Disappearing Frogs

Why are Frogs vanishing far and wide? Around the globe, frogs are declining at a disturbing rate because of dangers like contamination, illness and environmental change, which makes them the principal markers of biological system changes. Numerous Frogs all around the globe are disappearing on the grounds that the quick changes in the earth are murdering them. Additionally frogs, and all creatures of land and water, might be touchy markers of water quality since they retain gases and synthetic compounds legitimately through the skin. Evaporating frogs could be an early admonition of genuine water issues in the earth. In spite of the fact that organisms and natural surroundings obliteration have been involved in the vanishings, the frogs’ issue boils down to one issue: Amphibians are incredibly delicate to changes in their condition. Amphibians’ physiology and complex water-and-land life cycle open them to more ecological changes than most creatures, and however they have endure atmosphere changes previously, the present changes are quickening too quickly for frogs to keep pace. Likewise, frogs’ eggs have no shells, presenting incipient organisms to expanded UV-B radiation levels, which can cause hurtful transformations. Contamination has polluted the water frogs flourish in and worldwide environmental change is causing more elevated levels of irresistible infections. What should be possible to ensure compromised frogs? Now and again, nothing exceptionally compelling. There are various species that presently live just in painstakingly controlled zoo or research center conditions, and it could possibly be conceivable to reintroduce them into nature. As a rule, others believes it's smarter to focus on sparing environments and letting their jeopardized creatures of land and water endure or die in the wild than to get the rest of the creatures and keep them in an advanced ark with expectations of a later chance to reintroduce them some place. Some portion of the explanation is that environmental change is adjusting living spaces in manners that we can't anticipate well indeed, so conditions that may be perfect in a specific spot may be fleeting. In the United States, an informal Partnership for Amphibian and Reptile Conservation educates private land proprietors with respect to things they can do to ensure frogs and other living things, for instance, fencing off only a piece of a lake where steers drink.

The Ka and Molar Mass of a Monoprotic Weak Acid

The Ka and Molar Mass of a Monoprotic Weak Acid Chemistry Lab 152 Professor: James Giles November 7, 2012 Abstract: The motivation behind this test was to decide the pKa, Ka, and molar mass of an obscure corrosive (#14). The pKa was seen as 3. 88, the Ka was seen as 1. 318 x 10 - 4, and the molar mass was seen as 171. 9 g/mol. Acquaintance Acids contrast extensive similarly as with their quality. The distinction among powerless and solid acids can be as much as 10 sets of magnitude.Strong acids separate more totally than frail acids, which means they produce higher convergences of the conjugate base anion (A-) and the hydronium cation (H30+) in arrangement. HA(aq) + H20 (( A-+ H3O+ With the accompanying recipe how much a corrosive separates (Ka) can be determined and given a numerical worth. Ka = [A-][H3O+]/[HA] Ka is the regular method of estimating an acid’s quality. The reason for this trial was to decide the Ka of an obscure corrosive, alongside its pKa and molar mass. Exp loratory The obscure corrosive for this analysis was #14.The try started with the readiness and normalization of NaOH arrangement. It was determined that 2. 00 grams of NaOH pellets were expected to get ready 0. 5 L of 0. 1 M NaOH arrangement. The arrangement was then normalized by leading three titration preliminaries. It was determined that 0. 7148 grams of KHP were important to kill 35 mL of the 0. 1 M NaOH. Three examples of KHP were weighed approximating this number (Table 1). Each example was blended in with 40 mL of deionized water and 2 drops of phenolphthalein in 3 Erlenmeyer cups. Every flagon was then titrated with the NaOH to a light pink endpoint.The volumes of NaOH were recorded, found the middle value of, and the normalized. The molarity of the NaOH was seen as 0. 0981. Expecting a molar mass of 100 g/mol, it was determined that 0. 3930 g of corrosive was expected to kill 40 mL of the normalized NaOH arrangement. This sum was weighed out on an electronic equalization to full exactness and added to a clean 250 mL container. The corrosive was first weakened with 10 mL of isopropanol and afterward 90 mL of water. A pH meter was inundated in the corrosive arrangement and an underlying pH perusing of 2. 61 was recorded.A buret loaded up with the NaOH arrangement was gradually added to the corrosive arrangement and the changing pH esteems were recorded (Table 2). As the pH meter moved toward the proportionality point the measure of NaOH included each time was decreased. As the Table 2 shows, the pH rose fundamentally with the expansion of little NaOH over this interim. This data was plotted utilizing Graphical Analysis creating a titration bend chart of pH versus NaOH (Graph 1). Extra counts and charts were delivered to help recognize the proportionality point: ? pH/? V versus NaOH (Graph 2) and Vtotal x 10-ph versus NaOH (Graph 3) Tables and CalculationsPreparation of 500 mL of 0. 1 M NaOH M = moles/volume 0. 1 M NaOH = moles NaOH/0. 5 L H20 = 0. 05 moles NaOH 0. 05 moles NaOH x 39. 986 g/mol NaOH = 1. 99 g NaOH Preparation of KHP 0. 1 M NaOH = moles NaOH/0. 035 mL NaOH = . 0035 moles NaOH 0. 0035 moles KHP x 204. 233 g/mole KHP = 0. 7148 g KHP Table 1: NaOH Titration Trials |Trial |KHP |NaOH (to titrate to endpoint) | |(grams) |(mL) | |1 |0. 7159 |35. 75 | |2 |0. 7147 |35. 65 | |3 |0. 7149 |35. | Avg. 35. 66 | Standardization of NaOH 0. 0035 moles NaOH/. 03566 mL NaOH = 0. 0981 M NaOH Table 2: pH versus NaOH Values |NaOH |pH |NaOH |pH |NaOH |pH |NaOH |pH | |(mL) | |(mL) | |(mL) | |(mL) | |0 |2. 61 |19. 2 |4. 54 |22. 15 |6. 56 |25. 4 |9. 74 | |2. 94 |19. 4 |4. 58 |22. 2 |6. 2 |25. 9 |9. 82 | |4 |3. 18 |19. 6 |4. 61 |22. 25 |6. 87 |26. 4 |9. 96 | |5 |3. 3 |19. 8 |4. 65 |22. 3 |6. 98 |26. 9 |10. 02 | |6 |3. 4 |20 |4. 68 |22. 35 |7. 06 |27. 4 |10. 11 | |7 |3. 49 |20. 2 |4. 72 |22. 4 |7. 14 |28. 4 |10. 21 | |8 |3. 58 |20. 4 |4. 77 |22. 5 |7. 24 |29. 4 |10. 1 | |9 |3. 66 |20. 6 |4. 84 |22. 6 |7. 44 |31. 4 |10. 46 | |10 |3. 73 |20. 8 |4. 88 |22. 7 |7. 58 |33. 4 |10. 58 | |11 |3. 88 |21 |4. 94 |22. 8 |7. 73 |35. 4 |10. 67 | |12 |3. 91 |21. 2 |5. 02 |22. 9 |7. 89 |36. 4 |10. 75 | |13 |3. 97 |21. 4 |5. 11 |23 |8. 03 |39. 4 |10. 87 | |14 |4. 04 |21. |5. 25 |23. 1 |8. 17 |42. 4 |10. 96 | |15 |4. 11 |21. 7 |5. 32 |23. 2 |8. 38 |44. 4 |11. 02 | |16 |4. 19 |21. 8 |5. 45 |23. 3 |8. 51 | |16. 5 |4. 24 |21. 85 |5. 52 |23. 4 |8. 65 | |17 |4. 29 |21. 9 |5. 62 |23. 6 |8. 92 | |17. 5 |4. 34 |21. 95 |5. 71 |23. 8 |9. 9 | |18 |4. 4 |22 |5. 86 |24. 1 |9. 27 | |18. 5 |4. 45 |22. 05 |6. 1 |24. 4 |9. 39 | |19 |4. 52 |22. 1 |6. 4 |24. 9 |9. 62 | Graph 1: pH versus NaOH Titration Curve [pic] Estimated volume of NaOH at equality point dependent on titration bend: 22. 30 mL NaOH. Table 3: ? pH/? V versus NaOH Values |NaOH |? pH/? V |NaOH |? pH/? V |NaOH |? pH/?V |NaOH |? pH/? V | |(mL) | |(mL) | |(mL) | |(mL) | |2 |0. 12 |19. 2 |0. 2 |22. 1 |3. 2 |24. 4 |0. 46 | |4 |0. 12 |19. 4 |0. 15 |22. 15 |3. 2 |24. 9 |0. 24 | |5 |0. 1 |19. 6 |0. 2 |22. 2 |3 |25. 4 |0. 16 | |6 |0. 09 |19. 8 |0. 15 |22. 25 |2. 2 |25. 9 |0. 28 | |7 |0. 9 |20 |0. 2 |22. 3 |1. 6 |26. 4 |0. 12 | |8 |0. 08 |20. 2 |0. 2 |22. 35 |1. 6 |26. 9 |0. 18 | |9 |0. 07 |20. 4 |0. 35 |22. 4 |1 |27. 4 |0. 1 | |10 |0. 15 |20. 6 |0. 2 |22. 5 |2 |28. 4 |0. 1 | |11 |0. 03 |20. 8 |0. 3 |22. 6 |1. 4 |29. 4 |0. 075 | |12 |0. 06 |21 |0. |22. 7 |1. 5 |31. 4 |0. 06 | |13 |0. 07 |21. 2 |0. 45 |22. 8 |1. 6 |33. 4 |0. 045 | |14 |0. 07 |21. 4 |0. 7 |22. 9 |0. 1 |35. 4 |0. 08 | |15 |0. 08 |21. 6 |0. 7 |23 |1. 4 |36. 4 |0. 04 | |16 |0. 1 |21. 7 |1. 3 |23. 1 |2. 1 |39. 4 |0. 03 | |16. 5 |0. 1 |21. 8 |1. 4 |23. 2 |1. |42. 4 |0. 03 | |17 |0. 1 |21. 85 |2 |23. 3 |1. 4 | |17. 5 |0. 12 |21. 9 |1. 8 |23. 4 |1. 35 | |18 |0. 1 |21. 95 |3 |23. 6 |0. 85 | |18. 5 |0. 14 |22 |4. 8 |23. 8 |0. 3 | |19 |0. 1 |22. 05 |6 |24. 1 |0. 4 | |Graph 2: ? pH/? V versus NaOH [pic] Estimated volume of NaOH at comparability point dependent on ? pH/? V versus NaOH chart: 22. 30 mL NaOH. Table 4: Vtotal x 10-ph versus NaOH Values |NaOH |Vtotal x 10-ph |NaOH |Vtotal x 10-ph | |(mL) | |(mL) | |19. 8 |0. 000443 |21. 6 |0. 000121 | |20 |0. 000417 |21. 7 |0. 000104 | |20. 2 |0. 000385 |21. 8 |7. 70E-05 | |20. 4 |0. 000346 |21. 85 |6. 60E-05 | |20. 6 |0. 000298 |21. 9 |5. 0E-05 | |20. 8 |0. 000274 |21. 95 |4. 30E-05 | |21 |0. 000241 |22 |3. 00E-05 | |21. 2 |0. 000202 |22. 05 |1. 80E-05 | |21. 4 |0. 000166 | Graph 3: Vtotal x 10-ph versus NaOH [pic] Estimated volume NaOH at equality point dependent on Vtotal x 10-ph versus NaOH diagram: 22. 20 mL NaOH Calculating Ka of Unknown Acid pH at ? comparability point volume: 3. 88 Ka = 10 - 3. 88 = 1. 318 x 10 - 4 Ka = 1. 318 x 10-4 Calculating the Molar Mass of the Unknown Acid 0. 0981 M NaOH = moles corrosive/. 02330 L NaOH = 0. 023 moles corrosive 0. 3930 g corrosive/0. 0023 moles corrosive = 171. 9 g/mol Analysis of Error There is a high level of understanding among the 3 diagrams and along these lines a low level of blunder in this investigati on. As per the Graphical Analysis program, Graphs 1 and 2 showed that the absolute volume of NaOH at the equality point was 22. 30 mL. Diagram 3 demonstrated a volume of 22. 20 mL, a distinction of 0. 1 mL. Conversation Based upon the scope of potential qualities for Ka, somewhere in the range of 3. 2 x 109 for Hydroiodic corrosive (one of the most grounded) to 5. 8 x 10-10 for Boric corrosive (one of the most vulnerable), this experiment’s obscure corrosive arrangement (Ka = 1. 18 x 10-4) falls generally in the lower quarter of solidarity. This gauge accommodates its titration bend. All in all, solid acids rapidly go from an exceptionally low pH to an extremely high pH, e. g. , 2 to 12, while feeble acids rapidly go from a lower pH to a higher pH, e. g. , 6 to 10. The obscure answer for this trial bounce from 5 to 10 pH, which is reliable with a Ka of 1. 318 x 10-4 and a more fragile corrosive. References Darrell D. Ebbing and Steven D Gammon, General Chemistry, ninth ed. Ce ngage Learning: Ohio, 2009. Division of Physical Scienceâ€Chemistry, Mesa Community College. The Ka and Molar Mass of a Monoprotic Weak Acid (gift).

How to Write an Art Critique Essay

How to Write an Art Critique EssayHow to write an art critique essay is one of the questions that has baffled many students and even some established artists. In their quest to earn a degree in fine arts, they spend hours upon hours of learning about the different aspects of painting and sculpture but have not yet mastered the finer art of how to compose a well-written essay. If you are seeking to take your art and design courses to the next level, then here are some tips on how to write an art critique essay for art history majors.First off, you will want to learn a bit about formal composition. Formal composition refers to the process of writing a written argument in which an author proposes an argument and reasons as to why it is correct or wrong. This is essentially a form of literary criticism that can be applied to any type of written piece and gives an overview of the writer's reasoning. Formal composition is the most important aspect of how to write an art critique essay, sin ce the purpose of a literary piece is to convince the reader to accept the author's point of view or style.After learning a bit about formal composition, you may be wondering how to go about composing a well-written critique. There are certain common pieces of advice that you should keep in mind when you are writing your own essay. As with most writing, a solid argument is the best way to go when crafting an essay.Art history majors often find themselves very taken with a particular piece of artwork. They enjoy discussing the piece and have all sorts of theories as to why the piece is such a success. Since art criticism is an extremely popular subject among art majors, they usually do not consider this to be a good way to put their arguments forth. The best way to proceed is to show the reader what makes the work good, what its inherent value is, and why it is good enough to be placed on the same level as other famous works.Because there are a lot of aspects to the artwork, how to w rite an art critique essay usually includes an outline of the entire piece. They must show the reader all of the different components that make up the piece. Then they must sum it all up by presenting an argument that has been presented for the piece by others. When they give a reason as to why the piece was a success, they want to make sure the audience hears it as well, so they write something that is familiar and makes sense to them.Most art history majors will take an examination as part of their major, which will present them with an essay question that requires them to review art history from various points of view. So after reviewing art history, how to write an art critique essay is a great time to put together a proposal that relates to the topic of the subject matter. You should go over the major ideas and themes of art history.Writing a dissertation is a long process, so you should expect the essay to not be finished at the time you sign the paper. Keep in mind that this is your first time writing an essay and may need some help from someone else. A good idea would be to ask for some feedback from a few friends or family members who are art history majors. By giving them your completed draft, they can offer any suggestions that they may have in regards to writing a critique essay.When it comes to art history, there are a lot of requirements that must be met before you can graduate. After you have graduated, you will need to spend several years working in the field to become a professional artist. If you can read and write well, then you should be able to write an art critique essay when you graduate.

No Child Left Behind Essay - 2629 Words

No Child Left Behind; Why we should rethink the current policy. Education was the focus of George W. Bush’s Presidential campaign in 2000. Using the improved Texas educational system as an example, President Bush promised to change education in America for the better. The No Child Left Behind Act of 2001 was the result of his promise. Bringing reform to American Education, the NCLB is the topic of much controversy. While the ideas supporting NCLB are sound, the methodology is lacking. The overreaching and poorly funded law failed to account for many of the variables that parents, teachers and schools face on a daily basis. While the law holds the†¦show more content†¦Schools lack the funding to achieve the goals set by NCLB and overcrowding prevents the personal education that students need to rise to the top. To thrive academically, students need a curriculum tailored to their learning style, pace, and level. NCLB has set standards where the focus is on closing the achievement gap, the differences exhibited in student achievement according to race and economic condition (Lagana-Riordan Aguilar, 2009). This focus leaves students who learn at an accelerated rate at a disadvantage. Under NCLB the focus is so set on low achieving students that high achieving students do not get the educational challenges they need to thrive. An article in Voices from the Middle suggests that gifted children are getting left behind in the new system - â€Å"NCLB Act focuses mainly on disadvantaged children.† Because the law requires that all children be proficient in math and reading by the 2013-2014 school year, the attention is given to students who are not competent in reading and math. This is especially difficult at the adolescent level where students require reinforcement to continue readi ng when there are so many other distractions. High quality teachers are also a part ofShow MoreRelatedNo Child Left Behind Essays1062 Words   |  5 Pages LITERATURE REVIEW Rushton talks about the funding for the No Child Left Behind is being held back if the students don’t do well on the standardized tests. So if the students don’t do well on the testing the teachers are being affected in the way of how much they are getting paid, also affects the school districts funding. This is encouraging the teachers not to teach the way they should, but they are teaching in the way of let’s just make the students do well on the standardized tests. In thisRead MoreEssay On No Child Left Behind776 Words   |  4 PagesIntroduction One of main components of No Child Left Behind (NCLB) is measuring school’s success by it graduation rate because of this enactment, schools are focused to ensure students graduate from high school (US Department of Education, n.d.). In the past, students who needed credit recovery attended summer school to try and recovery lost course credit. Today however, there are many software programs that now replace traditional summers school. Through online web based software, students canRead MoreEssay On No Child Left Behind840 Words   |  4 PagesNo Child Left Behind (NCLB) was produced to make 100% of students’ proficient by 2014. While the idea sounds perfect on paper, it is not the case when it is put into action. NCLB was replaced in 2015 and replaced by the Every Student Succeeds Act. Many students did not use the resource effectively due to the fact that not all children have the same views and desires toward fulfilling their education career. This in turn makes it hard for the teachers to follow the education guidelines while alsoRead MoreEssay On No Child Left Behind928 Words   |  4 PagesNo Child Left Behind The No Child Left Behind Act of 2001 was a US Act of Congress. This law took effect in 2002. This had an impact on US public school classrooms. Through this law there were several effects in the way schools teaching their students. this also affected what tests the students had to take and the teachers training. This also addressed the way schools and their districts were going to spend their monetary funds. The goal of this act was to provide educators assistance in planningRead MoreEssay On No Child Left Behind719 Words   |  3 Pages Ever since President George W. Bush implemented the No Child Left Behind (NCLB) act in 2002, states across the nation have developed a wide array of methods to keep education systems accountable. When identifying the role the NCLB has in America’s education systems, Professor of Educational Policy Studies at the University of Arizona Jill Koyama determined that the NCLB act requires â€Å"†¦ states [to] implement accountability systems that assess students annually and, based on those assessments, determineRead MoreEssay On No Child Left Behind1055 Words   |  5 PagesWhat is over the top requirements? Per the extreme efforts of No Child Left Behind (NCLB), the 10TH AMENDMENT, Title I all has placed our nation at risk for complete failure. With over 98,817 operating schools in the United States alone, and 88,929 public schools, 66,646 of them are categorized as Title I schools. Some may think the accomplishments NCLB since it was put into place on January 8, 2002 by former President Bush has made tremendous leaps and bounds. When in fact the education reformRead MoreEssay On No Child Left Behind1333 Words   |  6 PagesHook: â€Å"I used to love teaching,† said Steve Eklund, a retired California teacher. â€Å"Four words drove me into retirement—No Child Left Behind. I could no longer tend to the needs and wants of my students. All I was supposed to do was to get them ready to take tests.† Intro (with thesis): The surviving NCLB mindset of standardized tests being an accurate measure of a students achievement is a problem because it affects our student’s education and increases performance pressure on teachers. WhatRead MoreEssay On No Child Left Behind1813 Words   |  8 PagesPriscilla Rojas English 1A Mrs. Santani 13 December 2017 No Child Left Behind There have been many efforts made by the U.S government to reform our public-school education system. In the year 2002, a law promoted by George W. Bush required public schools to provide demographics on each one of their students. 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The educational system is complex and intended to encompass all students so they can further their education and essentially their futures. However, the real question is in its effectiveness. After all, if there is no way to show that students are actually learning, then it renders the idea of schooling moot. That is why education policy

Correlation Between Major Health Disparities And...

Sociologists propose that the similar correlation between major health disparities and indicators of socio-economic status can be explained by the concept of class. Class is a social concept created by describing the unequal distribution of wealth, power and resources. The concept proposes that it is a hierarchal system that classifies people into lower, middle and upper class, however these terms can be used interchangeably with others such as working and elite classes. The disparities in health, mentioned above, and indicators of class include measures such as mortality, morbidity and disability rates. Individuals tend to affiliate themselves with a certain social class. Only 5% of Australian’s claim they have no class affiliation (Western and Baxter, 2011). Class creates social divisions within a population. People who share classes also tend to share similar life opportunities. Example of these are private or public health care, fine dining restaurants or take-away shops, private or public schools, and exclusive or overcrowded suburbs. An individual’s set of social determinants strongly contributes to defining their class, and vice versa, class aids in determining what types of social determinants an individual will enjoy. Social determinants are the conditions in which people are born, grow, live, work and age in. A person in a low social class would be expected to be born into a family with a low socio-economic status, live in a geographically disadvantagedShow MoreRelatedEducation : A Country s Civilization Depends Upon The Treatment Of The Middle Class2874 Words   |  12 Pagesluxury even for the middle class. Education plays a catalytic role in socio economic development of a country, education is not only an economic variable but is also socio economic variable. 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Air Force Essay - 741 Words

As I reach the end of my 20 year career with the United States Air Force, I have begun looking towards the next iteration of my career. Over my lengthy service, I have specialized in cybersecurity of network devices, end-point devices, and overarching policy. Currently, I am assigned as the Noncommissioned Officer in Charge (Director) of the Wing Cybersecurity Office. This position encompasses being the Subject Matter Expert (SME) for cyber security and compliance in support HQ AFGSC, HQ 8AF, 2d Bomb Wing and 34 associated tenant units. Leading 17 personnel focused on comprehensive information protection serving as one of two assigned Information System Security Managers (ISSM).Collaborating to ensure policy compliance to DoD policy,†¦show more content†¦Additionally, I hold Department of Defense certifications in IT Project Management, Cyber Ops, Management, Information System Security, Traditional Security, Host Based Security, and Inspections with a specialization in n uclear enterprise. In 2016, I was selected to serve on the RAND study on the kinetic effects of cyber-attacks on Industrial Control Systems (ICS) vulnerabilities. Taking this background, I intend to move forward and expand my existing base of expertise and dive head first in to the realm of wireless! In my last several roles, wireless connectivity has been the bleeding edge of both end user desires as well as security concerns. I have a keen interest particularly in distributed antenna systems or DAS. While most common with cellular network, they are making end roads in the enterprise and commercial WiFi arena. It is estimated that roughly 5% of commercial WiFi implementations use disturbed antenna systems. Given my background as a security professional, I not only see the benefits of indoor and outdoor distributed antenna systems. Not only from the power consumption perspective, but also from both the size and most importantly the ability to â€Å"right size/shape† the coverage area. This is especially true in multi-use office buildings and where terrain may be an obstacle. Obtaining this scholarship fromShow MoreRelatedAir Force Essay938 Words   |  4 Pages My Path to The United States Air Force I always wanted to go into the military as a little kid. Now, actually being at the age of what I need to decide on what I’m going to do for my future is a little harder than I thought it was going to be. I have chose to do my project on The United States Air Force. 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Corporations Act Business Inconsistency Rules

Question: Describe about the Corporations Act for Business Inconsistency Rules. Answer: Interpretation Clauses In this Constitution; Act refers to the Corporations Act, 2001 or any other Act which replaces the same and is brought into force from time to time; Terms and expressions which have been defined in the Act shall have the same meaning under this Constitution as well; The provisions of this Constitution shall prima facie govern the company. However, when the Constitution is silent regarding any matter concerning the company, the Replaceable Rules under the Corporations Act shall apply. Thus, the company shall be partially governed by the Constitution and partially by Replaceable Rules. In the event of inconsistency between the Rules under this Constitution and the Act, the Rules or the portions of the Rules, which are inconsistent, shall be considered to be struck out and the relevant provisions of the Corporations Act shall be applicable. Business Management The business shall be managed by the directors; This Constitution confers on the directors all such powers which are vested in a Company under the provisions of the Act. Directors Meetings Any and all directors can summon a meeting by way of rendering reasonable notice to the other directors; Directors may elect any one director to chair the said meeting. Members Meetings The power to summon a meeting of members of the company is vested on the directors; Directors shall appoint an individual to act as the chairperson of the meeting; Shares The company does not put any restrictions on the power to issue shares. However, issued shares must fall into the below stated categories; Ordinary Shares A Class Redeemable Preference Shares B Class Redeemable Preference Shares When a class of share is identified by an alphabet, in the above clause, it signifies a distinct class of shares. When a members holds A class Redeemable Preference Shares, the following rights and conditions are applicable; Shall not possess any right to attend or vote at meetings; In the event of winding up of the company shall be entitled to paid up for the shares held under this class in preference to all other shares. However, shall not be entitled to any right on surplus profits or assets of the company. When a members holds B class Redeemable Preference Shares, the following rights and conditions are applicable; Shall possess the right to attend and vote at all meetings of the company. The member shall be entitled to cast one vote against each share held under this class; In the event of winding up of the company shall be entitled to paid up for the shares held under this class in preference to all other shares except the A class Redeemable Shares. However, shall not be entitled to any right on surplus profits or assets of the company. Mediation In the event of dispute between any of the following groups; Directors and Directors; Directors and Members; Members and Members; Company and Members The same shall be resorted through mediation rather than resorting to the court of law. Adoption and Amendment of the Constitution The members are being vested with the right to amend or repeal the entire constitution or parts of it subject to the passing of a special resolution either at an EGM or AGM. At least 30 days prior to the date of meeting a notice stating the fact about the proposed amendments shall be addressed to all the members of the company. Part 2 Section 198A This Section provides that in Australia businesses are to be managed by directors and they have the liberty to exercise all powers of a company except the ones which either the Corporations Act, 2001 or the constitution of the company specifically requires exercise by the company. Vesting of powers upon directors for managing company has been long established. The reason behind the incorporation of this provision in the Corporations Act is the fact that generally shareholders do not have the obligation of acting for the best interest of the organization, as a whole and directors have the obligation of acting in the best interest of the organization. This Section implies that shareholders are bound by the decisions of directors. This provisions tries to embody the rule that non-executive directors cannot be involved in the day-to-day business of the organization. This Section imposes collective responsibility upon the board of directors of for company governance and they are held acco untable for the same. In practice directors delegate most of their powers This provision empowers the directors of companies with a wide range of powers, In fact, a resolution of shareholders becomes ineffective for overriding decision of directors when they have the power to manage the company. This is one of the steps for codifying directors duties in Australia (austlii.edu.au). Section 191 Sections 191-195 of the Corporations Act, 2001 contain provisions concerning conflict of interest. This Section imposes an obligation on the directors of company to disclose matters relating to the company which are of personal interest to the. Such disclosure is required to be made to the other directors. However, certain exceptions are laid down under Section 191(2). One example of such conflict of interest is as follows; a director has some personal interest in any contract, which the company enters into (austlii.edu.au). The purpose of the legislature underlying the incorporation of this Section in the Corporations Act, 2001 is to make directors of companies refrain from using their position for their own personal benefit. If a director commits breach of any of the duties he/ she is liable to be subjected to compensation under the Corporations Act. This legal obligation would deter directors of corporations in Australia from taking action attempting to make personal benefit by ut ilizing his/ her position in the company. Section 191 is one of the checks, which the legislature has introduced in relation to the unfettered powers imposed on the directors. It embodies the principle that directors must take decisions for the betterment of the company and not otherwise. Section 250R (2) (3) Section 250R(2) was incorporated in the Corporations Act, 2001 by the Corporations Amendment( Improving Accountability on Directors and Executive Remuneration) with the intention of holding election for appointment of directors, if in two successive meetings, 25% of votes are recorded against the remuneration package of directors. The election must be held within a period of 90 days. Under this Section a listed company has the obligation of adopting remuneration report during its Annual General Meeting. Hence we may state that Section 250R(2) requires passing of resolution concerning remuneration report. However, Section 250(3) lays down that the voting under the said Section is considered to be advisory in nature and does not impose binding obligation upon either the company or the directors. Both the sub clauses deal with adoption of advisory resolution concerning remuneration report (austlii.edu.au). The notice of the Annual General Meeting must state that such resolution would be adopted. Key Management Personnel and parties who are closely related are prohibited from casting their votes for this resolution. References Austlii.edu.au. (2001).CORPORATIONS ACT 2001 - SECT 191Material personal interest--director's duty to disclose. [online] Available at: https://www.austlii.edu.au/au/legis/cth/consol_act/ca2001172/s191.html [Accessed 20 Sep. 2016]. Austlii.edu.au. (2001).CORPORATIONS ACT 2001 - SECT 198APowers of directors (replaceable rule--see section 135). [online] Available at: https://www.austlii.edu.au/au/legis/cth/consol_act/ca2001172/s198a.html [Accessed 20 Sep. 2016]. Austlii.edu.au. (2001).CORPORATIONS ACT 2001 - SECT 250RBusiness of AGM. [online] Available at: https://www.austlii.edu.au/au/legis/cth/consol_act/ca2001172/s250r.html [Accessed 20 Sep. 2016].