable to make up formula milk fresh then you can use ready to use liquid formula or by filling a hot thermos with hot water (at least 70 oC in temperature)and the formula can be made up as required.To make fo rmula milk boil fresh water in the kettle, let it cool down, but for no more than half an hour, using hot water will kill any harmful bacteria in the powder. Put the boiled water in the bottle first and add the required amount of powder, follow manufacturer’s instructions on the ratio of powder to water. Cool the formula quickly to feeding temperature by holding the bottle under cold running water with the cap on. 5. 1- The number of children in the UK who are overweight or obese is on the increase. As early years practitioners we have to provide healthy and nutritionally appropriate food for the children that we care for.This is a requirement of the EYFS. Most settings provide a meal or snack within their provision. The Food Standards Agency recommends that a healthy nutritious diet should contain foods from the following groups each day – starchy foods, fruit and vegetables, protein-rich foods and dairy products. A balanced diet should contain foods from these groups , all meals snacks and drinks taken throughout the day must provide children with the sufficient nutrients to make up a balanced diet. When diets become unbalanced children could suffer from health problems or become lacking in a certain vitamin.When planning meals for children, there are several things to take into consideration to ensure that meals contain sufficient nutrients and calories. We need to look at the food labels to see how much salt, calories, fat are in foods and whether the food is rich in nutrients. Children aged 1 to 3 should have no more than 2g of salt a day and children aged 4 to 6 no more than 3g. Calorie measure how much energy is in food. The amount of calories a child needs changes as they grow and will also depend on how much physical activity they take.It is important that children do not exceed the recommended calorie intake as this may cause them to become overweight. In turn children who do not eat enough calories may become underweight. A child aged b etween 1-3 years should have around1230 calories a day for a boy and 1165 calories for a girl. Fat is a source of energy for children providing it is in nutritious foods. Some foods are higher in nutrients than others if a food is high in calories it should also be high in nutrients. Foods such as crisps, biscuits and sweets are high in calories but low in nutrients and so an unhealthy option.Children’s stomachs are tiny and so have a limited capacity in can sometimes be hard to make sure they eat enough nutrients before they are full. It is important to ensure children take enough drinks throughout the day to prevent them from becoming dehydrated. Water should always be made available throughout the day and at meal times. Other drinks such as milk, fruit juices and smoothies can also be offered. These drink all contain nutrients and calories so need to be included in a child’s daily intake. Fruit juices contain a lot of natural sugar so should be given in moderation t o help prevent tooth decay.Fruit drinks, squashes and fizzy drinks also contain a lot of sugar and are high in calories and low in nutrients so should not be offered to children on a daily basis. As children’s stomachs are small they may require snacks between meals so that they can take in sufficient nutrients. Snacks should also be included in the overall daily food intake and should be nutritious. Giving snacks to close to meal times can ruin a child’s appetite and we need children to eat well at meal times. Good healthy snacks for children include fruit and vegetable, dried fruit, cheese and crackers, yoghurt, breadsticks and rice cakes.When planning meals for children it may be useful to look at their food intake for a whole week to ensure that they are eating a varied healthy diet and to consult with the child’s parents 5. 2- You need to follow carer’s instructions on their child’s food allergies or intolerances as it could be because of thei r religion/ culture which mean they don’t eat certain foods out of respect. My diversity, equality and inclusion policy states that you include, respect and embrace all children and their families from whatever background, religions or beliefs they have.If you don't adhere to a child's intolerances – what may happen if you give a diabetic, a coeliac or a child with a nut allergy something that they/their body/system cannot cope with? – serious illness or death. 5. 3- Religious or cultural group Dietary requirements Islam Islamic dietary requirements specify that only Halal (lawful) Lamb, Beef and Chicken, fish and shellfish can be consumed. Pork is a forbidden food to the Islamic people, Haram (unlawful). Cheese which has been certified Halal or cheese that does not contain rennet such as vegetarian cheese (rennet is extracted from the mucosa of a calf’s stomach, added to some cheeses).Eggs, tea, coffee and cocoa are permitted in the Islamic diet. Ramadan is a time of spiritual reflection and worship and is the Islamic month of fasting for in the 9th month of the Islamic calendar and lasts 29/30 days. Muslims adults refrain from eating and drinking in the daylight hours. Judaism Jewish dietary requirements specify that only kosher Lamb, Beef and chicken can be consumed. Kosher is not a style of cooking, it is the way in which the food is prepared or the way the animal is killed, (in accordance with the Jewish law) Fish is to be eaten with the fins and scales.Cheese, milk and yoghurts are never eaten in the same meal even drinks containing milk are forbidden when eating meat dishes. Eggs are permitted providing they do not have any blood spots. Shellfish is forbidden to the Jewish people. Tea, coffee and cocoa are permitted. The saucepans, crockery and cutlery that have been used to cook non kosher food are then believed to be non-kosher utensils and are not to be used for kosher foods. Yom Kippur is the holiest day of the Jewish peo ple and is celebrated on the 9th day of the Hebrew month of Tishrei.The Jewish adults fast for 25 hours. Sikhism Due to the fact that there are vast grey areas on what Sikhs eat and refrain from eating, in our setting we require written confirmation from parents on what their child is/is not allowed to eat The general consensus is that Sikhs are free to choose whether to adopt a vegetarian or meat diet. Therefore Sikhism dietary requirements vary from one Sikh person to another however it does specify that Halal and Kosher meat is forbidden (Halal and Kosher is meat that is ritually slaughtered).Some Sikhs will eat any meat, some will not eat beef. Some Sikhs will eat fish including shell fish where others will not. Again this principle is the same when it comes to eating eggs; it all depends on whether they have adopted a vegetarian or meat diet. Sikhs who have been initiated into the order of Khalsa by the Amrit ceremony are forbidden to eat any meat or meat products. (Khalsa by t he Amrit is a baptism ceremony for sikhs). Sikhs are permitted to drink milk, tea coffee and cocoa. There is no fasting period for Sikhs. RastafarianismDue to the fact that there are vast grey areas on what Rastafarians eat and refrain from eating, in our setting we require written confirmation from parents on what their child is/is not allowed to eat Ital (derived from the English word vital) is the name of the Rastafarian diet. The Ital diet widely varies from Rasta to Rasta and there are few worldwide rules to Ital diet. They do not eat pork as they consider the pig a scavenger; some also refrain from eating shellfish for the same reason. Some Rasta’s follow a strict vegan diet, some Rasta’s are strict vegetarians and some will consume beef, chicken, lamb, fish, eggs and cheese.However all Rastafarians believe that food should be natural, pure and from this earth, therefore they will avoid food that contains additives or food that is chemically modified. Depending o n how a Rastafarian follows the Ital diet (strict or relaxed) they are allowed to drink tea, coffee and cocoa, however many avoid caffeinated beverages. There is no fasting period for the Rastafarians. 5. 4- Giving children healthy food is just a part of encouraging children to eat healthily, there are other issues to be considered. We need to be aware of how much food a child needs over the course of a day.Too much food can cause a child to gain weight and too little food could cause a child to be undernourished. Portion control is important to ensure a child is having the correct amount of food. Showing parents a sample of a days food and working out the calorie content is a good way of seeing how much food children need rather than telling them how many calories they need. Parents are advised early on by professionals if their children’s weight is becoming an issue. There are lots of helpful leaflets and websites that offer parents help to understand what a healthy weight for their child’s height is.It is important that young children are not made aware of any problems with their weight as this may lead to them having problems with food at a later date. Ideally meal times should be an enjoyable occasion which can be used to talk and catch up on the day’s events. For some families meal times can become a battleground where parents are continuously attempting to get their children to eat a good range of food. As a result of this children can sometimes develop food phobias. We need to watch out for children who are becoming distressed by food or worried about what they eat.It is important to stay relaxed during meal times. To help keep the atmosphere relaxed families could try to present food in a different way or involve the children in the preparation. Children may be more likely to try new foods if they have helped to prepare the meal. 6. 2- Medicines are stored in our medicine cupboard in the kitchen. If a child brings in medicine we w ill store it depending on the guidelines on the bottle i. e. in the fridge. Depending on what the medicine is we normally administer liquid medicines to children on a regular basis.When administering medicine we always make sure we have a witness on hand, they check the name of the child on the medicine packaging and the amount you should be giving, you measure out the amount and then give to the child. We record all this on a form which will then be passed to the main carer at the end of the day to check and sign. 6. 3- The Health and Safety at Work Act 1974 is an Act of the Parliament that as of 2008 defines the, regulation and enforcement of workplace health, safety and welfare within the United Kingdom.It outlines the responsibility of all to consider and act concerning their own safety and that of others. Not acting in a situation that warrants something done to prevent a possible injury or to remove the threat of a health and safety issue is considered negligent if the action were ‘reasonably practicable’. Staff are expected to keep areas tidy and clutter free to help avoid dangerous situations. The Act defines general duties on employers, employees, contractors, and persons in general.The creation of the Health and Safety Commission and Health and Safety Executive which have now joined together gave extensive enforcement powers, ultimately backed by criminal sanctions extending to unlimited fines and imprisonment for up to two years. Under section 7 all employees have a duty while at work to: †¢ Take reasonable care for the health and safety of himself and of other persons who may be affected by his acts or omissions at work; and †¢ Co-operate with employers or other persons so far as is necessary to enable them to perform their duties or requirements under the Act.The Manual Handling Regulations 1992 make it a legal requirement for schools to carry out Risk Assessments. If lifting or carrying pupils, equipment training should be given. Only lift if necessary and use any appropriate equipment provided. Again training for this should be provided. Share the load if necessary. Bend knees and keep back straight. Schools should have a manual lifting policy. As with the Health and Safety at work act, adults have a responsibility to care for themselves. -portion control -tackling under and overweight children -food phobiasGiving children healthy food is just a part of encouraging children to eat healthily, there are other issues to be considered. We need to be aware of how much food a child needs over the course of a day. Too much food can cause a child to gain weight and too little food could cause a child to be undernourished. Portion control is important to ensure a child is having the correct amount of food. Showing parents a sample of a days food and working out the calorie content is a good way of seeing how much food children need rather than telling them how many calories they need.Parents are advised early on by professionals if their children’s weight is becoming an issue. There are lots of helpful leaflets and websites that offer parents help to understand what a healthy weight for their child’s height is. It is important that young children are not made aware of any problems with their weight as this may lead to them having problems with food at a later date. Ideally meal times should be an enjoyable occasion which can be used to talk and catch up on the day’s events.For some families meal times can become a battleground where parents are continuously attempting to get their children to eat a good range of food. As a result of this children can sometimes develop food phobias. We need to watch out for children who are becoming distressed by food or worried about what they eat. It is important to stay relaxed during meal times. To help keep the atmosphere relaxed families could try to present food in a different way or involve the children in the preparation. Ch ildren may be more likely to try new foods if they have helped to prepare the meal.

Metabolism

Now that you are familiar with the structure of prokaryotic cells, we can discuss the activities that allow these microbes to thrive. The life support activity of even the most structurally simple organism involves a large number of complex biochemical reactions. Most, although not all, of the biochemical processes of bacteria also occur in eukaryotic microbes and in the cells of multicellular organisms, including humans. However, the reactions that are unique to bacteria are fascinating because they allow microorganisms to do things we cannot do (Neidhardt & Holde, 1990). For example, some bacteria (the chemoautotrophs) can grow on diets of such inorganic substances as carbon dioxide, iron, sulfur, hydrogen gas, and ammonia.This paper examines some representative chemical reactions that either produce energy (the catabolic reactions) or use energy (the anabolic reactions) in microorganisms. We will also look at how these various reactions are integrated within the cell.II. Discussio nA. Catabolic and Anabolic ReactionsWe use the term metabolism to refer to the sum of all chemical reactions within a living organism. Because chemical reactions either release or require energy, metabolism can be viewed as an energy-balancing act. Accordingly, metabolism can be divided into two classes of chemical reactions—those that release energy and those that require energy. In living cells, the chemical reactions that release energy are generally the ones involved in catabolism, the breakdown of complex organic compounds into simpler ones. These reactions are called catabolic, or degradative, reactions.On the other hand, the energy-requiring reactions are mostly involved in anabolism, the building of complex organic molecules from simpler ones. These reactions are called anabolic or biosynthetic reactions (Neidhardt & Holde, 1990). Anabolic processes often involve dehydration synthesis reactions (reactions that release water) and require energy to form a new chemical b onds.Examples of anabolic processes are the formation of proteins from amino acids, nucleic acids from nucleotides, and polysaccharides from simple sugars. These biosynthetic reactions generate the materials for cell growth. Catabolic reactions are generally hydrolytic reactions (reactions that use water to break chemical bonds). Chemical bonds store energy; when they are broken, chemical energy is released. An example of catabolism occurs when cells break down sugars into carbon dioxide and water.Catabolic reactions furnish the energy needed to drive anabolic reactions. This coupling of energy-requiring and energy-releasing reactions is made possible through the molecule adenosime triphospahte (ATP). ATP stores energy derived from catabolic reactions and releases it later to drive anabolic reactions and perform other cellular work. A molecule of ATP consists of an adenine, a ribose, and three phosphate groups.When the terminal phosphate group is split from ATP, adenosine diphosphat e (ADP) is formed, and energy is released to drive anabolic reactions. Using P to represent a phosphate group, we can write this reaction as (ATP—> ADP + P + energy). Then, the energy from catabolic reactions is used to combine ADP and a P to resynthesize ATP (ADP + P + energy—> ATP).Thus, anabolic reactions are coupled to ATP breakdown, and catabolic reactions are coupled to ATP synthesis. This concept of coupled reactions is very important. For now, you should know that the chemical composition of a living cell is constantly changing; some molecules are being broken down while others are being synthesized. This balanced flow of chemicals and energy maintains the life of a cell (â€Å"Metabolism; What is it exactly and how fast or slow should it be?†).B. EnzymesChemical reactions occur when chemical bonds are formed or broken. In order for reactions to take place, atoms, ions, or molecules must collide. Whether a collision produces a reaction depends on the spe ed of the particles, the amount of energy required to trigger the reaction (called activation energy), and the specific configuration of the particles. The physiological temperature and pressure of organisms are too low for chemical reactions to occur quickly enough to maintain the life of the organism.Raising the temperature and pressure and the number of reacting molecules can increase the frequency of collisions and the rate of chemical reactions. However, such changes could damage or kill the organism. The living cell’s solution to this problem is a class of proteins called enzymes. Enzymes can speed up chemical reactions in several ways. For example, an enzyme may bring two reactant molecules close together and may properly orient them to react. Whatever the method, the result is that the enzyme lowers the activation energy for the reaction without increasing the temperature or pressure inside the cell (â€Å"Immobilized Enzymes Can Check Bioterrorism, 2003).Substances that can speed up a chemical reaction without themselves being altered are called catalysts. In living cells, enzymes serve as biological catalysts. As catalysts, enzymes are specific. Each acts on specific substance, called the enzyme’s substrate (or substrates when there are two or more reactants), and each catalyzes only one reaction. For example, sucrose (table sugar) is the substrate of the enzyme sucrase, which catalyzes the hydrolysis of sucrose to glucose and fructose.The specificity of enzymes is made possible by their structures. Enzymes are generally globular proteins that range in molecular weight from about 10,000 to several million. Each of the thousands of known enzymes has a characteristics three-dimensional shape with a specific surface configuration as a result of its primary, secondary, and tertiary structures. The unique configuration of each enzyme enables it to â€Å"find† the correct substrate from among the large number of diverse molecules in t he cell (â€Å"Immobilized Enzymes Can Check Bioterrorism, 2003).C. Factors Influencing Enzymatic ActivitySeveral factors influence the activity of enzyme. Among the more important are temperature, pH, substrate concentration, and inhibitors.a.) TemperatureThe rate of most chemical reactions increases as the temperature increases. Molecules move more slowly at low than at higher temperatures and may not have enough energy to cause a chemical reaction. For enzymatic reactions, however, elevation beyond a certain temperature drastically reduces the rate of reaction. This decrease is due to the enzyme’s denaturation, the loss of its characteristics three-dimensional structure (tertiary configuration). Denaturation of a protein involves breakage of hydrogen bonds and other noncovalent bonds (Neidhardt & Holde, 1990).Most enzymes have a pH optimum at which their activity is characteristically maximal. Above or below this pH value, enzyme activity, and therefore the reaction rate, declines. When the H+ concentration (pH) in the medium is changed, many of the enzyme’s amino acids are affected and the protein’s three-dimensional structure is altered. Extreme changes in pH can cause denaturation (Neidhardt & Holde, 1990).Substrate ConcentrationThere is a maximum rate at which a certain amount of enzymes can catalyze a specific reaction. Only when the concentration of substrate(s) is extremely high can this maximum rate be attained. Under conditions of high substrate concentration, the enzyme is said to be saturated; that is, its active site is always occupied by substrate or product molecules. In this condition, a further increase in substrate concentration will not affect the reaction rate because all active sites are already in used. If a substrate’s concentration exceeds a cell’s saturation level for a particular enzyme, the rate of reaction can be increased only if the cell produces additional enzyme molecules (Neidhardt & Holde, 1990). However, under normal cellular conditions, enzymes are not saturated with substrate (s). At any given time, many of the enzyme molecules are inactive for lack of substrate; thus, the rate of reaction is likely to be influenced by the substrate concentration.InhibitorsAn effective way to control the growth of bacteria is to control their enzymes. Certain poisons, such as cyanide, arsenic, and mercury, combine with enzymes and prevent them from functioning. As a result, the cells stop functioning and die.Enzyme inhibitors are classified according to their mechanism of action as competitive inhibitors and noncompetitive inhibitors. Competitive inhibitors fill the active site of an enzyme and compete with the normal substrate for the active site. The competitive inhibitor is able to do this because its shape and chemical structure are similar to those of the normal substrate.Noncompetitive inhibitors do not compete with the substrate for the enzyme’s active site; instead they interact with another part of the enzyme. In this process, called allosteric (â€Å"other space†) inhibition, an enzyme’s activity is reduced because of a change in shape caused by binding of an inhibitor at a site rather than substrate’s binding site. The change in shape can be either reversible or irreversible (Neidhardt & Holde, 1990).III. ConclusionIn conclusion, the sum of all chemical within a living organism is known as metabolism. Catabolism refers to chemical reactions that result in the breakdown of more complex organic molecules into simpler substances. Catabolic reactions usually release energy. Anabolism refers to chemical reactions in which simpler substances are combined to form more complex molecules. Anabolic reactions usually require energy. The energy of catabolic reaction is used to drive anabolic reactions. The energy for chemical reactions is stores in ATP. Moreover, the enzymes are proteins produced by living cells that catalyze chemi cal reactions. They are generally globular proteins with characteristic three-dimensional shapes.Reference:Neidhardt, F.C. and K.E. van Holde. Biochemistry. Redwood City, Calif: Benjamin/Cummings, 1990. A biochemistry test with chapters on metabolic pathways of energy production and biosynthesis. â€Å"Metabolism; What Is It Exactly and How Fast or Slow Should It Be?† The Washington Times, January 31, 2006. â€Å"Immobilized Enzymes Can Check Bioterrorism.† USA Today (Society for the Advancement of Education), Vol. 131, June 2003 Metabolism The life support activity of even the most structurally simple organism involves a large number of complex biochemical reactions. Most, although not all, of the biochemical processes of bacteria also occur in eukaryotic microbes and in the cells of multicellular organisms, including humans. However, the reactions that are unique to bacteria are fascinating because they allow microorganisms to do things we cannot do (Neidhardt & Holde, 1990). For example, some bacteria (the chemoautotrophs) can grow on diets of such inorganic substances as carbon dioxide, iron, sulfur, hydrogen gas, and ammonia.This paper examines some representative chemical reactions that either produce energy (the catabolic reactions) or use energy (the anabolic reactions) in microorganisms. We will also look at how these various reactions are integrated within the cell.II. DiscussionA. Catabolic and Anabolic ReactionsWe use the term metabolism to refer to the sum of all chemical reactions within a living organism. Because chemical reactions either release or require energy, metabolism can be viewed as an energy-balancing act. Accordingly, metabolism can be divided into two classes of chemical reactions—those that release energy and those that require energy. In living cells, the chemical reactions that release energy are generally the ones involved in catabolism, the breakdown of complex organic compounds into simpler ones.These reactions are called catabolic, or degradative, reactions. On the other hand, the energy-requiring reactions are mostly involved in anabolism, the building of complex organic molecules from simpler ones. These reactions are called anabolic or biosynthetic reactions (Neidhardt & Holde, 1990). Anabolic processes often involve dehydration synthesis reactions (reactions that release water) and require energy to form a new chemical bonds.Examples of anabolic processes are the formation of proteins from amino acids, nucleic acids from nucleotides, and polysaccharide s from simple sugars. These biosynthetic reactions generate the materials for cell growth. Catabolic reactions are generally hydrolytic reactions (reactions that use water to break chemical bonds). Chemical bonds store energy; when they are broken, chemical energy is released. An example of catabolism occurs when cells break down sugars into carbon dioxide and water.Catabolic reactions furnish the energy needed to drive anabolic reactions. This coupling of energy-requiring and energy-releasing reactions is made possible through the molecule adenosime triphospahte (ATP). ATP stores energy derived from catabolic reactions and releases it later to drive anabolic reactions and perform other cellular work. A molecule of ATP consists of an adenine, a ribose, and three phosphate groups. When the terminal phosphate group is split from ATP, adenosine diphosphate (ADP) is formed, and energy is released to drive anabolic reactions.Using P to represent a phosphate group, we can write this react ion as (ATP—> ADP + P + energy). Then, the energy from catabolic reactions is used to combine ADP and a P to resynthesize ATP (ADP + P + energy—> ATP). Thus, anabolic reactions are coupled to ATP breakdown, and catabolic reactions are coupled to ATP synthesis. This concept of coupled reactions is very important. For now, you should know that the chemical composition of a living cell is constantly changing; some molecules are being broken down while others are being synthesized. This balanced flow of chemicals and energy maintains the life of a cell (â€Å"Metabolism; What is it exactly and how fast or slow should it be?†).B. EnzymesChemical reactions occur when chemical bonds are formed or broken. In order for reactions to take place, atoms, ions, or molecules must collide. Whether a collision produces a reaction depends on the speed of the particles, the amount of energy required to trigger the reaction (called activation energy), and the specific configuration of the particles. The physiological temperature and pressure of organisms are too low for chemical reactions to occur quickly enough to maintain the life of the organism. Raising the temperature and pressure and the number of reacting molecules can increase the frequency of collisions and the rate of chemical reactions. However, such changes could damage or kill the organism.The living cell’s solution to this problem is a class of proteins called enzymes. Enzymes can speed up chemical reactions in several ways. For example, an enzyme may bring two reactant molecules close together and may properly orient them to react. Whatever the method, the result is that the enzyme lowers the activation energy for the reaction without increasing the temperature or pressure inside the cell (â€Å"Immobilized Enzymes Can Check Bioterrorism, 2003).Substances that can speed up a chemical reaction without themselves being altered are called catalysts. In living cells, enzymes serve as biolog ical catalysts. As catalysts, enzymes are specific. Each acts on specific substance, called the enzyme’s substrate (or substrates when there are two or more reactants), and each catalyzes only one reaction. For example, sucrose (table sugar) is the substrate of the enzyme sucrase, which catalyzes the hydrolysis of sucrose to glucose and fructose.The specificity of enzymes is made possible by their structures. Enzymes are generally globular proteins that range in molecular weight from about 10,000 to several million. Each of the thousands of known enzymes has a characteristics three-dimensional shape with a specific surface configuration as a result of its primary, secondary, and tertiary structures. The unique configuration of each enzyme enables it to â€Å"find† the correct substrate from among the large number of diverse molecules in the cell (â€Å"Immobilized Enzymes Can Check Bioterrorism, 2003).C. Factors Influencing Enzymatic ActivitySeveral factors influence the activity of enzyme. Among the more important are temperature, pH, substrate concentration, and inhibitors.  a.) TemperatureThe rate of most chemical reactions increases as the temperature increases. Molecules move more slowly at low than at higher temperatures and may not have enough energy to cause a chemical reaction. For enzymatic reactions, however, elevation beyond a certain temperature drastically reduces the rate of reaction. This decrease is due to the enzyme’s denaturation, the loss of its characteristics three-dimensional structure (tertiary configuration). Denaturation of a protein involves breakage of hydrogen bonds and other noncovalent bonds (Neidhardt & Holde, 1990).b.) pHMost enzymes have a pH optimum at which their activity is characteristically maximal. Above or below this pH value, enzyme activity, and therefore the reaction rate, declines. When the H+ concentration (pH) in the medium is changed, many of the enzyme’s amino acids are affected an d the protein’s three-dimensional structure is altered. Extreme changes in pH can cause denaturation (Neidhardt & Holde, 1990).c.) Substrate ConcentrationThere is a maximum rate at which a certain amount of enzymes can catalyze a specific reaction. Only when the concentration of substrate(s) is extremely high can this maximum rate be attained. Under conditions of high substrate concentration, the enzyme is said to be saturated; that is, its active site is always occupied by substrate or product molecules. In this condition, a further increase in substrate concentration will not affect the reaction rate because all active sites are already in used. If a substrate’s concentration exceeds a cell’s saturation level for a particular enzyme, the rate of reaction can be increased only if the cell produces additional enzyme molecules (Neidhardt & Holde, 1990). However, under normal cellular conditions, enzymes are not saturated with substrate (s). At any given time, man y of the enzyme molecules are inactive for lack of substrate; thus, the rate of reaction is likely to be influenced by the substrate concentration.d.) InhibitorsAn effective way to control the growth of bacteria is to control their enzymes. Certain poisons, such as cyanide, arsenic, and mercury, combine with enzymes and prevent them from functioning. As a result, the cells stop functioning and die.Enzyme inhibitors are classified according to their mechanism of action as competitive inhibitors and noncompetitive inhibitors. Competitive inhibitors fill the active site of an enzyme and compete with the normal substrate for the active site. The competitive inhibitor is able to do this because its shape and chemical structure are similar to those of the normal substrate.Noncompetitive inhibitors do not compete with the substrate for the enzyme’s active site; instead they interact with another part of the enzyme. In this process, called allosteric (â€Å"other space†) inhib ition, an enzyme’s activity is reduced because of a change in shape caused by binding of an inhibitor at a site rather than substrate’s binding site. The change in shape can be either reversible or irreversible (Neidhardt & Holde, 1990).III. ConclusionIn conclusion, the sum of all chemical within a living organism is known as metabolism. Catabolism refers to chemical reactions that result in the breakdown of more complex organic molecules into simpler substances. Catabolic reactions usually release energy. Anabolism refers to chemical reactions in which simpler substances are combined to form more complex molecules. Anabolic reactions usually require energy. The energy of catabolic reaction is used to drive anabolic reactions. The energy for chemical reactions is stores in ATP. Moreover, the enzymes are proteins produced by living cells that catalyze chemical reactions. They are generally globular proteins with characteristic three-dimensional shapes.Reference:Neidhard t, F.C. and K.E. van Holde. Biochemistry. Redwood City, Calif: Benjamin/Cummings, 1990. A biochemistry test with chapters on metabolic pathways of energy production and biosynthesis. â€Å"Metabolism; What Is It Exactly and How Fast or Slow Should It Be?† The Washington Times, January 31, 2006. â€Å"Immobilized Enzymes Can Check Bioterrorism.† USA Today (Society for the Advancement of Education), Vol. 131, June 2003