ATT Breakup essays

ATT Breakup essays Our book talks about managing strategy and strategic planning. I chose to write my paper on ATs recent breakup into four satellite companies. I intend to show how their past planning was not well-suited for their rapidly changing industry, and how they are now adjusting strategies and preparing for the uncertainties that the future holds. ATs and how well they are doing in the market. AT ...

Sniper on the Loose essays

Sniper on the Loose essays The article pertains to the current sniper attacks on innocent civilians along the I95 corridors. Another sniper-free weekend has passed, residents in greater Washington and its close suburbs braced for a week of locked schools under police guard and cautious rush-hour commutes. In a spite of network television appearances and at a news conference in Rockville yesterday, Police chief Charles A. Moose and other task force officials said tips continue to pour in about two cars possibly linked to the killings of eight people and the wounding of two others in Maryland, Virginia and Washington. Witnesses reported seeing a white, box-style truck speeding from the scene of at least one Maryland shooting. Virginia authorities remain on the lookout for a white minivan, possibly a Chevrolet Astro, seen heading toward I95 after the most recent shooting on Friday. Experts say whoever is responsible is likely suicidal, knowing their rampage could come to a violent end. Friday's shooting occurred as a uniformed Virginia State Police trooper investigated a minor accident in front of the Exxon station on U.S. 1. The events involve government showing how as the death toll climbs, more and more federal support come to aid in the forces of the individual states. The events have brought in the FBI and ATF, as well as the Virginia, Maryland, and Washington police. Also showing reference to government is that hunting of the man is causing many traffic stops by police to check white vans and search them. The right to search these vehicles is given due to the obvious substantial evidence and probable cause. As the forces gather and the search continues, who is this man or men? What is their motive? Is he a messed up policeman, ex-soldier or a military reject? A video-game dork, maybe modeling himself after the game? Or an international terrorist, acting on his own or perhaps distracting law enforcement? Only time and devoted men and women of th...

Managing Professional Development Essay Example | Topics and Well Written Essays - 2500 words

Managing Professional Development - Essay Example When my applications work out in my favor, then I become grateful for my learning and am encouraged to learn some more. With learning should come reflection. According to Osterman (1990), â€Å"reflection is the essential part of the learning process because it results in making sense of or extracting meaning from the experience†. One should not just go through life as if everything comes as second nature. We need to think critically if what we are doing is truly meaningful and relevant or if we are just wasting our time on something insignificant. I constantly seek knowledge through work activities, workshops, lectures, various experiences, mentoring and training. Making sense of problems and searching for patterns to figure out solutions are completed by reviewing feedback I gather not only from research but from people around me. When I am deep in thought, I reflect on the tools I have – my ideas, opinions, experiences – everything from my own perspective, and try to identify the thinking processes I engaged in. If I allow myself to be analytical, I would put my personal perspectives on an objective frame of mind and critique it, rotate the ideas in my head inside-out to see if there are strong possibilities for solutions. I might even find new information there, when some old ideas are merged. I try to also become an instrument of learning for others when I share my experiences with them. I cannot see myself teaching them, as I know I have still a lot to learn, however when I share my experiences, I know they learn from me too. Now that I had to live independently away from the accessible guidance and support of my parents, I learned to... The purpose of this essay was to provide the reader with the opinions of the researcher on the topic of self-management and professional development. Undergoing the assignments for this course have been very enlightening for the researcher. The researcher can conclude that the exercises that were done have been essential in his journey in personal and professional development. The four-stage cycle of self- assessment, planning, doing and reviewing that was discussed in the essay is an effective way to truly stop and reflect on where one is at, where he is going and what he should do to get there. The researcher also states that he has learned many things about himself while doing several assignments of the course. Some of which the researcher had already knew, but needed to hear it from an objective source. It was summed up that the researcher knows how to extent his self-awareness now and states that the most amazing isue is that there is still more to discover about himself. The re searcher then mentiones that after completeing the course of self-development, he is going to continue growing and learning. To conclude, the essay expresses the opinion that the experiences and people that the researcher encounter all contribute to his journey and it is really up to him to see them as opportunities or threats. The researcher chooses to be more positive and embrace new learning that he can derive from such people and experiences as well as his own efforts to improve himself in all areas of his development.

Volumes Lab Report Example | Topics and Well Written Essays - 1000 words

Volumes - Lab Report Example Additionally, the data on the height and the diameter of the bullet shaped object was collected and tabulated. In the second experiment, the data on the sphere’s mass was collected as mass 1 to mass 5. The fourth experimental that was needed in the experiment was the diameter for the five spheres which were taken as diameter 1 to diameter 6 We took the density of the clay as Mass per Unit of Volume. The formula that was used in calculating this was with an SI unit of . In the experiment, the propagation of errors was calculated from the approach of partial derivatives. The formula for this was The standard errors for the experiment were demonstrated by . The standard error was obtained through the computation of standard deviation from the various measurement. We later calculated the standard deviation with the help of a graphical analysis program. The standard deviation was denoted as N is taken to mean the measurement’s number of x. x and y are taken to represent their mean values. The uncertainties in the end outcome were reported with one significant number. It was assumed that the final average value is equated to the number of decimal points found in the uncertainty. The equipment that were used in the experiment include; a plastic bag, hollow cylinder, bullet shaped object, Vernier’s calipers, balance, and a set of masses. In the first experiment we determined the volumes and the standard error for the hollow cylinder, bullet shaped object, and the triangle prism (Price, 889). The following equation was used to calculate the volume of the hollow cylinder The Vernier calipers was used to measure the pertinent dimension of the object. The dimension of the Vernier was 0.05mm. The five measurement of the provided object was measured. After taking the five measurement, the mean values for the dimensions were also determined. The standard deviations for the dimensions for the hollow cylinders was then determined. The

Responsibilities and Relationships in Education and Training Essay Example for Free

Responsibilities and Relationships in Education and Training Essay The Teaching Role and Responsibilities In Education And Training The role of ‘teacher’ is an infinitely varied one, but there certain principles which underpin all aspects of the teaching role. Whether we are attempting to teach from personally acquired experience or knowledge, or from third party information, the process of teaching can be formalized into a structured process with the aim of maximizing the potential for learning. Numerous models exist with the aim of outlining the key stages of this process. For example, Gravells (2010) identifies them as such: Identification of Need →Planning and Design→Delivery/Facilitation→Assessment→Evaluation In order to undertake each of these stages successfully, the role of the teacher becomes multi-faceted. For example, conducting initial interviews with students helps to establish individual aims and identify particular learning styles such as those recognised by Honey Mumford (1992). This should enable to the teacher to tailor their teaching style and utilize a variety of methods, while also providing an opportunity to set clear goals which can be used as a benchmark when reviewing students’ progress. Accurate documentation of this is essential and forms part of the teachers’ responsibility. Furthermore, whilst undertaking these roles as a teacher, it is vitally important to consider the parameters in which we must operate. These are most likely to be defined by legal requirement – for example the Equality Act (2010) or the policies or the organization for which we may be working. Ultimately, it is down to the individual teacher to ensure their own professional conduct at all times. References: Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 25/11/2014. Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Honey P., Mumford A. (1992) ‘The Manual of Learning Styles’ 3rd Ed. Maidenhead, Peter Honey. Summarise Key Aspects Of Legislation, Regulatory Requirements And Codes Of Practice Relating To Own Role And Responsibilities There are many aspects to consider when discussing the conduct of a teacher and the requirements therein. Some of these are legal frameworks, others are more informal but equally important in terms of setting out guidelines for good practice. All of these requirements, when adhered to, help to ensure that as teachers, we are providing a safe, secure and successful learning environment. As students, they provide reassurance that care will be taken to promote inclusivity, maintain trust and ensure wellbeing. Some Codes of Practice will be designed to suit individual environments and will vary accordingly. Therefore care should be taken to ensure we are familiar with the particular requirements of the company or institution in which we are operating. Other codes are overarching and apply in all circumstances. One of the more recent of these is the ‘Statutory Special Educational Needs and Disability System for Children And Young People’ (SEND) which came into force on 1 September 2014 and explains the duties of schools and colleges to provide adjustments and aids for disabled children and young people up to 25. Legal acts which are underpinned by law are further reaching but equally apply. These include things such as the long standing 1974 Health and Safety  and Work Act, which ensures the â€Å"health, safety and welfare of persons at work† as well as â€Å"protecting others against risks to health or safety in connection with the activities of persons at work†. However, in the constantly shifting legal landscape, we should be mindful of new legislation coming into force. Finally, there are, of course, directives issued by professional bodies such the Institute for Learning which has a Code of Professional Practice (2008) covering 7 key areas: Integrity Respect Care Practice Disclosure Responsibility References: Department for Education (2014). ‘SEND code of practice: 0 to 25 years’. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 Accessed 29/11/2014 Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Explain Why It Is Important To Identify And Meet Individual Learner Needs As we have established previously, the first step in the (Gravells, 2010). Teaching and Learning Cycle is ‘Identifying need’. Without properly ascertaining this, the further steps in the cycle become more difficult to achieve and the chance for success is significantly diminished. Furthermore, informing learners of objectives creates a level of expectation for learning (Gagne, 1965). In order to avoid this outcome and the negative implications of failing to succeed, we must have a clear approach. Prior to the start of any learning activity, there will, by necessity be a  process which ostensibly is an administrative exercise. However, these interactions provide an excellent opportunity to engage with students in a way which could provide useful information. For example, noting that a student may have difficulty with grammar or spelling when completing a written questionnaire may indicate a greater need for support with literacy. Or, a student struggling to get to grips with viewing digital information such as a Powerpoint or PDF file could highlight a lack of I.T skill. It is important that we use all of these tools at our disposal, as acknowledging a perceived ‘flaw’ in ourselves is not always an easy thing to do. Students may be unwilling because of stigma or embarrassment or simply through an inability to recognize that a problem exists, which is an issue in roughly 30% of adults (Skills for Life Survey, 2011). However, individual needs may not be only be based on academic ability or skillset, there are a multitude of different needs which may exist and it is important to consider a holistic approach. Some students may have no difficulty with course content but may be distracted by other personal problems which affect their ability to learn. These could include financial difficulty, bereavement or an underlying health issue. Ultimately, the importance of identifying and meeting learners’ needs is about providing the best possibility for successful learning through providing support where it is most needed. References: Gagnà ©, R. M. (1965). ‘The conditions of learning and theory of instruction’ (1st ed.) Holt, Rinehart Winston: New York. Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Skills for Life Survey (2011). Department for Business, Innovation Skills. Available at: https://www.gov.uk/government/publications/2011-skills-for-life-survey Accessed 1/12/14. Explain Ways To Maintain a Safe And Supportive Learning Environment As part of providing students with the best opportunity for success, it is crucial that the learning environment is both safe and supportive. These aspects are intertwined in that their aim is to create an environment where consideration for all matters other than the subject itself can be put aside to concentrate on learning. When operating in any environment, safety is the first issue. A risk assessment should be carried out prior to beginning any teaching session to establish whether hazards exist, and if so what extent they pose a risk (Trades Union Congress, 2008). These factors should also be assessed dynamically and any new or developing threat should be treated as a priority. When working in an environment such as a client office or business premises, safety considerations should include awareness of the existing plan of evacuation in case of fire. Any issues which are identified (such as blocked exits etc) should be bought up with the client in a professional manner. Support for learners may be provided in several ways. On a personal level, it is ensuring inclusivity for all students, treating each individual with respect and tolerance, as well as providing individually tailored help to match the needs identified in the first stage of the Teaching and Learning Cycle (Gravells, 2008). However, support is also provided through recognizing the need to give adequate breaks and availability of resources required to undertake the learning process properly. It is vital that consideration is given to these factors in the planning stage so that support may be implemented pro-actively rather than reactively. References: Trades Union Congress (2008) ‘Risk Assessment’. Precision Printing: London. Available online at: http://www.tuc.org.uk/sites/default/files/extras/riskassessment.pdf Accessed 1/12/14 Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Explain Why It Is Important To Promote Appropriate Behaviour and Respect For Others The importance of appropriate behavior is paramount as it will set the correct tone for a learning environment. Fundamentally, it is about the rights of learners to have access to, attend, and participate in their chosen learning experience regardless of their circumstances. (Equality Act, 2010) The best way to promote this is to set the example as the teacher (School of Educators, 2011). This can be achieved in a variety of ways. Ensuring that the planning of any session has been properly executed will help to demonstrate basic values such as organization, efficiency and punctuality and when delivering a session, using appropriate tone and language will exhibit the kinds of behaviour which we want to see reflected in students. It is also important that we are focused on the task at hand and are not distracted by outside influences. Something as simple as switching off a mobile phone could make all the difference. In that regard, requesting students to put their phones into ‘silent’ mode is something which could help to avoid them becoming distracted but also establishes a basic ground rule while not necessarily conveying the same message as ‘please all turn your phones off’. Where undesirable behaviour occurs, it is important to consider whether addressing it may in fact be more of a disruption than the behaviour itself, however, where it needs to be addressed, this should be done so quickly and professionally. However, it is important to note that students, like teachers should incorporate humour into learning. Using humour in the classroom shows that you are human and consequently encourages students to like and respect you. Being able to laugh at yourself when you make a mistake offers a good counterbalance to the moment when you must be strict and so helps lighten the classroom atmosphere (Cowley, 2007) Treating students as individuals but with equal respect will help to promote the same response from them. Therefore, care should be taken to listen to, appreciate and encourage individual contributions, this is especially true in the case of adult learners who bring their own experiences to the learning setting. References: Cowley, S. (2007) ‘Guerilla Guide to Teaching: The Definitive Resource for New Teachers’ (2nd Ed.) Continuum: London. Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 04/12/2014. School of Educators (2011). ‘The Characteristics of a Good Teacher’. Available online at: http://schoolofeducators.com/2011/05/the-characteristics-of-a-good-teacher/ Accessed 4/12/14. Explain How the Teaching Role Involves Working with Other Professionals As a teacher, there will always be a requirement to liaise and work with other professionals, and this is likely to occur in a number of ways. When employed in a teaching role, we act as a representative of the organization which employs us, and we have a responsibility to represent that organization in a professional manner. Equally, when dealing with internal colleagues, whether a manager or a colleague at the same level of seniority, we are dutybound to treat others with respect, politeness and courtesy. Values which all form part of the Institute for Learning ‘Code of Practice’ (2008). Remembering that we have a responsibility to act according to these guidelines can be especially important when faced with other professionals who may be challenging or difficult in their approach. For example, in a  client situation, a Manager who is under pressure is annoyed because some of his staff are being abstracted from their usual duties to undertake training. In this situation, it is feasible that a degree of hostility may be directed toward the trainer. In acknowledging the managers concerns and highlighting the benefit of the training both to the staff and the manager, we may be able to defuse the situation rather than escalate it. Of course, students themselves can be professionals and care must be taken to acknowledge the professional standing of adult learners so that we do not condescend or patronize. However, we also have a responsibility to care for our students and where it is highlighted that a student may have a need or issue which requires third party support, we may need to act as an advocate or intervene to flag potential issues. Legislation such as The Safeguarding Vulnerable Groups Act (2006) make it potentially necessary to liaise with other professional agencies and, depending on the nature of the matter, it may be appropriate to use care or discretion. In all cases, it is appropriate that we remain professional and impartial. References: Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Safeguarding Vulnerable Groups Act (2006). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2006/47/section/6 Accessed 4/12/14 Explain the Boundaries Between the Teaching Role and Other Professional Roles In dealing with other professional roles, there must come a point at which the boundaries of our own role are recognized to avoid us ‘overstepping the line’. This can apply on either a professional or personal level and works in two ways: our behaviour toward others and their behaviour towards us. The key basis upon which these boundaries must be drawn are ethics. Ethics can be described as ‘The codes of conduct or moral principles recognized in a particular profession, sphere of activity, relationship, or other context or aspect of human life’ (Oxford English Dictionary, 2014) In particular, the teaching profession is deeply implicated in ethical concerns and considerations. (Carr, D. 2000.) Therefore, it is an issue which should be constantly at the forefront of our thinking as teachers and an awareness of ethics helps to define the boundaries between us and other professional roles. Some boundaries are not so much an issue of ethics, however, but more of practicality and there must be limits placed on what we can reasonably be expected to achieve. This could, for example, include something such as a client wishing us to condense a lesson into a shorter time to reduce the impact on their business. Whilst the motivation for this may be understandable, it could also be perceived to undermine the value of the lesson itself, or at the very least will have an effect on the quality of the teaching. Recognising this kind of boundary enables us to ensure the integrity of our aims as teachers. Oxford English Dictionary (2014) Available online at: http://www.oed.com/ Accessed 4/12/14. Carr, D. (2000). ‘Professionalism and ethics in teaching’.London: Routledge Describe Points of Referral To Meet The Individual Needs Of Learners The teacher/student relationship is a unique one and often provides opportunities to unearth or identify needs which have previously been unnoticed. These needs may be specific to helping someone become a more effective learner, (such as possible dyslexia) or could be a wider issue in terms of being affecting the individual students’ life beyond the classroom. These wider-reaching needs could be in any area of a persons’ life and broadly speaking, fall into one of 5 categories as identified by Maslow (1943): Our role in providing support to help a student meet the identified need will depend on the particular need itself. For example, a student who is  apparently lacking in one of the ‘upper needs’ such as self-esteem may benefit from more support, praise and encouragement. Some needs, however, will require external or third party input and this is where we may seek to access a point of referral. It may become clear to us in the process of teaching that a student is suffering a crisis affecting their overall wellbeing: Domestic abuse, homelessness, drug or alcohol misuse etc. In this instance, we can play an important role in referring someone to a service or organization who can provide assistance. So as to be sure that we are not misguided, the student themselves should be engaged initially and when help is offered, it can be simply through providing information, or if consent is given, we may choose to act as an advocate. Maslow, A.H (1943). ‘A Theory of Human Motivation’. Psychological Review (50)p.370-396.

Sonnys Blues Essay :: Free Essays

Sonny’s Blues By James Baldwin Sonny’s Blues the author is presenting the past from the perspective of the present in order to understand his own feelings concerning the role of a father. The two brothers in the story had different life choices. Both Sonny and the narrator have found their own mode of escaping the violence and harshness of the ghetto, different though those modes might be. After the death of the mother the narrator feels he is his brother’s keeper, because of the promise he made to the mother. He is not exactly happy about it and especially Sonny’s life style. Nevertheless, this is his only brother and he made a promise not to turn his back on him. Sonny was more like his uncle a music lover. Before the mother died she told him about his father and the pain he went through after the death of his brother. His father’s brother was a music lover and somewhat like Sonny. So, by telling this story it would help the narrator to understan d Sonny. Now he knows a little about his family background and roots. At the end the narrator was finally able to see and understand what music did for Sonny; it allow him to be himself and express himself to other. Explore the implications of the allusion to the Book of Isaiah 51:17-23 in the concluding sentence. What has the narrator learned as the result of his experience? All of the desolation, destruction, famine, sword things that we (the narrator) go through in this life, are learned through other who have shared these same experiences. Our oppressor (Satan spiritually, mankind physically) causes a trembling in our lives; but just like Jerusalem, who was and still is oppressed; God has already taken our â€Å"cup of trembling†. We are delivered through the sharing of our experiences with one another, freeing ourselves from one who causes the trembling.

Genetics 301 Sample Final Examination

Genetics 301 Sample Final Examination Spring 2003 50 Multiple Choice Questions (Choose the best answer) 1. A cross between two true breeding lines one with dark blue flowers and one with bright white flowers produces F1 offspring that are light blue. When the F1 progeny are selfed a 1:2:1 ratio of dark blue to light blue to white flowers is observed. What genetic phenomenon is consistent with these results? a. epistasis b. incomplete dominance c. codominance d. inbreeding depression e. random mating 2. Mutations which occur in body cells which do not go on to form gametes can be classified as: a. auxotrophic mutations b. somatic mutations c. morphological mutations d. oncogenes e. temperature sensitive mutations 3. What would be the frequency of AABBCC individuals from a mating of two AaBbCc individuals? a.. 1/64 b. 1/32 c. 1/16 d. 1/8 e. 3/16 f. 1/4 4. The stage of meiosis in which chromosomes pair and cross over is: a. prophase I b. metaphase I c. prophase II d. metaphase II e. anaphase II2 5. Polyploidy refers to: a. extra copies of a gene adjacent to each other on a chromosome b. an individual with complete extra sets of chromosomes c. a chromosome which has replicated but not divided d. multiple ribosomes present on a single mRNA e. an inversion which does not include the centromere 6. A gene showing codominance- a. has both alleles independently expressed in the heterozygote b. has one allele dominant to the other c. has alleles tightly linked on the same chromosome d. has alleles expressed at the same time in development e. has alleles that are recessive to each other 7. The phenomenon of â€Å"independent assortment† refers to: a. expression at the same stage of development b. unlinked transmission of genes in crosses resulting from being located on different chromsomes, or far apart on the same chromosome. c. association of an RNA and a protein implying related function d. independent location of genes from each other in an interphase cell e. association of a protein and a DNA sequence implying related function 8. Mendel's law of segregation, as applied to the behavior of chromosomes in meiosis, means that: a. pairing of homologs will convert one allele into the other, leading to separation of the types. b. alleles of a gene separate from each other when homologs separate in meiosis I, or in meiosis II if there is a single crossover between the gene and the centromere. c. genes on the same chromosome will show 50% recombination d. alleles of a gene will be linked and passed on together through meiosis 9. Which component of transcribed RNA in eukaryotes is present in the initial transcript but is removed before translation occurs: a. Intron b. 3†² Poly A tail c. Ribosome binding site d. 5†² cap e. codons coding for the protein to be produced3 10. Choose the correct statement about the genetic code. a. includes 61 codons for amino acids and 3 stop codons b. almost universal; exactly the same in most genetic systems c. three bases per codon d. some amino acids are coded by multiple codons e. all of the above 11. X-chromosome inactivation a. normally takes place in males but not females b. is the cause of the Y chromosome being genetically inactive c. takes place in humans so that the same X chromosome is inactive in all of the cells of a female d. occurs in fruit flies but not in mammals e. results in genetically turning off one of the two X chromosomes in female mammals 12. DNA ligase is: a. an enzyme that joins fragments in normal DNA replication b. an enzyme involved in protein synthesis c. an enzyme of bacterial origin which cuts DNA at defined base sequences d. an enzyme that facilitates transcription of specific genes e. an enzyme which limits the level to which a particular nutrient reaches 13. An Hfr strain of E. coli contains: a. a vector of yeast or bacterial origin which is used to make many copies of a particular DNA sequence b. a bacterial chromosome with a human gene inserted c. a bacterial chromosome with the F factor inserted d. a human chromosome with a transposable element inserted e. a bacterial chromosome with a phage inserted4 14. An experiment was conducted in E. coli to map the following genes (pro, his, bio, met, phe and trp) on a circular map using 3 different Hfr strains. Strain 1 Order of transfer (early to late): trp met his pro Strain 2 Order of transfer (early to late): his met trp bio Strain 3 Order of transfer (early to late): pro phe bio trp Based on the results what is the most likely map? a. b. c. d. 15. Generation of antibody diversity in vertebrate animals takes place through: a. the presence of as many genes in the germ line as there are types of antibodies possible. b. infection with bacteria carrying antibody genes c. infection with viruses carrying antibody genes d. polyploidy in antibody-forming cells e. rearrangement of DNA in tissues that go on to produce antibodies 16. Replication of DNA: a. takes place in a â€Å"conservative† manner b. takes place in a â€Å"dispersive† manner c. takes place in a â€Å"semi-conservative† manner d. usually involves one origin of replication per chromosome in eukaryotes e. takes place only in the 3†² to 5†² direction trp pro his phe met bio trp pro bio met phe his phe met bio pro trp his trp pro met bio phe his5 17. A duplication is: a. an exchange between non-homologous chromosomes, resulting in chromosomes with new genes adjacent to each other. b. loss of genes in part of a chromosome c. an extra copy of the genes on part of a chromosome d. a reversal of order of genes on a chromosome e. an extra set of chromosomes in an organism 18. What is the co-transduction frequency for the A and B genes, from the following dataset? (Assume that there has been selection for the A+ form of the A gene). Genotype Number A+B+ C+ 10 A+B+ C- 30 A+ B- C+ 20 A+ B- C- 40 a. .10 b. .20 c. .30 d. .40 e. .50 19. A mutation in a codon leads to the substitution of one amino acid with another. What is the name for this type of mutation? a. nonsense mutation b. missense mutation c. frameshift mutation d. promoter muttion e. operator mutation 20. Mapping of human chromosomes: a. has been restricted to the sex chromosomes because of small family sizes b. proceeded much more successfully as large numbers of DNA markers became available. c. has determined that the number of linkage groups is about twice the number of chromosomes d. has demonstrated that almost all of the DNA is involved in coding for genes e. has shown that there are more genes on the Y than on the X chromosome6

Conformity vs. Rebellion (Bartleby the Scrivener) Essay

Conformity and rebellion are evil twins that humanity has been nourishing since the beginning of civilization. As we conform to the social norms that surround us everyday, we are trapped inside of this overwhelming system where we easily lose ourselves as individuals. On the other hand, the urges of rebellion that live in our ego compel us to break from the state of our bondages. Yet, our superegos are trying to keep us in a reasonable threshold, and enable us to stay in the system. As a result, people are fighting a constant internal battle of conformity versus rebellion. As Herman Melville describes in his story â€Å"Bartleby the Scrivener,† humanity is hopelessly struggling between conformity and rebellion. He presents us with images of entrapment and death to address his concerns for the issues of conformity and rebellion. The images of entrapment are evident throughout the story. From the â€Å"lofty brick wall† outside of the office window to the sound-dividing prison walls which Bartleby died within, the narrator traps the readers in his dark replica of reality. Looking out the office windows, â€Å"the light came down from far above, between two lofty buildings, as from a very small opening in a dome.† The physical confinement of their dark and depressed office space is apparent through the images of the dim lighting and restricted view. For Bartleby, the confinement is no longer physical but psychological. â€Å"From his long-continued motionlessness, that behind his screen he must be standing in one of those dead-wall reveries of his.† This unusual behavior is a common act of such character. It is not the act of boredom but desperation and hopelessness that disintegrates from within and disables him from engaging in any productive activates. As the narrator takes the readers to the final resting place of Bartleby, he portrays the ultimate human confinement, the prison. The extreme thickness of the prison walls â€Å"kept off all sound behind them.† The images of entrapment are clear, that the inescapable prison walls trap any living souls inside of their boundaries. However, to Bartleby it is just another empty place, for his soul has already died long ago. The walls only keep off the outside world from him rather than restricting the already seized motions of Bartleby’s. It is the place where Bartleby chooses to escape from all, and rest for an eternity â€Å"with kings and counselors.† Images of death come as a natural companion of entrapment. The character of Bartleby appears ghostly and lifeless. He is â€Å"a motionless young man,† who works quietly like a machine in his dark and confined space. Unlike the way the narrator describes the other three employees of his, Bartleby has no anger, no ambition, and almost nothing human about him at all. The â€Å"idly cadaverous† response, â€Å"I would prefer not to† from Bartleby, implies that this man’s spirit has died long before his physical death. There is nothing in this world excites him or motivates him, leaving him only dreaded depression. This emotional emptiness must drive Bartleby to insanity, to the extent that he gives up all life burdens including basic biological functions such as eating and sleeping. Later in the story, Bartleby is sent to the â€Å"Tombs,† because of the uncooperative nature of this man. The name of the jail â€Å"Tombs† carries a symbolic meaning of death. In the narrator’s description of the interior of the jail: â€Å"the Egyptian character of the masonry weighed upon me with its gloom,† he reinforces the indestructible and inevitable power of death with these chilling images. The images of entrapment and death are excellent representations of to the concept of conformity and rebellion, whereas Bartleby lives with the entrapment of his unfulfilling life, and finally chooses death as his ultimate rebellion. The narrator, Herman Melville, constructs the abstract character, Bartleby, to extract and speak for his desperation and hopelessness feeling towards the fate of humanity as a whole. Quite like the dilemma Melville brought to our attention a half century ago, societies today are still struggling with issues of conformity and rebellion. We are so driven by the â€Å"errands of life,† and rarely stop and think about the reasons of our very existence. As the train of life speeds us to the final destination, we realize that we have traveled the exact same track as everyone else did.

Regional Geography Overview

Regional Geography Overview Regional geography is a branch of geography that studies the worlds regions. A region itself is defined as a part of the Earths surface with one or many similar characteristics that make it unique from other areas. Regional geography studies the specific unique characteristics of places related to their culture, economy, topography, climate, politics and environmental factors such as their different species of flora and fauna. Also, regional geography also studies the specific boundaries between places. Often these are called transition zones which represent the start and end of a specific region and can be large or small. For example, the transition zone between Sub-Saharan Africa and North Africa is rather large because there is mixing between the two regions. Regional geographers study this zone as well as the distinct characteristics of Sub-Saharan Africa and North Africa. History and Development of Regional Geography Although people had been studying specific regions for decades, regional geography as a branch in geography has its roots in Europe, specifically with the French and geographer Paul Vidal de la Blanche. In the late 19th century, de la Blanche developed his ideas of the milieu, pays, and possibilisme (or possibilism). The milieu was the natural environment and pays was the country or local region. Possibilism was the theory that said the environment sets constraints and limitations on humans but human actions in response to these constraints are what develops a culture and in this case aids in defining a region. Possibilism later led to the development of environmental determinism which says the environment (and thus physical regions) is solely responsible for the  development of human culture and societal development. Regional geography began to develop in the United States specifically and parts of Europe in the period between World Wars I and II. During this time, geography was criticized for its descriptive nature with environmental determinism and lack of a specific focus. As a result, geographers were seeking ways to keep geography as a credible university-level subject. In the 1920s and 1930s, geography became a regional science concerned with why certain places are similar and/or different and what enables people to separate one region from another. This practice became known as areal differentiation. In the U.S., Carl Sauer and his Berkeley School of geographic thought led to the development of regional geography, especially on the west coast. During this time, regional geography was also led by Richard Hartshorne who studied German regional geography in the 1930s with famous geographers such as Alfred Hettner and Fred Schaefer. Hartshorne defined geography as a science To provide accurate, orderly, and rational description and interpretation of the variable character of the earth surface. For a short time during and after WWII, regional geography was a popular field of study within the discipline. However, it was later critiqued for its specific regional knowledge and it was claimed to have been too descriptive and not quantitative enough. Regional Geography Today Since the 1980s, regional geography has seen a resurgence as a branch of geography in many universities. Because geographers today often study a wide variety of topics, it is helpful to break the world down into regions to make information easier to process and display. This can be done by geographers who claim to be regional geographers and are experts on one or many places across the world, or by physical, cultural, urban, and biogeographers who have a lot of information to process about given topics. Often, many universities today offer specific regional geography courses which give an overview of the broad topic and others may offer courses related to specific world regions such as Europe, Asia, and the Middle East, or smaller scale such as The Geography of California. In each of these region-specific courses, topics often covered are the physical and climatic attributes of the region as well as the cultural, economic and political characteristics found there. Also, some universities today offer specific degrees in regional geography, which normally consists of general knowledge of the worlds regions. A degree in regional geography is useful for those who want to teach but is also valuable in todays business world that is focused on overseas and long distance communications and networking.

Prehistoric Life During the Ordovician Period

Prehistoric Life During the Ordovician Period One of the lesser-known geologic spans in the earths history, the Ordovician period (448-443 million years ago) didnt witness the same extreme burst of evolutionary activity that characterized the preceding Cambrian period; rather, this was the time when the earliest arthropods and vertebrates expanded their presence in the worlds oceans. The Ordovician is the second period of the Paleozoic Era (542-250 million years ago), preceded by the Cambrian and succeeded by the Silurian, Devonian, Carboniferous and Permian periods. Climate and geography. For most of the Ordovician period, global conditions were as stifling as during the preceding Cambrian; air temperatures averaged about 120 degrees Fahrenheit worldwide, and sea temperatures may have reached as high as 110 degrees at the equator. By the end of the Ordovician, however, the climate was much cooler, as an ice cap formed on the south pole and glaciers covered adjacent landmasses. Plate tectonics carried the earths continents to some strange places; for example, much of what would later become Australia and Antarctica protruded into the northern hemisphere! Biologically, these early continents were important only insofar as their coastlines provided sheltered habitats for shallow-water marine organisms; no life of any kind had yet conquered land. Marine Life During the Ordovician Period Invertebrates. Few non-experts have heard of it, but the Great Ordovician Biodiversity Event (also known as the Ordovician Radiation) was second only to the Cambrian Explosion in its importance to the early history of life on earth. Over the course of 25 or so million years, the number of marine genera around the world quadrupled, including new varieties of sponges, trilobites, arthropods, brachiopods, and echinoderms (early starfish). One theory is that the formation and migration of new continents encouraged biodiversity along their shallow coastlines, although climatic conditions also likely came into play. On the other side of the evolutionary coin, the end of the Ordovician period marked the first great mass extinction in the history of life on earth (or, one should say, the first for which we have ample fossil evidence; there were certainly periodic extinctions of bacteria and single-celled life during the preceding Proterozoic Era). Plunging global temperatures, accompanied by drastically lowered sea levels, wiped out a huge number of genera, although marine life as a whole recovered fairly rapidly by the start of the ensuing Silurian period. Vertebrates. Practically all you need to know about vertebrate life during the Ordovician period is contained in the aspises, especially Arandaspis and Astraspis. These were two of the first jawless, lightly armored prehistoric fish, measuring anywhere from six to 12 inches long and vaguely reminiscent of giant tadpoles. The bony plates of Arandaspis and its ilk would evolve in later periods into the accoutrements of modern fish, further reinforcing the basic vertebrate body plan. Some paleontologists also believe that the numerous, tiny, worm-like conodonts found in Ordovician sediments count as true vertebrates; if so, these may have been the first vertebrates on earth to evolve teeth. Plant Life During the Ordovician Period As with the preceding Cambrian, evidence for terrestrial plant life during the Ordovocian period is maddeningly elusive. If land plants did exist, they consisted of microscopic green algae floating on or just underneath the surface of ponds and streams, along with equally microscopic early fungi. However, it wasnt until the ensuing Silurian period that the first terrestrial plants appeared for which we have solid fossil evidence.

IKEAs business model and sources of competitive advantage Essay

IKEAs business model and sources of competitive advantage - Essay Example What is best about IKEA’s furniture is that although it is cheap, yet it is stylish and durable. IKEA’s business model is based on maintaining low cost structure so that it can continue to deliver its promise of low price and good quality lifestyle to its customers. IKEA has very carefully managed to keep its cost structure low by practicing a few strategies. For instance, it has chosen suppliers from different parts of the world and maintained strong and long term relationship with them by offering them office facilities and technologies to carry out their business smoothly. IKEA focuses on efficiency though long production runs so as to entice investors and bring down the cost structure. The raw material needed for the manufacturing of furniture is chosen carefully without any interference of third party; expensive wood is replaced by less expensive and good quality raw material. To further reduce its cost structure, IKEA’s furniture arrives at the stores in disassembled parts in flat packaging along with instruction manuals; this not only lowers the transportation costs but offers ease of handling to the customers. Unlike other stores in the category, IKEA’s stores are located in the outskirts and only few are owned by the company. Franchising is a good option for lowering the cost structure and IKEA has taken it up religiously. Moreover, IKEA ensures that it does not rely on one supplier for the manufacture of a single product. Take an example, for an IKEA chair, the seat is supplied by a manufacturer who is in one corner of the world, legs come from a supplier from another corner and nuts and screws are supplied from totally different regions. IKEA’s furniture designs are basically Scandinavian with little or no modifications. These designs are considered outclass and accepted widely in non Scandinavian countries equally. However in some regions the customers’ exhibit displeasure towards Scandinavian designs because the items do not fulfill their cultural and personal needs. Apart from all the good steps taken by IKEA to maintain cost leadership, there is still room for weaknesses which must be addressed to as to strengthen the brand image. Although IKEA has expanded its operations in major territories of the world for earning more revenues but it has failed to understand is that every country has different culture, demand, taste and most of all, legislations which it has to abide by. Since these factors vary from country to country, it has come to IKEA as a big challenge to meet the customer and co untry’s requirements while maintaining cost leadership. Because IKEA promises low priced furniture to its customers, innovation is not seen much because bringing in new designs can disturb the cost structure. Sometimes IKEA fails to understand that one size fits all cannot hold in the line of furniture. Scandinavian designs might be appealing to countries in the Europe and nearby but cannot please the Americans in the same manner. The stores of IKEA are located outside the cities as per the low cost strategy. This causes the customers to travel long distances so they prefer to make purchases from nearby stores. We have learned from the given case study that IKEA has chosen cost leadership to be its core aim and strategy but only this one factor is not enough for its survival. It has to have more points of differentiation because when other competitors in the industry bring their prices down and offer quality and superior customer service, then chances are likely that customer loyalty and brand image of IKEA will drop

Spain Economy Essay Example | Topics and Well Written Essays - 1500 words

Spain Economy - Essay Example The ERM is essentially a managed float exchange rate regime where the currencies of the participating countries are allowed to float at a specific band. Most of the currencies of participating countries are allowed with a fluctuation band of 2.25% against a central rate while the Portuguese escudo and the Spanish peseta were allowed a broader band of 6%. Constant intervention of the participating countries' central banks became prevalent to control exchange rate. As the German mark is the most stable currency of the group, it became the yardstick or the central rate with which all the other currencies are measured. The mark has become the unofficial reserve currency, meaning that if Spain was intervening to buy pesetas it would be selling marks in exchange for pesetas (Weerapana, 2004). The reunification of East and West Germany commenced the collapse of the ERM in 1992. It is important to note that the reunification necessitated the transfers of huge amounts from the large rich economy of the West Germany to the smaller, poorer East. These huge transfers which accounts for 50% of the West Germany's savings created a budget deficit which reached 13.2% from the original 5%. As the German government is becoming nervous on the prospects of high inflation, it started pursuing contractionary monetary policy. However, the combination of the expansionary fiscal policy (transfers to East Germany) and contractionary monetary policy yield to a surge in German interest rate (Weerapana, 2004). As inflation raged through Germany, the world interest also rose. Due to these, there was an outflow of money from European countries thereby causing the devaluation of ERM currencies like peseta.... The regime of General Franco left an essentially fascist economy to Spain which is characterized by lack of economic freedom. The economy is dominated by large public institutions controlling all sectors and monopoly was prevalent. However, the accession of the country in the European Union during 1986 necessitated Spain to â€Å"open its economy, modernize its industrial base, improve infrastructure, and revise economic legislation to conform to EU guidelines.† These huge developments in the country’s policies and structure irrefutable introduced changes in its economy. The immediate years following the country’s ascent to the EU marked Spain’s economic boom. It should be noted that from 1986-1990, Spain saw substantial mount in Gross Domestic Product, reduced the ratio of public debt to GDP, decreased unemployment from 23% to 10%, and curb inflation to under 3%. By the end of 1990, GDP reached more than 50 trillion pesetas while the annual per capita income amounted to 1.1 million pesetas. However, this economic boom was followed by a recession in the mid-1992 to 1994 which was the most severe economic depression since the international oil crisis. Spain faced huge challenges which greatly affected its financial system and international relations. Meanwhile, changes in trade policies, specifically lowering trade restrictions facilitate a freer movement of merchandise among Spain and its trading partners, while promoting efficiency in the economy. The situation in the United States in very much different by the economic state of the European Union. Europe is currently considered as the largest economy at the moment while the United States is recognized the largest and one of the most technologically advanced nations.