FEDERAL EXPRESS MODULE 1 SLP Essay Example | Topics and Well Written Essays - 500 words

FEDERAL EXPRESS MODULE 1 SLP - Essay Example e the nature of the operations given the newfound understanding of operations management and productivity, and identify the strategy or global strategy of Federal Express. Federal Express operates under a variety of names depending on the product or service that the particular brand name provides. These include FedEx Corporation, FedEx Express, FedEx Ground, FedEx Freight, FedEx Services Solutions and Technology, FedEx Trade Networks, FedEx SmartPost, FedEx Custom Critical, FedEx Kinko’s Office and Print Services, and FedEx Global Supply Chain Services. The company’s main line of business is shipping (Federal Express 2008). This paper will focus on the shipping services provided by Federal Express. According to the Federal Express website (2008, pg. 1), â€Å"The modern air/ground express industry was pioneered with the founding of Federal Express in 1971; the corporation was created in 1998 as FDX Corporation and became FedEx Corporation in January 2000.† The company is headquartered in Memphis, Tennessee and is led by CEO Frederick W. Smith. It has been listed on the NYSE as FDX since 1978 and pulled in $35.2 billion in revenue in 2007. Over 290,000 employees work for the company worldwide. The average daily volume for the company is â€Å"more than 7.5 million shipments for express, ground, freight and expedited delivery services ,† the service area covers, â€Å"more than 220 countries and territories, including every address in the United States,† and fedex.com sees, â€Å"over 15 million unique visitors monthly; more than 3 million package tracking requests daily and 15 million packages shipped via FedEx Ship Manager monthly† (Federal Express 2008). The company is already going global at a strong rate. Not only do they have locations in Canada, Europe, The Middle East, Africa, Asia, and Latin America, but they also service a list of countries that is way too big to list in this paper. It appears that they have a very strong global strategy,

Living in a big city or living in the contryside Essay Example for Free

Living in a big city or living in the contryside Essay It has long been a controversy among people that living in a small town or in a big city is more preferable. While some people claim that living in such big cities as capital or any other great city can result in more comfortable, others feel that residence in the smaller town cannot merely give them peaceful lives but also make them healthier than people living in a big city. In my opinion, I have prejudice for residence in a small town due to some reasons. Although town-dwellers can survive considerably more convenient than those who live in the country side having many facilities and amenities for them, they must confront with much pollution in their hometown. That tiny particles from big industries and toxic gases from million cars tend to increase more and more are used to characterize the town nowadays. On the contrary, lacking in advance technologies makes rural life happy and peaceful. Rural-dweller can enjoy living in real nature. They can waste Just a little time to go to work, unlike town-dwellers who have much trouble with traffic Jam and lso they can spend times they left during the day to do more enjoyable and funnier activities such as exercise, shopping or playing game with their children. Moreover, people who live in the country side are likely to have longer longevity and healthier than those who inhabit in the town. High technologies can harm and cause so serious health problems to the people who are denizen of the town. In conclusion, I would rather live in the small country than in the big city. Even though, the comfort ability in the town appeals many people, I prefer to spend my life simply and happily.

Trotskys Contribution to the Success of the Bolsheviks up to 1922 Essa

Without contribution from crucial individuals politically involved in Russia at the time, the success of the Bolsheviks and the proceeding (ideally) Communist government may have been less then what we know today. One such individual was Trotsky.Trotsky made a vital contribution to the success of the Bolsheviks up to 1922. As Lenin made clear in 1918 Trotsky was in his view the only person able to save the revolution. Trotsky was a member of the Social Democratic Party and was living in exile in America. Surprised by the February revolution in Petrograd in 1917 he returned to Russia arriving in May 1917. In this revolution, he was the one who persuaded Lenin to hold off the attack until he was sure that the Bolshevik?s had a much more secure hold on the country. This led to the abdication of the Tsar and the establishment of a Provisional Government led by Kerensky. Although he had been a Menshevik (a branch of the Social Democratic Party which believed that there would be a workers uprising leading to a revolution) he was rapidly convinced by Lenin?s views to become a Bolshevik (a branch of the Social Democratic Party that believed a small organised party was needed to spearhead a revolution) and by June 1917 he was regarded by Lenin as the ?number 2? in the Bolshevik party. Trotsky had exceptional leadership qualities that helped the Bolsheviks to success. He was an opportunist, intelligent, pragmatic and persistent. Trotsky was a very effective public speaker and because of this ability, could get huge amounts of support on his side. He used real life comparisons so as to engage his audience. He was able to store confidence and trust in the public and the army, which was a massive contribution to the Bolshevik?s success... ... travel to the points where the fighting was the fiercest to provide support. By doing this he was able to boost moral, rally and inspire his men in a way that other leaders, especially White leaders, could not. What's more, it was Trotsky who decided to save Petrograd when it was under threat from Yudenich, when Lenin had lost all other hope. People were most impressed with Trotsky?s skill to turn the Red Army, which started off as barely anything, into a fighting army of around five million by the end of 1920. Trotsky was the main negotiator with the German when the peace treaty was made. Although Russia lost huge amounts of land, Trotsky decided that it was best to get out of the war, whatever the cost. The situation was that of such poverty in Russia at the time. In this treaty, Russia lost 54% of its industry, 26% of the railways and 89% of their coalmines.

Intrinsic and Extrinsic barriers Essay

Good morning to one and all of you present, my task for today is to enlighten you about what Inclusive Education is and what intrinsic and extrinsic barriers to learning and development are. One of the many challenges facing education in post-apartheid South Africa is that of realising the constitutional values of equality, freedom from discrimination and the right to a basic education for all learners, including those who experience barriers to learning. Under apartheid, learners were not only educated separately according to race, but a separate special education system served those learners with disabilities or impairments. To address this and bring educational practice in South Africa into line with the international trend of including learners, who experience barriers to learning, in general or mainstream classes, South Africa has enacted legislation and formulated policy which establishes an inclusive education system. Inclusion is broadly understood as the process by which learners who previously might have been taught in a separate special education system, because of the barriers to learning they experience, would now be taught in regular schools that have taken the responsibility of changing and improving to provide the support necessary to facilitate access and participation. What is Inclusive Education? Inclusive education means that all students attend and are welcomed by their neighborhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school. Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together. Neighborhood schools are the heart of our communities, and Inclusion BC believes they are essential for a quality inclusive education system. Therefore we believe it is important to support a public education system in B.C. Inclusion in education is an approach to educating students with special educational needs. The Department of Basic Education is committed towards the building of an Inclusive Education system at all levels as outlined in Education White Paper 6: Building an Inclusive Education System, 2001. Such an inclusive system will facilitate the inclusion of vulnerable learners  and reduce the barriers to learning, through targeted support structures and mechanisms that will improve the retention of learners in the education system, particularly learners who are prone to dropping out. Benefits of Inclusive Education All children benefit from inclusive education. It allows them to: Develop individual strengths and gifts, with high and appropriate expectations for each child. Work on individual goals while participating in the life of the classroom with other students their own age. Involve their parents in their education and in the activities of their local schools. Foster a school culture of respect and belonging. Inclusive education provides opportunities to learn about and accept individual differences, lessening the impact of harassment and bullying. Develop friendships with a wide variety of other children, each with their own individual needs and abilities. Positively affect both their school and community to appreciate diversity and inclusion on a broader level. Why is Inclusive Education Important? It’s important because as South Africans, we value our diverse communities. These communities start at school, where all students learn to live alongside peers. They learn together; they play together; they grow and are nurtured together. Is inclusive education for everybody? The simple answer is YES. However, individual needs may mean that some students need to spend time out of regular class for a particular purpose. There are always exceptions, but they are in fact EXCEPTIONS: if needed, they are individualized in the student’s community school. What should I expect? You can expect the school to provide a plan to support teachers and students through good inclusive practices —like collaboration, team work, innovative instructional practices, peer-strategies, and more. ************************************************************************************* We now move on to the Second part of the discussion what intrinsic and extrinsic barriers to learning and development are? Barriers to learning  acknowledges that educational difficulties may arise from a number of sources, and may be intrinsic or extrinsic to learners. What is Intrinsic Barriers? Intrinsic barriers include physical, sensory, and neurological and developmental impairments, chronic illness, psycho-social disturbances and differing intellectual ability. What is Extrinsic Barriers? Extrinsic barriers are those factors that arise outside the learner, but impact on his or her learning. They may arise from the family and its cultural, social and economic context and include lack of parental involvement in education and family problems like divorce, death, and violence. Schools themselves may constitute barriers to learning when learners’ mother tongue is not used for teaching and learning and when schools are not safe. Therefore learners will experience barriers differently depending on the family of which they are a part, the extent to which their schools facilitate access and participation and the resources in the communities and societies in which they live. Support for learners who experience barriers to learning can be understood as all those actions that increase schools’ capacity for responding to diversity Inclusive practice is an important component of support and refers to strategies adopted, technical support provided, structures and procedures applied and actions carried out in the pursuit of including learners who experience barriers to learning. A focus on inclusive practice, while not denying the importance of inclusive culture and policy, ensures that attention is given to what is actually happening in schools, rather than wishful thinking or rhetoric about inclusion. Intrinsic factors – born with problem -physical/physiological impairments that may become disabilities if society and the system of education do not make provision for these learners (impairments, genetic factors, brain damage) -personality factors, especially types of temperament and unsatisfied emotional needs Extrinsic factors – problem not in learners self but in circumstances they grow up in -Environment – unfavourable socioeconomic circumstances, urban areas (apartments, little supervision), rural environments (poor school attendance), prosperous areas (bored, drugs, pressure) -Education – poor teaching (lack of qualifications, unmotivated or lazy), incomplete participation on the part of learners, inappropriate study material, inefficient school organisation, crowded classrooms -Language – many learners taught in English (not home language), often the teachers can’t speak proper English either. They perform poorly due to a lack of understanding -Culture – need to accommodate diff cultures, we learn, think and do things differently – keep that in mind (religion, language, food, sense of humour) -Job prospects – many learners leave schools but there is no jobs available so they get depressed and discouraged = underachieve at school To conclude Schools of a variety of classroom practices that acknowledge the diversity among learners and differentiate according to individual learning suggests that these practices should be encouraged in inclusive classrooms. In these ways, schools can learn from one another and can increase their repertoire of strategies that enable support, address barriers to learning and provide quality education for their learners. Thank you.

Functional Benchmarking: Learning from best practices to improve service quality in medium and small hotels

Despite the prevalent debate of organizational education, there is modest learned contribution on promoting learning through the realistic purpose of management apparatus. This is particularly correct in a complex domestic supply series milieu of an institute. Benchmarking is documented as a vital means for constant enhancement of quality. A large amount of publications by a variety of authors reveal the significance of this practice. Reviews of literature on benchmarking have been prepared in the past by a small number of authors. However, bearing in mind the contributions in the recent times, a more complete examination is attempted here.In this essay, the authors have reviewed benchmarking literature in a manner that would help researchers, academicians and practitioners to take a deeper look at the expansion, development and applicability of this method. The authors have examined a range of papers and have anticipated a diverse plan of categorization. In addition, certain gaps th at would present clues for extra study in benchmarking have been recognized. Study Questions A study of small hospitality businesses was undertaken in order to address the following research questions:1) How extensive is the formal and informal practice of benchmarking in small hospitality businesses? 2) What kinds of practices and approaches are more or less likely to be benchmarked in small hospitality businesses? 3) How is the corporate culture of firms in the small hospitality industry associated with their interest in benchmarking best practices? Principal Findings Comparing performance figures is the procedure in the benchmarking processes that seem to be accepted and applied by tourism managers rather than more complex procedures like analyzing or optimizing.However, there is a growing body of researchers assuming that benchmarking is not exclusively a comparison practice. Studying the business feat of a number of hospitality sectors (attractions, restaurants and caterings, m otels); Bergin et al. (2000) found that benchmarking is frequently confused with the practice of viable assessment studies. Terms such as benchmarking, interfirm comparisons and competitive comparison analysis are inaccurately interchanged. Benchmarking is thought to be a more potent tool than competitive comparison. Key WordsBenchmarking, competitive comparison, comparison analysis, interfirm comparisons, hospitality sectors. Introduction Benchmarking is concerned with obtaining information through relative study and applying it to develop internal procedures or practices (Smith, 1997). Whilst Business Week has described benchmarking as â€Å"a euphemism for legally ripping off someone else’s idea† (McGonagle and Fleming, 1998), meaningful analysis and successful implementation is shown to be a complex task. As McNary (1994) observes â€Å"what often gets copied in benchmarking are only the symptoms of success instead of the causes of success†.This review check s existing literature on benchmarking, particularly with respect to context, procedure, needs and benefits. The applicability to higher education is examined and results drawn. Decision makers are continuously on the look out for methods to make possible quality upgrading. Benchmarking is one such technique that has developed into a popular process in the recently. Benchmarking is one of many total quality management tools, which comprise problem solving, procedure reengineering and process improvement. According to DeToro (1995), benchmarking needs to be positioned within this larger context.From the strategic perspective, â€Å"benchmarking could only be a piece of the jigsaw of initiatives needed to achieve substantial improvements† (Smith, 1997). The challenge is to match the process with the optimal tool or technique (Keehley, 1997). Though benchmarking is not up-to-the-minute, it has now found more users, and takes up a major place, helping quality development. Quite re gularly, the benchmarking notion is understood to be an act of imitating or replicating. But in actuality this proves to be an idea that aids in originality rather than imitation, as stated by Thompson and Cox (1997).Many authors have contributed to the literature on benchmarking ensuing in more than 350 publications as of June 2002. Taking in the growth of publications, some efforts have been made in the past to review the literature. Despite the widespread discussion of both organizational learning and the learning organization (Yeo, 2005), there are few practical tools to promote learning within a supply chain context that also give implementation advice for practitioners (Garvin, 1993; Shipton, 2004). This paper, aside from providing a review of literature on benchmarking, envelops the following objectives:(1) Assembling the publications in a methodical way to allow easy and quick search; (2) Classification of literature; (3) Analysis of result of publications; and (4) Discover gaps plus presenting hints for further research. As benchmarking relevance is rising considerably in large organizations, they have, as yet, had restricted application among small hospitality businesses. Much interest has been paid to small businesses in current tourism and hospitality literature, but this has centered on savings, finance and the use of technology (e. g. Buhalis, 1993; Kwansa, 1994; Ozer, 1996).There has been little research to quantify performance points of small hospitality businesses either as singular organizations or as workings of tourist destinations. This paper argues that benchmarking offers benefits for small hospitality businesses and for the destinations where they are situated. This is mainly true of grading schemes, where most of the fee is sustained by grading organizations, not by the small business themselves. Awards or grades give customers self-assurance and at the same time present a yardstick of competitiveness within the location area.Literatur e review The literature review focuses on exploring the potential of benchmarking to facilitate learning. It signifies the critical performance areas in classification and grading schemes in small to medium hotels. In the following part it specifies how people benefit from the stated grading schemes and how benchmarking is a useful grading scheme for hotel managers. Tourist destinations: components of attractiveness Mill and Morrison (1992) make a note that tourist destinations are made of attractions, facilities, infrastructure, transportation and hospitality.Laws (1995) spots chief essentials contributing to the attractiveness of a tourist destination as being climate, ecology, culture and traditional architecture and less important rudiments specifically for tourist groups, e. g. hotels, catering, transport and entertainment. Goodall and Bergsma (1990) consider total cost a fifth constituent, in addition to attractions, facilities/services, accessibility and image. Destination ch oice, image and pleasure have all been the center of extensive tourism research(McLellan and Fousher, 1983; Pyo et al. , 1989;Selby and Morgan, 1996; Sirakaya et al. , 1996).The subsequent inventory demonstrates components of tourist destination attractiveness, amassed from these sources, which were literature reviews concerning tourist destination choice, image and tourist satisfaction. Attractions †¢ Scenery/natural resources; †¢ Climate; †¢ Culture; †¢ Food; †¢ History; †¢ Ethnicity; and †¢ Accessibility. Facilities and services †¢ Accommodation; †¢ Airports; †¢ bus/train stations; †¢ Sport facilities; †¢ Entertainment; †¢ Shopping centers; and †¢ Food and beverage facilities. Infrastructure †¢ Water systems; †¢ Communication networks; †¢ Health care; †¢ Power sources; †¢ Sewage/drainage areas;†¢ Streets/highways; and †¢ Security systems. Hospitality †¢ Friendliness; â₠¬ ¢ Helpfulness; and †¢ Responsiveness to complaints. Cost †¢ Value for money; †¢ Accommodation prices; †¢ Food and beverage prices; †¢ Transportation prices; and †¢ Shopping prices Directly or indirectly, small businesses participate in an dynamic role in granting roughly all the physical and intangible components of attractiveness acknowledged in the lists shown above. Thus, they contribute significantly to visitor satisfaction/dissatisfaction and to tourist opinion and images of destinations. Small hospitality businessesHotel firms provide products which include tangible and intangible elements that combine into an exclusive combination of production and service. While room provision is a pure service activity, food and beverage functions involve processing and retailing processes. This might signify that the actual delivery of hospitality services may diverge widely and that the benefits derived are associated with feelings or emotions. The repercus sions are that consumers use biased and contradictory frames of reference to judge the quality of services, presenting difficulties for the hotel operative in satisfying the customer.Customer prejudice is emphasized in Day and Peters comments that â€Å"Quality is rather like pornography in this respect. We may not be able to describe it easily, but we know it when we see it†. Its ambiguity is amplified because high quality service is often delivered by impulsive and since reacts by hotel staff which cannot simply be practiced or scripted, but are even so an important means of client satisfaction. In order to endure and be successful, a business has to make sure that it is producing the goods or services that the customer wants, that it gets its quality right, and that it brings on time.There is a growing body of evidence which suggests that are straight links with the satisfaction of the server and customer, repeat sales and profits. Heskettet al. implies that quality, repea t usage, profits and investment form a self-reinforcing rotation. As a result, despite the apparently indefinable nature of the hotel product, service improvement can represent an important source of competitive advantage because quality in service delivery can lead to more repeat custom and greater sales revenue.Augmented presentation may also benefit managers and staff whose tangible and intangible benefits include job satisfaction, profit sharing and esteem. Small businesses are imperative to the financial health of both developed and developing countries. Gavron et al. (1998) makes a note of the vitality of the hospitality and tourism sector in this regard, in which low barrier to access generally ensure a steady supply of new businesses; at the same time as unproductive or inefficient ones are going through difficulty. Quinn et al. (1992) remarks on the somewhat low capital investment required to start new small tourist businesses.Entry costs can be abridged even for relatively asset-intensive businesses such as hotels, through leasing or through mortgage/loan agreements. Welshand White (1981) describe as resource poverty the inclination of small hospitality businesses to be short of financial backing and management skill and Gavron et al. (1998) refer to this as the reason why 64 per cent of UK small businesses fall short within four years. In Germany, where an inspection is required before an industrialist can start up in business, the rate is 32 per cent.Specific tourism-related statistics are limited, but, for example, Chelland Pittaway (1997) report that almost 50 percent of restaurants did not endure the first two years in their study. The British Venture Capital Association (1996) makes a note that many small business managers are provoked by life style rather than economic and success issues. While this does not automatically mean that they function to insufficient professional standards, it does simply that they may not be motivated to endeavor f urther improvement in a business which already produces adequate profits.Eggers et al. (1994) note that businesses either look for stabilization or have an expansion orientation. They categorize a series of central business stages and comment that a business which is thriving at one stage may not have the knowledge crucial to uphold success in others. Thus, although small businesses have a vital part in creating tourist satisfaction, they are neither a homogeneous group, nor able to give constantly high service delivery.

Harvard Referencing 4 Facts You Should Know

Harvard Referencing 4 Facts You Should Know Harvard Referencing: 4 Facts You Should Know Harvard referencing is a citation style used in higher education around the world, providing a quick way of referencing sources in academic writing. Its widespread use means that knowing how this system works is wise for any student. To help, then, we’ve prepared this quick guide explaining a few key facts you should know. 1. There is No Such Thing as â€Å"Harvard Referencing† Most people assume that Harvard referencing is associated with Harvard University, but there is no official connection. There is, in fact, technically no such thing as the Harvard referencing â€Å"system† at all. The school exists, though. You didnt imagine that. Rather, â€Å"Harvard referencing† is a generic term for parenthetical referencing. Therefore, â€Å"Harvard referencing† can mean a number of variations of the same basic rule set. As a result, the exact way to reference sources will depend on the version used. We could end each of the other points in this post by reminding you to check whether your school uses the same conventions, but we’ll just do it here once in big letters to save time: CHECK YOUR STYLE GUIDE! Got it? Cool. 2. Author–Date Citations All variations of Harvard referencing use an author–date format. This means giving the author’s surname and a year of publication for sources in parentheses, as well as relevant page numbers when quoting directly: Early humans â€Å"didn’t fly by helicopter† (Diamond, 1997, p. 49). If the author is named in the main text, there’s no need to duplicate it in the citation: According to Diamond (1997), Australia is unique in the history of human development. Each source cited in the text should also be added to a reference list at the end of your document. 3. When to Cite The key to good referencing is knowing when it’s necessary to cite a source. The main situations are when: Using a direct quotation Paraphrasing another author’s ideas or arguments Using a diagram or illustration from another source Using previously published data or results Summarizing a thinker’s beliefs or thoughts The key thing to keep in mind is that it’s the quality of citations that counts, not the quantity. You shouldn’t, therefore, worry about not having â€Å"enough† citations in your work, as long as you’ve clearly and consistently cited sources when required. 4. The Reference List Harvard referencing requires all cited sources to be included in a reference list with full publication information. The details to include for each source depend on its format, but the list itself should follow a few key conventions: List all cited sources (additional reading can be included separately) Sources should be ordered alphabetically by author surname Multiple works by the same author should be listed earliest first by publication date When a source has multiple authors, give all listed names (no matter how many) We hope this has clarified a few things, and don’t forget to check out the other Harvard referencing posts on our blog.

EMULSIFICATION AND DIGESTION OF LIPIDS BY BILE AND LIPASE Essays

EMULSIFICATION AND DIGESTION OF LIPIDS BY BILE AND LIPASE Essays NAME: CLASS : DBT 4A DATE SUBMITTED : 14 AUG 2015 EXPERIMENT 3:EMULSIFICATION AND DIGESTION OF LIPIDS BY BILE AND LIPASE (VIRTUAL) INTRODUCTION Lipase is a type of enzyme known as a hydrolase and is responsible for catalysing the hydrolysis of triglycerides (the substrate) into fatty acids and glycerol. It is referred to as a hydrolase because the reaction that it catalyses is a hydrolysis reaction in which large molecules are broken down into smaller ones with the addition of water. Lipase is a subclass of the esterases. Lipases usually involves in the digestion, transport and processing of dietary lipids in living organisms. Lipase is primarily produced in the pancreas, but is also in the mouth and stomach. Most people produce enough pancreatic lipase. But people with some disease such as cystic fibrosis and celiac disease may not have enough lipase to get the nutrition they need from food. As I had mentioned before, lipase catalyzes the breakdown of lipids by hydrolyzing the esters of fatty acids. Its function is important for the digestion and promoting absorption of fats in the intestines. Reaction of the lipase enzyme can be summarized as : Lipase Lipids Fatty acids + Glycerol This experiment was carried out to study the effect of temperature on rate of lipases activity of digesting fat into fatty acid and glycerol using a pH probe. The rate of lipases activity is the measure of how fast the lipase enzyme can catalyze the procedure of breaking down the lipid into triglyceride and fatty acids, causing the pH to decrease. Enzymes are sensitive to heat so does lipase. Lipase can be denatured by high temperature and extremes of pH. Both high temperature and extremes of pH change the bonds between amino acids in the enzyme, so changing its shape. This could stop the action of lipase. Addition of bile helps the action of lipase by promoting emulsification, allowing the lipid to mix more readily and reach the active sites of the enzyme more easily, speeding up the lipid digestion in the process. PROCEDURES 1. Laber three test tubes 1 - 3. 2. Using a graduated pipette, place 5ml of milk into each test tube. 3. Then pipette 7ml of sodium carbonate solution into each test tube. 4. Pipette 1ml of 3% bile salts solution into test tubes 2 and 3. 5. Using a pipette, add 1ml of phenolphthalein solution to each tube until the mixtures are bright pink. 6. With the graduated pipette, place 1ml of lipase into tubes 1 and 3. 7. Add boiled lipase in test tube 2. Lipase should be added into each tube at the same time. Shake the tubes well so that the contents would mix. 8. Record the time taken for the contents in each test tube to change color from pink to white. RESULTS Lipid Digestion Data Action of lipase on milk Tube All three tubes contain milk, sodium carbonate and phenolphthalein and:Time taken to change from pink to white 1Lipase onlySlow 2Boiled lipase and bile saltsNo changes 3Lipase and bile saltsFast DISCUSSION The purpose of this experiment is to investigate the effect of temperature on the breakdown of lipid by the help of bile. Action of lipase on milk was tested using substances such sodium carbonate, an alkali, phenolphthalein which is an indicator and milk that contains fats. Test tube 1 is the control where only bile salt is not used. The result shows the actual time lipase takes to break down ordinary fats. Time taken for the test tube 1 to change color from pink to white is slower compared to others. This is because lipase breaks down the lipids into fatty acids and glycerol in a slower manner. Presence of fatty acids into the tube neutralised sodium carbonate and reduced the pH. So, the color of mixture in tube 1 is changed to white. Test tube 2 is used to show the denaturing effect of heat on lipase. High temperature destroyed the lipases structure, which in turn prevents its action. Boiled lipase was denatured due to the high temperature. This means that no fats are converted, e ven in the presence of bile salts. Thus, there is no changes in pH and the color of the mixture. Test tube 3 is a similar situation as occurs in our bodies. Lipase and bile