Bio Quiz - 1397 Words

View Attempt 3 of 4 Title: Quiz 2 Started: April 19, 2009 10:20 PM Submitted: April 19, 2009 10:25 PM Time spent: 00:04:03 Total score: 30/30 = 100% Total score adjusted by 0.0 Maximum possible score: 30 1. What term describes a harmless noncancerous or precancerous tumor? Student Response Value A. malignant B. benign 100% C. metastatic D. lymphatic E. carcinogenic Score: 1/1 2. What is the name of the process by which cancer cells break off of tumors and spread to other parts of the body? Student Response Value A. carcinogenesis B. mutagenesis C. angiogenesis D. metastasis 100% E. mitosis Score: 1/1 3. Consider a strand of DNA with the sequence GAATTCGGCA. What is the sequence of†¦show more content†¦Student Response Value A. crossing over during meiosis B. the number of chromosomes in the cell C. the number of genes for which different alleles are present D. random alignment of chromosomes during meiosis E. All of the above. 100% Score: 1/1 16. A typical gene contains the instructions for making Student Response Value A. a lipid. B. a protein. 100% C. a chromosome. D. a polysaccharide. E. All of the above are possible. Score: 1/1 17. A mistake made during copying of genetic information is called a Student Response Value A. segregation. B. variance. C. mutation. 100% D. genotype. E. zygote. Score: 1/1 18. Identical twins are the result of Student Response Value A. one egg being fertilized by two different sperm. B. one embryo splitting to become two embryos. 100% C. two eggs each being fertilized by a different sperm. D. one sperm fertilizing two different eggs. E. Both A and B. Score: 1/1 19. A heterozygous organism Student Response Value A. always shows a recessive trait. B. has two identical alleles of a gene. C. cannot produce gametes. D. has two different alleles of a gene. 100% E. Any of the above may be true, depending on the environment. Score: 1/1 20. A mutation in a gene may Student Response Value A. lead to the creation of a nonfunctional protein. B. result in aShow MoreRelatedQuiz 2 Bio 100 Essay1157 Words   |  5 PagesEVOLUTION and NATURAL SELECTION (30 pts) a. What is a mutation? Provide 3 examples of different mutations causing specific diseases in human population. For each example explain what kind of mutation that is (ie. A point substitution,   a chromosomal duplication etc). Mutation is a genetic mistake(s) that occur during DNA replication. 1. Progeria accelerated aging; mutation in the LMNA gene 2. Hypertrichosis excessive hair on the shoulders, face and ears; implicate it to a rearrangementRead MoreQuiz Questions On Primary Components Of The Motherboard981 Words   |  4 PagesQuiz 2 This is an individual assignment. You must work alone to complete this quiz. It is important that you complete all readings and videos prior to attempting the quiz. The completed quiz must be submitted in appropriate assignment folder by the due date and time. Please see the Syllabus Course Schedule. This quiz is valued at 5 points (5% of course grade). 1. What is the purpose of the system unit? The purpose of the system unit is to house all the major parts of the computer. 2. ListRead MoreSex-Linked Traits Through Meiosis and How It Relates to Genetics.1609 Words   |  7 Pages | | |College of Natural Sciences | | |BIO/101 | | |Principles of Biology | Copyright  © 2011, 2010Read MoreIs Studying Medicine A Good Medicine?1082 Words   |  5 Pagesunfortunately witnessed a scenario where a young girl was fatally injured and rushed to the hospital but was refused medical attention and later died due to lack of bed space. This undoubtedly aroused a lot of sentiments in me and it inspired me to pick Bio-medical science in order to help people, treat them and make them happy irrespective of ones social status. In addition to this, I get to work with people of different specialties; it’s a safe career path and being a medical doctor gives a lot of reverenceRead MoreEssay On How To Combating Against Spam1005 Words   |  5 Pagestypes of online vulnerabilities including SPAM All types of websites Akismet Helps you to prevent your site from publishing malicious content/SPAM WordPress sites WordPress ReCaptcha Integration Helps you to fight comment spam WordPress sites Math Quiz Helps you to fight comment spam WordPress sites Note: These are basic resources. You can explore more resources on the Internet and use the suitable ones as per your specific needs. Concluding Remarks As the SPAM volume has increased a lot onRead MoreScholarship Essay1230 Words   |  5 Pagesenergy systems which lead me to participate in Technical Fests Roboveda amp; ADASTRA in my college. I had participated in â€Å"Yodha† Event, where we build a robot that was used to wrestle with another robot. I had also submitted a paper with the topic â€Å"Bio Gas as Fuel â€Å"in ADASTRA technical paper presentation event. I have done my mini Project in National Small Industries Corporation. It was a design of spur gear drive. It was also a training course in AUTO CAD. I had designed a spur gear drive on AUTOCADRead Morebio 360 sylabus2270 Words   |  10 Pagesï » ¿ BIO 360: Animal Physiology Spring 2014 T Th 12:00 – 1:15 CLCC 246 Class Number 22657 Instructor: Dr. Lara Ferry Office: FAB N 153 e-mail: Lara.Ferry@asu.edu Phone: 543-2817 my lab website:   http://morphology.asu.edu Office Hours: 11:00 – 12:00 Tu/Th, and by appointment. Course description:  Principles and mechanisms of physiological regulation in animals, with a focus on humans. Required Text: Human Physiology: An Integrated Approach, 6th editionRead MoreBshs 4022574 Words   |  11 Pages  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ASSIGNMENTS | Points | Individual (75%) |    | All WeeksParticipation and Discussion Questions | 200 | Week Two Individual Assignment: Special Populations Paper | 150 | Week Three Individual Assignment: Textbook Quiz | 200 | Week FiveIndividual Assignment: Final Examination | 200 | Learning Team (25%) |    | Week TwoLearning Team Charter | 25 | Week ThreeCase Manager Interview Questions | 25 | Week FourLearning Team Assignment: Informal Networks PaperRead MoreRio bio4115 Words   |  17 PagesRio BIO ANSWERS Ch 1 Quiz 1. regulation 2. Atom, molecule, organelle, cell, tissue, organ 3. Biosphere 4. Maintain a relat 5. 3 6. plantae 7. protista 8. protist will contain organelles 9. natural selection 10. modern 11. natural 12. artificial 13. theory must be supported by eveidence 14. be falsible 15. is the control group 16. a testable 17. observation 18. bright males 19. a function 20. observation CHAP 2 QUIZ 1. electrons 2. atom 3. A and B 4. electron 5. 2 6. it gains or loses electronsRead MoreHow Can Communities and Governments Encourage Recycling Efforts in the United States?3602 Words   |  15 Pagespersonal email address. In the event a third party needs to contact me, please direct them to my contact information listed under facilitator information. No third party should use your login credentials to gain access to the classroom. Facilitator Bio I am Dr. Carol Ward, after graduating from Mississippi Valley State College, I moved to Memphis, Tennessee. I have absolutely enjoyed living in Memphis known as the â€Å"Home of the Blues.† Highlighting Memphis heavily featured celebrities such as B

Case Study Barilla s Supply Chain Management Essay

IE 7325 Supply Chain Management Case Study-5 fw9795@wayne.edu Barilla SpA Summary: Barilla an Italian pasta maker founded on 1875 as a small shop in Parma by Pietro Barilla. They were known for their pasta and bread products. In 1940s, they evolved into large vertically integrated company with flour mills, pasta plants and bakery products throughout Italy. As increase in competitors the brand value of barilla is increased by their high product quality. In 1971,the company suffered huge debt because of their decision to construct a state of art pasta plant in Pedringo.So the company’s was sold to an American multinational firm W.R.Grace,Inc.But the company struggle to pay off its acquisition then they sold back to Barilla. The market condition was improved and the company enjoyed an annual growth of 21%and decided to expand their business internationally. They forecasted potential increase in the Eastern European market in the future. Barilla comprised of its three brands: the barilla, Voiello and Braibanti with respective of its cost from low to hi gh. Barilla owned an extensive network of plants throughout Italy. Whereas the R D facilities and pilot production plant in Pedringo is used to develop new products. They divided entire products into two categories Fresh and Dry products based on their shelf lives. The dry products are about 75% of sales and 800 different packaged SKUs.The company owned two Central Distribution centers: The Northern atShow MoreRelatedBarilla Case Study1728 Words   |  7 PagesBARILLA CASE STUDY REPORT 1. Introduction Barilla was founded in 1875 in Parma, Italy by Pietro Barilla. It used to be a small store that sold pasta and bakery products. In the 1960s, it differentiates itself from competitors by producing high quality product with noticeable packaging and marketing campaign. In the 1970s, due to the big investment for pasta plant, Barilla was in huge debt and was sold to WR Grace (a multi national firm). Followed in 1979, the Barilla brother had enough moneyRead MoreStrategic Partnership Case: Barilla Spa Operation1751 Words   |  8 PagesStrategic Partnership Case: Barilla SpA OPERATNS 476 Distribution and Supply Chain Management 2007 Jeannette Song Session 1B 1 Learning Objectives †¢ A supply chain example: †¢Supply chain composition: †¢products, players, facilities †¢technology †¢value added activities †¢Supply chain dynamics: †¢Product life-cycle, demand pattern †¢production/distribution leadtimes †¢replenishment cycles †¢ Bullwhip effect: causes †¢ Incentive conflicts and resolutions †¢Strategic partnership and implementation Read MoreBarilla Spa - Case Study1354 Words   |  6 Pages[Type the company name] | Barilla Sp(A) Case Study | | | | | Barilla JITD Case Study Just in time distribution (JITD) was designed to address the fluctuating demand of products that created additional costs in production, scheduling, and transportation. Barilla was to blame for several of these underlying problems. For example, Barilla offered transportation discounts, volume discounts, 10-12 promotions throughout the year, as well as no maximum or minimum constraints on ordersRead MoreBarilla Case Study: Tackles Mainly In Its Supply Chain And The System Within It2899 Words   |  12 PagesAbstract The Barilla SpA case study tackles mainly about its supply chain and the system within it. Starting from the manufacturing of the product up to the distribution and selling of it. JITD, a distribution system which might possibly minimize the cost and inventory of the company is being considered to implement in the company’s distribution system to address the fluctuation in their demand. Advantages and disadvantages of JITD were compared. Introduction Barilla SpA is a pasta manufacturingRead MoreJust in Time Distribution2255 Words   |  10 PagesJust-In-Time Distribution and Barilla SpA Anybody who knows something about business had heard the term Just-in-time (JIT) inventory. It involves producing only what is need, when it is needed. The principle of Just in time is to eliminate sources of manufacturing waste by getting the right quantity of raw materials and producing the right quantity of products in the right place at the right time.(1) In this way, manufactures receive parts and materials just in time to meet the days manufacturingRead MoreBarilla Spa Case Study Analysis3647 Words   |  15 PagesBarilla SpA (A) Case Study Analysis 2 Diagnose the underlying causes of the difficulties that the JITD program was created to solve. What are the benefits and drawback of this program? Brando Vitali, Barilla’s director of logistics, proposed the idea of Just-In-Time Distribution (JITD) in the 1980’s as an alternative to Barilla’s traditional practice of delivering products to their distributors (Hammond, 1). Instead of distributing Barilla’s products based on the orders the distributors Read More Just in Time Distribution Essay2203 Words   |  9 Pages Just-In-Time Distribution and Barilla SpA nbsp;nbsp;nbsp;nbsp;nbsp;Anybody who knows something about business had heard the term Just-in-time (JIT) inventory. It involves producing only what is need, when it is needed. The principle of Just in time is to eliminate sources of manufacturing waste by getting the right quantity of raw materials and producing the right quantity of products in the right place at the right time.(1) In this way, manufactures receive parts and materials â€Å"just in time†Read MoreAmerican Tool Works2448 Words   |  10 PagesVILLANOVA UNIVERSITY VILLANOVA SCHOOL OF BUSINESS FTE MBA Program CMB 8050 - 001: VIRTUAL SUPPLY CHAIN MANAGEMENT Spring 2010 Dr. Matthew J. Liberatore Phone No.: (610) 519-4390 Office: 3072 Bartley Hall Fax No.: (610) 519- 6566 E-mail address: matthew.liberatore@villanova.edu Class web site: http://www.homepage.villanova.edu/matthew.liberatore/CMB8050 Class schedule: Thursdays 6:00 p.m. – 9:30 p.m. Office hours: Tuesdays and Thursdays 11:00 a.m. – 12:00 p.m., Thursday 5:30 p.m. –Read MoreSupply Chain Management at WUp Bottlery1938 Words   |  8 PagesLINCOLN UNIVERSITY EXTENSION in Addis Ababa Course Title: Import-Export Management (BA318) Global Supply Chain Analysis-W’up Bottlery Submitted to: Mike Guerra, Ed.D Prepared by: Group 2 Abiy Hailemariam- 70120 Abaynesh Mekonen-70119 Daniel Assefa-70126 Eskatnaf Lulseged-70129 Menkir Hailu-70130 Yetenayet Befekadu-70147 June 2015 Supply- Chain Management at W’Up Bottlery Background W’UP Bottlery is one of the four bottling company which produces and distributes Coca- Cola and other soft drinksRead MoreCase Study20441 Words   |  82 PagesScience Title â€Å"SUPPLY CHAIN MANAGEMENT† Graduation Project Course: PRODACTION SYSTEM CONTROL Skopje - July, 2011 1 Faculty of Technical Science Title â€Å"SUPPLY CHAIN MANAGEMENT† Graduation Project Course: PRODACTION SYSTEM CONTROL Mentor: Prof. (Tarik CAKAR) Performed by: Enis SELAM, Student ID No.08/09.20 Enis_slm@hotmail.com Skopje, July, 2011 2 BRIEF CONTENTS Preface xiii Part I -- Building a Strategic Framework to Analyze Supply Chains Chapter 1 Understanding

A Rose For Emily A Closer Look Essay Example For Students

A Rose For Emily A Closer Look Essay William Faulkners A Rose for Emily tells the story of a young woman who is violated by her fathers strict mentality. After being the only man in her life Emilys father dies and she finds it hard to let go. Emily was raised in the ante-bellum period before the Civil War. This story takes place in the Reconstruction Era after the war when the North takes control of the South. Like her father Miss Emily possesses a stubborn outlook towards life, she refuses to change. This short story explains Emily, her mystified ways and the townsfolks sympathetic curiosity. We will write a custom essay on A Rose For Emily A Closer Look specifically for you for only $16.38 $13.9/page Order now The plot of the story is mainly about Miss Emilys attitude about change. On the first of the year they mailed her a tax notice. Febuary came and there was no reply. They wrote her a formal letter asking her to call at the sheriffs office at her convenience. A week later the mayor wrote her himself, offering to call or to send his car for her, and received in reply a note on paper of an archaic shape, in a thin flowing calligraphy in faded ink , to the effect that she no longer went out at all. The tax notice was also enclosed, without comment, 40-41. Miss Emily was convinced that she had no taxes in Jefferson because before the Civil War the South didnt have to pay. This change occurred when the North took over the South. After her fathers death she went out very little; after her sweetheart went away, people hardly saw her at all, 41. Miss Emily might have stayed out of the public eye after these two deaths because she was finally alone, something she in her petty life was not used to. Emilys father never let her alone and when he died Homer Barron was a treat that she was never allowed to have. Miss Emilys stubborn attitude definitely came from her fathers strict teachings. The characters of this story are very briefly mentioned, Miss Emily and Mr. Homer Barron are the two main characters described. Miss Emily was described as a short, fat, aged, and mysterious woman. Miss Emily had been through much and has seen many generations grow before and around her. This brings reason to her strong Confederate beliefs. Homer on the other hand was quite the opposite, A Yankeea big, dark, ready man, with a big voice and eyes lighter than his face, 43. Homer described himself as a man who couldnt be tied down. This had to be a terrible opposition for Miss Emily. Towards the end of the story Emily seems to prove him wrong. The setting of this passage is highly essential because it defines Miss Emilys tight grasp of ante-bellum ways. This story takes place throughout the Reconstruction Era from the late 1800s to the early 1900s in Jefferson, Mississippi. Jefferson was just one of the many Southern towns which was reformed by Northern reconstruction. The Confederate economy quickly deteriorated without free labor  to aid in their farms and plantations. Miss Emily refused to allow modern change into her desolate life. For example she refused to let the newer generation fasten metal numbers above her door and attach a mailbox when Jefferson got free mail service. This reflects Miss Emilys unyielding persona caused by her fathers treatment when she was young. When Miss Emilys death occurred the newer Jefferson generations were left wit hout an ante-bellum perspective. A Rose for Miss Emily is told through the eyes of the townspeople which is an example of limited omniscient; a narrator inside the work telling the story. Faulkner expressed a lot of the residents opinions towards Emily and her familys history. They mention old lady Wyatt, her great aunt who had gone completely mad. These opinions seem to come from female members of the town because they have a nosy approach. At first we were glad Miss Emily would have an interest, because the ladies all said, Of course a Grierson would not think seriously of a Northerner, a day laborer., 43. The ladies continue to throw sympathy towards Emily, although she never hears of it. She is slightly aware of the faint whispers that began when her presence draws near. Gossip and whispers might have been the causes of her ghastly behavior. .u2778a5ffed7cfc0a88b26748a90075d9 , .u2778a5ffed7cfc0a88b26748a90075d9 .postImageUrl , .u2778a5ffed7cfc0a88b26748a90075d9 .centered-text-area { min-height: 80px; position: relative; } .u2778a5ffed7cfc0a88b26748a90075d9 , .u2778a5ffed7cfc0a88b26748a90075d9:hover , .u2778a5ffed7cfc0a88b26748a90075d9:visited , .u2778a5ffed7cfc0a88b26748a90075d9:active { border:0!important; } .u2778a5ffed7cfc0a88b26748a90075d9 .clearfix:after { content: ""; display: table; clear: both; } .u2778a5ffed7cfc0a88b26748a90075d9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2778a5ffed7cfc0a88b26748a90075d9:active , .u2778a5ffed7cfc0a88b26748a90075d9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2778a5ffed7cfc0a88b26748a90075d9 .centered-text-area { width: 100%; position: relative ; } .u2778a5ffed7cfc0a88b26748a90075d9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2778a5ffed7cfc0a88b26748a90075d9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2778a5ffed7cfc0a88b26748a90075d9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2778a5ffed7cfc0a88b26748a90075d9:hover .ctaButton { background-color: #34495E!important; } .u2778a5ffed7cfc0a88b26748a90075d9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2778a5ffed7cfc0a88b26748a90075d9 .u2778a5ffed7cfc0a88b26748a90075d9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2778a5ffed7cfc0a88b26748a90075d9:after { content: ""; display: block; clear: both; } READ: 'The Red Room' written by H.G.Wells and 'The Whole Town's Sleeping' by Ray Bradbury EssayThe storys theme is simple, Miss Emily cannot except the fact that times are changing and society is growing. With this dilemma she isolates herself from civilization, using her butler, Tobe to run her errands. Maybe Miss Emily is shy about her old fashioned beliefs. If no one was to observe her then no one could force her to change. She died in one of the downstairs rooms, in a heavy walnut bed with a curtain, her gray head propped on a pillow yellow and moldy with age and lack of sunlight, 45. This might have been a horrible way to die because no one was quickly informed of the death , and know one knew how the tragedy occurred. When Miss Emily died Jefferson lost a monument of the Old South. This passage contains a high rate of symbolism, icing on the cake as far as the work is involved. A small, fat, woman in black woman in black, with a thin gold chain descending to her waist and vanishing into her belt, 41. The hidden watch at the end of Emilys chain symbolizes how time has been hidden from her all of these years. This hidden time results in her stubborn unchanging ways. Only Miss Emilys house was left, lifting its stubborn and coquettish decay above the cotton wagons and the gasoline pumps, 40. This house represents the Old South, like Miss Emily it is the only one of its kind left to face a modern generation. This could be a reason why she remained isolated for such a long span of her life. Emily, was just another wrinkle in time accompanied only by dreams and memories. This storys tone is disturbing.  When the Negro opened the blinds of one window, they could see that the leather was cracked; and when they sat down, a faint dust rose sluggishly about their thighs, spinning with slow motes in the single sun- ray, 41. The dust leaves an old and sluggish impression. The reader can almost inhale the motes of age old dust. Then we noticed that in the second pillow was the indentation of a head. One of us lifted something from it, and leaning forward, that faint and invisible dust dry and acrid in the nostrils, we saw a long strand of iron-gray hair, 46. This except leaves the reader shocked and disgusted. The tone could also be sympathetic towards Miss Emily. Faulkners style is quite difficult because it isnt written in chronological order. It begins by telling about Emilys past and her family history. This information explains her future behavior and opinions effects of this method create a better ending because it catches the reader unexpectedly. The diction and sentence structure are fairly advanced, but soon leads to a greater understanding of the passage because it sets the mood of that specific time. And now Miss Emily had gone to join the representatives of those august names where they lay in the cedar-bemused cemetery among the ranked and anonymous graves of Union and Confederate soldiers who fell at battle of Jefferson, 40. Terms like this were used throughout to aid in setting the Reconstruction mood. This story also teaches the reader a little more about the Old South. In conclusion, A Rose for Emily is a shocking tale about Emily Grierson, her love, and her inability to accept change. Emily is a prime example of the Old South and its changing hardships.

The Japanese American National Museum Essays - Issei,

The Japanese American National Museum The Japanese American National Museum The Japanese American National Museum is an organization that contributes to the Japanese American community in numerous ways. Since it is a museum, it offers historical information and many services to both the Japanese American and non-Japanese community about the role that Japanese played in American history. It is an active organization that interacts with the surrounding community, as well as with other organizations and programs worldwide and an organization that serves to the public with exhibits, programs, and publications that explore the changing role of Japanese Americans. However, the history and the presence of the museum itself is significant because it is an establishment that serves as a landmark for people of Japanese ancestry, a compilation of a reflection of America, and a memorial for all the suffering that the Issei and Nisei have endured. THE MUSEUM'S HISTORY The Japanese American National Museum began with the idea from a businessman and a war veteran. These individuals wanted to preserve the Japanese American's contributions to California and the United States history. Therefore, Bruce Kaji and two war veterans: Colonel Young Oak Kim and Y.B. Mayima decided in 1982 to erect a national museum in honor of the Japanese Americans. Their purpose was to inform the City of Los Angeles and the world that the Japanese American was an integral aspect in shaping California and the United States. The mission of the Japanese American National Museum is to make known the Japanese American experience as an integral part of our nation's heritage in order to improve understanding and appreciation for America's ethnic and cultural diversity." The difficult task to building the museum was money. This non-profit endeavor required funding from many different sources. In the following years of 1982, California and the city of Los Angeles began donating money in support of the museum. The city of Los Angeles, under the Community Redevelopment Agency (CRA) agreed to match the donation from the State Legislature. Therefore, the State Legislature approved a $750,000 donation toward the museum and in return the CRA agreed to donate $ 1 million in 1985. For the museum, this funding was jus the beginning. Fundraisers and donations were organized to bring the idea to a reality. Money was not the only item that needed to be donated. The museum wanted to preserve the Japanese American artifacts, documents, lost letters, furniture, and photographs into the museum. The museum needed a permanent building so the museum planners decided to have an old Buddhist temple as the home of the museum. The building they decided on was the first Buddhist Temple built in Los Angeles in 1925. The building was the abandoned Hongwanji Buddhist Temple. In the late 1980's donations were abundant, "Dozens of volunteers answered phones and gingerly unwrapped donated objects, ranging from old kimonos to immigration documents and bundles of faded letters." One of the many employees of the museum is Akemi Kikumura Ph.D. She was hired by the museum to further facilitate the search for Japanese American memorabilia and materials. In 1986, Los Angeles decided to graciously award the museum a lease of one dollar per year for fifty years. The city also decided to award the museum and a section of North First Street as a historic cultural monument. Other private companies and institutions began to recognize the museum project as a growing vision. Some contributors include the Smithsonian Museum in Washington D.C. and the National Endowment for the Humanities (NEH). The volunteer board for the museum decided to tour the country in search of filling the remaining positions of the museum. The volunteer board went to places like Illinois, Texas, Idaho, and other states. The members wanted contribution from a national level. Therefore, they hired individuals that had experience in ethnic studies and that had a passion to provide a service to their community. Along with employing people from across the country, the museum had aspirations to further enhance the exposure of the Japanese American history by expanding and creating a new pavilion that would house more artifacts from the Japanese American community. During the 1990s, the museum took on several significant changes. Along with the establishment of the temple as the museum, members, part of the museum, hired Japanese American architects, David Kikuchi, Yoshi Nishimoto, Frank Sata, and Robert Uyeda, to renovate the buildings. In addition to the building's restoration process, the museum also hired James T. McElwain to assure that the buildings have their own unique and historic features. Not only were buildings renovated, its interior design was also completely redone since the museum needed new systems installed. For example,

The eNotes Blog Final Exam Prep 10 Study Tips to Combat TestAnxiety

Final Exam Prep 10 Study Tips to Combat TestAnxiety Spring is finally upon us- which means longer days, warmer weather, and the impending dread of finals week. While this may not be your first rodeo, it doesn’t mean that you don’t get anxious come test time. Test anxiety can be extremely debilitating and drastically alter your performance. According to the ADAA, the causes of test anxiety can include a fear of failure, lack of adequate prep time, or bad experiences taking tests in the past. While you may think these nerves are inevitable, we are here to help you feel confident as you venture into finals week and slay your way to summer vacation. We’ve created a list of our top ten study tips and strategies to help you combat test anxiety. Get Organized Early Don’t wait until the last minute to start collecting material for your test. Reserve some time to strictly collect and organize your notes in whatever fashion that’s suitable to your needs. Creating study binders or folders that encompass all previous classwork and necessary study aids will save you lots of time and energy when you are ready to sit down and finally get to work. Besides, if you realize you’re missing anything, you’ll have provided yourself with enough time to track it down or ask your peers for help. Stick to a Schedule Once you figure out your exam schedule, it’s wise to craft a study schedule that parallels it. Figure out what exam you’ll need to take first or if you have multiple exams on the same day. Knowing your testing timeline will allow you to tailor your studies to your subjects that need more attention. By creating a visual schedule, it will also help you to stay organized and break up what content you need to review on which days. Ultimately, creating a schedule ahead of time will help you navigate how much time you need to spend studying and what days you can ditch the textbooks and relax. Get ready to bust out your highlighters! Make Your Own Study Materials While you may receive study guides or review sheets from your teachers, it’s beneficial to create your own as well. When you make your own study guides, flashcards, or concept maps, you are essentially already studying. Anything that creates active learning is very effective for retaining anything you learn. This also allows you to use your creativity and adapt your content into study aids that accommodate your learning style. It’s important to note that everyone possesses a different way of comprehending information- find what works for you in order to reach your maximum potential. Mimic Test Conditions While you should definitely take time to study in environments with limited distractions, it’s also helpful to mimic the testing environment in which you will endure the exam. It’s always a good idea to take a couple of practice exams if possible. Try timing yourself, especially if you need to write an essay. You’ll be able to assess how much time to spend on each section and what information you can breeze right through. This will ultimately provide you with an idea of what you need to spend more time studying and what material you have already retained. Above all, mimicking testing conditions will hopefully make you feel more confident by the time you have to actually sit down and take the test. Go to Review Sessions Teachers don’t hold review sessions for themselves! If you have the opportunity to attend a review session, you should definitely do so. Most of the time, review sessions are held by the teachers who are giving you the exam. (That’s lit-er-al-ly the person who holds the answers to the test offering to give you advice.) Typically review sessions will provide you with more insight into the format of the test and what to expect. Gaining a better understanding of what to expect come test time can help reduce the anxiety you may feel about the upcoming assessment because you’re already that much more prepared. Plus, review sessions are the prime time to ask the questions you still need to answer. Take Care of Yourself Put down the sugary energy drink! Exam time does not need to be a time to neglect your body with a vending-machine diet. Find time to exercise, eat nourishing meals, and get plenty of rest. If you don’t take care of your body (which includes your brain) it will not take care of you when you need it too. Ditch the energy drinks, stay hydrated and make sure you’re getting enough sleep. A recent study of UC San Diego students by the College Health Association Assessment found that only 23 percent reported getting eight hours of sleep per night and 25 percent reported that sleep deprivation affected their academic achievements. Sleep is vital to your overall well-being. Pulling an all-nighter will leave you tired, irritated, and only amp up your test anxiety. Having an adequate night’s rest (8-10 hours) will be more beneficial than trying to cram material into the wee hours of the morning. Join a Study Group First and foremost, study groups are a great way to acknowledge that you are not in this alone. Acknowledging that you and your classmates are on the same team is reassuring and helps cope with exam anxiety. Studying with your classmates may even confirm your doubts or misunderstanding of specific material. You can share notes, gain different insights, and maybe even get some lingering questions answered. Above all, joining a study group is a way to break up your solo study routine and partake in some social interaction. While joining a study group may feel intimidating, you have to realize that you and your peers are essentially all in the same boat and people are willing to help each other out more than you may think. Find Your Zen Regardless of how much preparation you undergo for an exam, test anxiety still may get the best of you. It’s promising to have some relaxation tactics that can help you avoid a crippling panic attack during the exam. Practicing some breathing techniques can help monitor your heartbeat and bring you back to center. It also may be beneficial to have an encouraging mantra that you can recite to yourself when things are starting to feel discouraging. Perspective is a powerful tool; therefore find a way to keep it positive before you sink into a negative slump that can leave you frozen and unresponsive. Avoid Paying Attention to Others Like we’ve already mentioned, everyone has a different way of learning. If you start comparing what you’re doing to the overachiever sitting next to you, it may make you feel inadequate and anxious. Focus on your goals and what you need to do to be successful. What works for you may not work for others, and vice versa. This also is a valid point to keep in mind during test time. Pay attention to your own test and pace. Try not to feel intimidated by the people who are turning in their exams first or the sounds of pencils going to town in the essay section. Be mindful of the clock, and be assured that your preparation was not a waste. Reward Yourself After a solid study sesh, you deserve to reward yourself for the time and energy you’ve put into your studies. Watch a feel-good movie, hang out with friends, or bake some cookies. The less stressed you are during the study process, the more relaxed you’ll feel by the time you have to take your exam. Allowing yourself little rewards along the way will motivate you to stick to your study schedule. Better yet, find something to look forward to once all your exams are finished; just don’t lose sight of what you need to do to reach your goals. A reward will be that much sweeter after working so hard for it. Finals week is undoubtedly a stressful time, so don’t feel guilty about treating yourself in order to keep your mood as light as possible. As our good ol’ friend Benjamin Franklin once said, â€Å"By failing to prepare, you are preparing to fail.† While there are way more tempting things to do than carving out time to study (especially for all you seniors out there), don’t let study procrastination get the better of you. The anxiety and nerves that come with feeling unprepared are simply not worth it. By planning your schedule accordingly and preparing ahead of time, you’ll be able to grant yourself ample time to do all the things you want to do, while not feeling guilty about neglecting your responsibilities as a student. Above all, keep in mind that your finals do not determine your self-worth. While finals are an extremely stressful time for students, just know that you are not alone. There’s a light at the end of the tunnel, and it’s saying, â€Å"summers coming!† P.S. Dont forget that will help you with any book or any homework question! With a library of over 40,000 study guides including summaries, analysis, and criticisms for the most important books, we have all the information you need to understand any book and excel in your classes. All images via Unsplash.

Write for Any Magazine

Write for Any Magazine Write-what-you-know has its purpose. Why bother gaining experience or studying anything new if you cant use it? Why become an expert? As a freelancer, if you limit your writing to only what you know, you become stale after a period of time. I profess that you can write about for almost any magazine. Here are three tricks to picking up a magazine and determining a pitch for the editor: 1) Interview an expert in a magazines field. You may not know squat about the subject matter of a magazine, but if you interview someone who does, you have the makings of a great profile piece. Sure, you need to read up on the individual so you dont sound completely naive, but youll learn soon enough that most experts thrive on explaining what they do. Ask a few pertinent, intelligent questions, and theyll take off like a rocket, feeding you all the information you need for a beautiful piece for magazines you never thought youd ever qualify to write for. 2) Study press releases. That means study ALL press releases. Go to prweb.com/ or prnewswire.com/ and read whats new. Not only will you find experts quoted who you can contact for item 1) above, but you can learn about new findings, studies, revelations, inventions, and happenings that make for great features. Whats fantastic about these releases is that they list names and contact information for the people who know the most about the topic matter. Right there in oneplace, you have the facts you need to outline a great feature. 3) Pitch something evergreen. A subject like How to make the most of a conference can apply to magazines for fishermen, golfers, doctors, teachers, writers, accountants, landscapers, or anyone who attends a professional conference. How to hire a great employee from a mediocre pool of applicants. How to make your website sticky and appealing.   How New Years resolutions really do work. Travel deals you never see in the ads. The list goes on and on about how to take a very general, how-to-live-better piece and apply it to most topics. So, take those three simple concepts, and unless the magazines require you have an advanced degree in the subject matter, you have an open door to endless material for all those magazines you see in Writers Market . . . and FundsforWriters.

Motivating Junior High Students to Learn Math Research Paper

Motivating Junior High Students to Learn Math - Research Paper Example This research will begin with the statement that if junior high school students could be motivated to learn mathematics, they could achieve lifelong success since mathematics is the core of other academic disciplines such as accounting, construction, engineering, and medicine. Students in junior high school are energized by four main goals which include success, curiosity, creativity and satisfying relationships in their studies. In motivating students to learn mathematics, the teacher should ensure student engagement in learning. Engaged students are committed to their learning despite any challenges or obstacles and aim at accomplishing their studies. Educators agree that motivating junior high school student to learn mathematics is challenging. The social structure has changed hence teachers and other stakeholders need to change if the needs of the junior high school students are to be attained. Some societal changes include an increase in family breakups, working parents, and inn ovations in technology. The complexity of mathematical content in the curriculum has also changed. There is a strong relationship between school achievement and the quality of life. Motivation to learn mathematics can either be intrinsic or extrinsic. Intrinsic motivation is the desire of students to engage in learning activities which bring joy and self-confidence to them. This motivation focuses on the learning goals such as mastery of mathematical concepts.

Europes power is inevitably declining relative to other powers Essay

Europes power is inevitably declining relative to other powers - Essay Example The most applicable technique used to determine this phenomenon is to pose an overarching question, which enables the placement of Europe in an intelligible conceptual milieu: When does a super power cease to be â€Å"super†? This question obliges the re-interrogation of superiority, power and decides, as well as revalidation of historical perspectives, which underpin the current disquiet concerning the shifting international order. In Europe, concerns regarding its superiority, decline and power continue to be a staple component of popular and scholarly discourse, but they are rising in intensity because of current financial crisis experienced in Europe. Europe’s power is inevitably declining as the individual states, as well as their societies and production systems continue to decline. The military and economic criterion explores a nation or region’s capacity to fit the description of greatness or superiority. Military power has a notable economic basis since heavy defense spending has significant effects on a nation’s or region’s economy. Europe’s decline is perhaps most notable in international politics, and these effects emerged with stark clarity in the events concerning the Balkan crises, as well as the war in Iraq. In the case of the Iraq war, Europeans only watched helplessly as the senseless war, which they did not even desire, transpire and had to sustain a substantial share of the mammoth costs generated by the war. It is quite evident that Europe no longer carries any significant weight on the topic of international politics and is currently subject to the US’ hegemony (Rifkin 112). This reality became quite apparent at the end of the World War 2 and the Cold War. Notably, the hegemony of the US had a prominent rival in the USSR, which prevented Europe from feeling dominated by the US. US’ subtle domination of Europe gave Europeans the inaccurate sensation that they were making contributions to the realization of a joint project and defense of shared values. Today, the danger lies not in USSR domination but in terrorism, funded by fundamentalist Islamic groups whose networks extend throughout the world. Today, American hegemony does little to guarantee European security in light of this danger. It is evident that Europe could play a pivotal role in eradicating terrorism at grass root level, favoring economic development, unity and a democratic evolution Middle Eastern and North West African country with which Europe enjoys positive relations. This positive relationship is characterized by Europe’s geographical proximity, as well as close interdependence with nations in the region. However, Europe’s impotence prevents it from playing its role effectively in this area and other sensitive global regions (Manners 238). As a consequent, Europe finds itself more and more often, serving to make up the numbers that create international equilibrium while new actors such as India, China and Brazil enter the world and old actors such as Russia make an unmistakable comeback. Europe is rapidly exiting the scene as it continues to count for less than other powers in terms of strategic calculations regarding international events. On the other hand, Europe is inevitably declining on the economic front. This is notable in the declining trend experienced by the leading eurozone countries, which are currently showing, relative to their GDPs, relatively weak and negative growth trends. Unemployment rates in most European nations are current sky high. The countries’ production systems are inevitably becoming unable to fend off the

USA Today December 8, 2008 Essay Example for Free

USA Today December 8, 2008 Essay The first article â€Å"Toxic Air and America’s School† talks about how the air that we breathe has been increasingly becoming toxic, which puts children studying in schools that are near areas that emit toxic substances to the air. Because of the growing concern, USA Today together with the University of Massachusetts-Amherst, Johns Hopkins University in Baltimore, and the University of Maryland in College Park, conducted a study to determine just how toxic the air that school children breathe when inside the campus. The study showed there were seven schools that had high readings of toxic chemicals and â€Å"the concentrations of chemicals were high enough that they could cause serious illnesses or increase the risk of cancer if people were exposed to those levels for a long time† (USA Today, 2008). The most possible solution for air toxicity, especially in areas where children are constantly present, is for the local government and other concerned agencies to put a stop to those companies that produce the harmful substances. It should be suggested that these companies be relocated to other areas where there are little population so that it does not affect not only the health of children but also of everybody. Another article from USA Today entitled â€Å"Schools can be hit by chemicals from several industries† talks about just how much school children are exposed to harmful substances everyday in school due to the presence of not just one but several chemical industries in the vicinity. Although there are many factors that can affect the dispersion of the chemical substances produced by the companies, the school within the vicinity cannot escape from their harmful effects because there are other factories that can pollute the air and contribute to the overall toxicity of the air. Children are in danger of developing serious health problems because they are exposed in this kind of air throughout the day since they spend the whole day inside the school. As with the first solution, it is recommended that factories that are proved to be emitting high levels of toxic substances in the air should be relocated to places where there are not much people who can get affected. However, it would be a better solution if these companies could lower their toxicity levels such that they do not cause harm to the people and the environment whether they are near schools or in rural areas where the population is fewer. The government and concerned agencies should be stricter when it comes to making sure that these companies do not exceed the levels of the chemical substances so that they do not cause any harm. References USA Today. Schools can be hit by chemicals from several industries. Retrieved December 10, 2008, from http://content. usatoday. com/news/nation/environment/smokestack/interactive/5 USA Today. What USA TODAY monitors found. Retrieved December 10, 2008, from http://www. usatoday. com/news/nation/environment/school-air-snapshotchart. htm

House of Sand and Fog Essays -- essays research papers

I read House of Sand and Fog by Andre Dubus III. This story is one of classic tragedy which also contains a nearly unbearable amount of suspense. It tells a story of the conflict between people of different races who have an inability to understand each other. They each want possession of a small house in the California hills but for very different reasons.   Ã‚  Ã‚  Ã‚  Ã‚  On one side, there is Kathy Nicolo and Sheriff Lester Burdon who want the house from which Kathy was evicted. It previously belonged to Kathy’s father and she is reluctant to relinquish possession of it. Then there is the Behranis, a Persian family who was forced to flee to America in fear of their lives. They want the house because it symbolizes their rise from poverty (they had to leave everything behind and were quite poor when they arrived in the United States) back to affluence which, to this family, will help to restore their family’s dignity, lost when thrust into poverty. The story centers on gaining possession of the house. Unknowingly, all of these characters are doomed to tragedy by their inability to understand each other, hurtling down an explosive collision course.   Ã‚  Ã‚  Ã‚  Ã‚  The main characters in this story are Sheriff Lester Burdon, Kathy Nicolo, Massoud Amir Behrani, Mrs. Behrani, and their son, Esmail Behrani. Lester has a very soft spot in his heart for battered and abandoned women, an outlook that Burdon attributes to his father's having left his mothe...

Linux Security Essay

While researching the regulatory requirements needed for First World Bank Savings and Loans I found that a security policy against current server architecture is required to be implemented. The CIA (Confidentiality, Integrity, and Availability) triad is taken into account when analyzing the multiple servers in reference to Linux and Open Source managing security demands. The â€Å"Database Server† requires the administrators go further in terms of technical design through a Linux architecture method. MySQL can be utilized as a backend and comes with script availability to remove test databases, lower systems and data base privileges (Jang, 2011). This method will allow successful requirement of all networking layers. The Apache Web Server allows the ability to harden the Linux kernel within Apache (Prashant, 2013). The patch available is â€Å"grsecurity† and allows protection against zero-day vulnerabilities while utilizing â€Å"ksplice† to update the kernal on time (Prashant, 2013). Samba is used for the file server and has many features to restrict access to what is shared. This includes enforcing password requirements, filtering at the network level, and a check going against group memberships (Jang, 2011). The SMTP server will be Sendmail. Sendmail comes with the security feature of encrypting the connection (Jang, 2011). We will also need a virus scanning program to ensure mail coming in does not have virus attachments. The LDAP server will be utilized as the central authentication server so that the involved users have a login that is unified and covers all console logins (LDAP NExt, 2010). Works Cited Jang, M. (2011). Security Strategies in Linux Platforms and Applications. Jones & Bartlett Learning. LDAP NExt. (2010, 06). The official Red Hat Reference Guide. Retrieved from http://www.centos.org/docs/2/rhl-rg-en-7.2/s1-ldap-uses.html Prashant, P. (2013, 10 10). Linux for you. Retrieved from http://www.linuxforu.com/2011/05/securing-database-servers/.

Read the case study “I Thought I Gave Them Everything, Essay

Read the case study, â€Å"I Thought I Gave Them Everything,† on page 423 in the textbook. This case study involves interpersonal and intrapersonal communication competencies. Examine and evaluate this communication situation by providing detailed responses to the three discussion questions found at the end of the case study. Examine and evaluate this communication situation. †¢Provide detailed responses to the three discussion questions found at the end of the case study. †¢Directly reference the theories of motivation you have learned about in this unit, and the 10 work-related evaluation items listed on page 176 of the text to help explain your thoughts, reasoning, and insights. The case study of â€Å"I Thought I Gave Them Everything† discusses Henry Gonzales a manager of Quality Foods. Henry is known for his hard work and dedication to the organization; he keeps himself busy and has the most successful store within the organization. Henry is upset as â€Å"he recently found out two of his leading supervisors had requested transfers to other Quality stores.† (Shockley, 2012) Henry’s emotional response is caught up in expectations and assumptions of why his employees may be leaving. He doesn’t really know, nor does he have any facts to support his emotional response, therefore he has taken it personal. I would advise Henry to assume nothing, and seek the facts before making any judgments concerning the situation or his supervisors that wish to transfer to other stores. I would also remind Henry that given enough time, everyone leaves. It is notable that Henry is subject to Gerald Salancik and Jeffery Pfeffer’s Social Information Processing Theory; â€Å"A person’s needs and attitudes are determined by the information available at any given time.† (Shockley, 2012) Henry’s motivation for communication with his two supervisors surrounds his internal need for safety as it correlates to Maslow’s hierarchy of needs theory. As witnessed by Henry’s internal probing questions his mind is looking for safety as he has taken their actions as his own failures. I would advise Henry to think about what he wishes to achieve before approaching his supervisors. This is an opportunity for understanding and growth within his store, therefore it is best to come from a place of curiosity. It would also be good if Henry understood his communication competencies that run parallel with his assumptions that his store is the best, his supervisors required hand-holding and they need more of his time. All of these assumptions build from his perception that these individuals don’t see what they are doing, and Henry is in a place superiority. It’s generally best policy to let people manage their own lives and make their own decisions. While communication can bridge the gap in assessing others needs and desires to seek employment elsewhere, making these types of assumptions, Henry is placing his supervisors overall competencies low, and this places him at a direct disadvantage when he approaches them for communication. In addition to educating Henry about his assumptions, expectations, motivations and competencies it would be good for Henry to have a basic understanding of general employee motivations as they relate to needs. If Henry is approaching this from a learning perspective it may be a good idea to perform an exit interview with these employees and have them rank there satisfaction using the 10 work-related evaluation items. This would give Henry a clear indication of how he might better meet his employee’s needs in the future, and may even allow for retention of these existing employees. In communication, you must remember that you don’t get what you don’t ask for, if Henry’s desire is to retain these two supervisors, he might want to consider asking them directly what he may be able to do to retain their services. It is noted that Henry does have a pay incentive plan already in place, so salary may not be what is needed for retention. The study also mentions that Henry’s is a busy manager and may have lost touch with these employees. If this is the case, he should be sensitive in his initial approach, and seek to understand if these employees have a sense of belonging. Overall I would suggest that Henry not make this about him, or a direct reflection of him. References Shockley-Zalabak, P.S. (2012). Fundamentals of Organizational Communication: Knowledges, Sensitivity, Skills, Values. Boston, MA: Allyn & Bacon.

Mutual Intelligibility Definition and Examples

Mutual Intelligibility Definition and Examples Mutual Intelligibility is a situation in which two or more speakers of a language (or of closely related languages) can understand each other. Mutual intelligibility is a continuum (that is, a gradient concept), marked by degrees of intelligibility, not by sharp divisions. Example and Observations [W]hat allows us to refer to something called English as if it were a single, monolithic language? A standard answer to this question rests on the notion of mutual intelligibility. That is, even though native speakers of English vary in their use of the language, their various languages are similar enough in pronunciation, vocabulary, and grammar to permit mutual intelligibility. . . . Hence, speaking the same language does not depend on two speakers speaking identical languages, but only very similar languages.(Adrian Akmajian, Richard Demers, Ann Farmer, and Robert Harnish, Linguistics: An Introduction to Language and Communication. MIT Press, 2001) The Mutual Intelligibility Test [The] distinction between language and dialect is based on the notion [of] mutual intelligibility: Dialects of the same language should be mutually intelligible, while different languages are not. This mutual intelligibility, in turn, would then be a reflection of the similarities between different varieties of speech.Unfortunately, the mutual-intelligibility test does not always lead to clear-cut results. Thus Scots English may at first be quite unintelligible to speakers of the various varieties of Standard American English, and vice versa. True, given enough time (and goodwill), mutual intelligibility can be achieved without too much effort. But given an even greater amount of time (and goodwill), and a greater effort, also French might become (mutually) intelligible for the same speakers of English. In addition, there are cases like Norwegian and Swedish which, because they have different standard varieties and literary traditions, would be called different languages by most people, including linguists, even though the two standard languages are mutually quite intelligible. Here, cultural and sociolinguistic considerations tend to overrule the mutual intelligibility test.(Hans Henrich Hoch, Principles of Histoprical Linguistics, 2nd ed. Mouton de Gruyter, 1991) One-Way Intelligibility [A]nother problem regarding the use of mutual intelligibility as a criterion [for defining a language is] that it need not be reciprocal, since A and B need not have the same degree of motivation for understanding each other, nor need they have the same amount of previous experience of each others varieties. Typically, it is easier for non-standard speakers to understand standard speakers than the other way round, partly because the former will have had more experience of the standard variety (notably through the media) than vice versa, and partly because they may be motivated to minimise the cultural differences between themselves and the standard speakers (though this is by no means necessarily so), while standard speakers may want to emphasize some differences.(Richard A. Hudson, Sociolinguistics, 2nd ed. Cambridge University Press, 2001) Theres a fat man who comes in here with pills sometimes and I cant understand a word he says. I told him Ive got no problem with wherever he comes from but I have to be able to understand him. He understands what Im saying and he talks louder. I dont hear well, but it doesnt help anything for him to say whatever it is hes saying in a louder voice.​(Glen Pourciau, Gone. Invite. University of Iowa Press, 2008) Bidialectalism and Mutual Intelligibility in The Color Purple Darlie trying to teach me how to talk. . . . Every time I say something the way I say it, she correct me until I say it some other way. Pretty soon it feel like I cant think. My mind run up on a thought, git confuse, run back and sort of lay down. . . . Look like to me only a fool would want you to talk in a way that feel peculiar to your mind.(Celie in The Color Purple by Alice Walker, 1982.) Also Known As: interintelligibility

Manage your boss’s schedule like a pro

Manage your boss’s schedule like a pro When you’re a personal assistant, scheduling your boss’ day to run as smoothly as possible is an integral part of your job. A great assistant ensures that the flow of appointments and meetings make sense and leaves enough time to accomplish quality work on all projects.Here are some key strategies for managing two schedules: your bosss and your own.Share a calendar.If youre still maintaining separate work calendars, youre making life unnecessarily complicated. Use a program like Google Calendar to get you and your bosss appointments, meetings, and days off on one shared, living document. There, you both can add, edit, and sync things seamlessly so no events through the cracks. Shell know when youre out for a dentist appointment and wont wonder where you are, and youll know that shes working from home on Friday so you wont schedule any in-person meetings. When you meet with your boss, make sure to ask about the following weeks obligations and update your shared calendar as needed.Leave space every day.Scheduling effectively is not just about making sure every meeting and phone call fits into the day. It’s also about leaving chunks of dedicated time for your boss to do what he or she needs to accomplish- or even what he may have to do. Try not to book anything back-to-back without giving him a breather. Allow her some dedicated work time to actually get things done.Dont double book.Double booking obligations just leads to unnecessary stress and occasional embarrassment for both your boss and you. Don’t do it. If you accidentally say yes to a meeting and find out theres something else slotted for the time, reschedule right away with apologies.Be the weather/traffic person.If your boss has off-site meetings, make sure to map out routes to unfamiliar places. Keep an eye on traffic reports to avoid any unseen delays or catastrophes. Keep an eye on the weather report too, since storms will affect both what your boss wears and how fast sheâ €™s able to get where she needs to go.Keep an eye on the clock.You may have scheduled a meeting to fit within a specific time window, but meetings can easily go over time when people dont stick to an agenda.Be mindful of the clock to ensure that a meeting never runs late or bleeds into the next scheduled task. Don’t let your boss get sidetracked by an overly chatty appointment. Its your job to remind him that he has another appointment or task on the docket.If a particularly important meeting cannot be halted so easily, snap into action to reconfigure the rest of the day. Figure out what other entries on the schedule can be moved around or even canceled to avoid wasting a minute of anyone’s time.Leave time for lunch.Getting the day’s work done may come first on any schedule, but you need to keep your tanks well-fueled to get you and your boss through your busy day. That means leaving some time in the schedule for a proper lunch. Ask your boss at what time of day she prefers to eat, and then block off at least 30 minutes in your shared calendar where she cant be disturbed. Ideally, youll take your lunch break during this same window.Find a system that works for both of you.Make sure you get a sense of how your boss likes to prioritize duties and structure his day. If you ever have a question about which obligation is more important, just ask. Eventually, you’ll develop a shorthand for working with each other that will keep both of you on schedule.

Plight of the Irish Woman Essay Example | Topics and Well Written Essays - 2500 words

Plight of the Irish Woman - Essay Example As compared to other works created by Joyce, Dubliners is very different since it represents the thoughts of the Artist when he himself was a young man. His later work gained much critical acclaim for its stream of consciousness approach and the experimental works therefore the controversy surrounding and the banning of Ulysses often takes precedence over the short story collection. That is the primary reason why Joyce is appreciated, respected and remembered more for his novels than his collection of short stories. Nevertheless, there is still a lot of material that has been created in terms of analysis of the Dubliners and the various individual stories contained within. Eveline is the shortest story contained in the collection and offers some very interesting insights towards both the writer and the times he lived in. There are a number of firsts associated with this particular piece since it is the first story in the Dubliners to be written in the third person, it experiments with stream of conscious writing and it was the first time Joyce wrote from the point of view of a woman (Voogd, 2000). Eveline The story begins with Eveline sitting at the window of her house where she can watch the avenue lined with houses. She remembers her family members and the neighbors she had as a child when she played on the field which is now covered with houses. Now that she is a young woman, her mother is dead and her siblings have grown up. She has had a life of hard work at her home as well as the store where she earns a living. The story clarifies that Eveline plans to leave Ireland for ever but it does not make any hints at the beginning of the story if she actually would go through would her plan or not.

Healthypeople Essay Example | Topics and Well Written Essays - 250 words

Healthypeople - Essay Example People now tend to behave as consumers, through more responsibilities and choices they become more active participants in improving and managing their healthcare. Consumerism is evident in the healthy people 2020 as the healthy people strives to identify the improvements to be made in the health department, increase the public understanding and awareness in the determinants of disability health and disease and identify research, evaluation and the needs for data collection. The healthy people 2020 aims at ensuring that the consumers of heath care are more informed, healthier and, more collaborative (Braveman, 2014, p.29) The institute of medicine in the healthy people 2020 focuses on the consumers as they aim at the promotion of health and giving objectives for disease prevention. These reports give guidance and create awareness on different types of diseases and the best methods of prevention. Through this reports the consumers get up to date information regarding healthcare and are able to take better care of themselves, an example includes the article written on type 2 diabetes prevention. The consumers should be open to the information provided to them and should take it seriously in order to benefit from it and improve their health status (Finkelman,

Leading Strategic Change At DaVita Essay Example | Topics and Well Written Essays - 750 words

Leading Strategic Change At DaVita - Essay Example It is evidently clear from the discussion that the turnaround in the fortunes of DaVita is attributable to managerial changes incorporated by the company by hiring a new C.E.O, Kent Thiry. Thiry has been the C.E.O of DaVita since October 1999 and has been an instrumental force in its growth and success. He is an experienced C.E.O and a graduate of Harvard in MBA. In October 1999, a time when Kent Thiry took over as C.E.O for Total Rental Care the company was collapsing. Basically, Total Renal Care could not honor its loan obligations, was already paying the charge to its creditors, its leverage had shot up due to the many acquisitions and most vividly the company was on the brink of bankruptcy. Additionally, its stock price had dropped greatly, its systems non- performing and its employees demotivated and unhappy. What made the situation even worse was the shareholders’ loss of faith in the company to the point of using it. The future of the company was uncertain. The new C.E. O, Kent Thiry was facing a dilemma of how to rescue the company that was heading for a closedown. It was now his obligation to turn things around and gain the lost confidence. Thiry was taking over a nightmare job, one that many would avoid. Because of the many challenges that Total Renal Care was facing at the time Thiry took over as C.E.O, a turnaround of things was a priority for him and the management. The purposes of these transformations especially the restructuring of the debts and cash flows were to ensure the company was back on its financial feet. This was to ensure the firm avoids the foreseen financial risk of bankruptcy. Additionally, the early meetings of the CEO and the executive were significant in streamlining the company’s payroll decisions, operating philosophy and other vital legislation that the company wanted to instill. Adoption and recognition of centers aimed at giving attention to their market with a view to making them feel appreciated and cared for .

L. Chinense Growth Conditions and Artificial Pollination

L. Chinense Growth Conditions and Artificial Pollination INTRODUCTION The genus Liriodendron is a distinctive and valuable hardwood that has great ecological and economic values. It grows fast and the wood is light and soft, so it is cultivated in many temperate mountains of the world for wood production [1-4] and it’s recommended for waste landfill remediation [5]. Its a flowering plant with beautiful leaves and hence used for urban landscaping as it provides shading as well. Besides, the tree genus Liriodendron is valued as materials source for honey production, chemical extracts [6-8], biomass and biofuels [9, 10]. The genus Liriodendron survived from the last Ice Age and was distributed in large geographical ranges of North American and East Asian respectively. Currently it comprises only two morphologically similar species, Liriodendron tulipifera L. and Liriodendron chinense (Hemsl.) Sarg. [11]. However L. chinense (Liriodendron chinense (Hemsl.) Sarg.) has been regarded as a rare and endangered plant because it occurs in small, isolated and thinly scattered populations [12]. L. chinense was listed in the IUCN Red List of Endangered Plants in China [13], and has currently been classified as a lower risk or near-threatened species (http://www.iucnredlist.org/). In the process of L. chinense sexual reproduction, the low seed setting percentage is a marked trait. After years of statistics, the setting percentage of L. chinense is not more than 10% in natural state, and it is hard to find the seedling in natural environment [14]. In the last two decades, many researchers have conducted studies, such as examining the relative contribution of the pollen fertility and transfer, availability of resources, flower or seed predation and genetics, to find out why L. chinense only produce few seeds [15-18]. Unfortunately, there has been no consistent conclusion. Pollination, as a key event in reproductive process of plants, especially in rare or endangered plant species like L. chinense that have low seed production, is probably one of the weak links in the reproductive cycle. Any barrier occurring between pollen and stigma interaction will lead to low seed production, however, few studies have focused on the pollination in L. chinense. Zhou and Fan ex amined the pollen quality, pollen germination and growth on stigma using fluorochroma method. The results indicated that in vivo the pollen grains can load on about 64% pistils of the gynoecium, but the rate of pollen tube passing the style is low, only 24% [19]. In addition to few pollen tubes passing the style, the pollen tubes may grow twined or in no direction, suggesting that only a smaller percent of the pollen tubes penetrates the micropyle and enter into ovule [20, 21]. These results show that the interaction between pollen and stigma occurs in different phases after pollen grains loading on stigma, and there are different barriers distributed in stigma surface, style and ovule during pollen tube growth. In self-compatible plants, the pollen-stigma interaction comprises six stages between pollen and pistil: pollen capture and adhesion, pollen hydration, pollen germination, penetration, growth of pollen tube through the stigma and style, pollen tube enter into the ovule and discharge the sperm cells [22]. After the pollen-stigma interaction, the nuclei of two gametes fuse to form the zygote. However, in self-incompatible plants, no matter the barriers occurs in which stage of interaction, there is no formation of a viable zygote. Previous studies in L. chinense showed that many pollen grains germinated on pistils of the gynoecium but few pollen tubes could penetrate the pistil style, and most of the pollen tube couldn’t pass through micropyle and enter into ovule. This phenomenon suggests that there might be other factors affecting pollen-stigma interaction in L. chinense. To verify this hypothesis, we conducted a systematic morphological and proteomic analysis on the pistil of L. chinense during pollination. The result provides new insights in the mechanism underlying sexual reproduction in L. chinense. MATERIALS AND METHODS L. chinense growth conditions and artificial pollination The L. chinense plants was grown in Wuhan Botanical Garden, Chinese Academy of Sciences. During the flowering season, which extends from late April to May, the branches with flower buds which were about to open were cut from the tree and cultivated with half-strength Hoagland’s nutrient solution in greenhouse under 14 h light (400-800ÃŽ ¼molm-2s-1) at 26 ±2oC and 10 h darkness at 20 ±2 oC [23]. The relative humidity was maintained at 60-70% [19]. The flower buds with an opening on top and a probability of opening the following day were chosen and the androecium was emasculated at night before pollination. Artificial pollination was done the next afternoon as follow: Mature pollen grains were harvested from open flowers and then were smeared on the pistils without androecium using a soft brush. This artificially pollinated pistil was cut from the flower 30 minutes after pollination and stored in liquid nitrogen. Similarly, the pistil after 1 h pollination was harvested, sto red in liquid nitrogen. The harvested un-pollinated pistil was stored in liquid nitrogen. All three of these samples were named as S2, S3, and S1 respectively and stored in -80 oC freezer. All three treatments (S1, S2, and S3) were repeated five times respectively. Paraffin section Anthers and pistils were fixed in FAA solution containing 5% glacial acetic acid, 5% formaldehyde, 70% ethanol at room temperature for 24 h. After dehydration and infiltration, the samples were embedded in paraffin and cut into 10- µm-thick sections by Rotary Microtome Leica RM2265 (Germany). Then the sections were sealed by neutral balsam and photographed by Olympus-BX51 (Japan). Gel-based proteomics in L. chinense Protein extraction and 2-DE Proteins of pistils were extracted as previously described [24]. Briefly, 0.25-0.3 g of pistils were ground in 2 ml pre-cooled homogenization buffer which contains 20 mM Tris-HCl (pH7.5), 250 mM sucrose, 10mM EGTA, 1% Triton X-100, 1 mM PMSF, and 1 mM DTT. The homogenate was shifted into a centrifugal tube and centrifuged at 12000Ãâ€"g for 30 min at 4 oC. The supernatant was collected in new centrifugal tube and mixed with 3 volumes cold acetone. The tube was kept at -20 oC at least 2 h, and then centrifuged at 12000Ãâ€"g for 30 min at 4 oC, and the precipitate was collected and washed with cold acetone three times. After centrifugation, the pellet was vacuum-dried. The immobilized pH gradient strips (17 cm, pH 4-7 linear, Bio-Rad, USA) were loaded with 350 ÃŽ ¼l sample buffer containing 800 ÃŽ ¼g sample proteins at room temperature in tray for 16 h. Isoelectric focusing was performed with the PROTEAN IEF system (Bio-Rad, USA) for a total 80000 V-hr. Then the strips were equilibrat ed in equilibration buffer I (6 M urea, 2% SDS, 0.375 M Tris-HCl pH 8.8, 20% glycerol, and 130 mM dithiothreitol) for 15 min and equilibration buffer II (6 M urea, 2% SDS, 0.375 M Tris-HCl pH 8.8, 20% glycerol, and 135 mM iodoacetamide) for 15 min sequentially. After equilibration, sodium dodecyl sulfate-polyacrylamide gel electrophoresis (SDS-PAGE) was carried out with 12% acrylamide gels. The 2-DE gels were stained with Coomassie Brilliant Blue (CBB) R-250. Image analysis of 2-DE gels The 2-DE gels were scanned at 600 DPI resolutions with an EPSON PERFECTIONTM V700 PHOTO scanner (Epson (china) Co., Ltd.). The images were analyzed with PDQuestTM 2-DE Analysis Software (Version 8.0, Bio-Rad, USA). Spot volumes were normalized by total spot volumes per gel to avoid experimental variations among 2-DE gels. Comparisons and statistical analysis were performed using the calculated average values of each biological replicate among the three different treatments. The protein spots with more than a two fold change among treatments and that passed a Student’s t-test (P Protein identification by MALDI-TOF/TOF-MS The significant differentially expressed spots were excised from the gel manually, and washed with double distilled water twice for 20 min, then distained with 100 ÃŽ ¼l of 50 mM NH4HCO3 in 50% v/v acetonitrile (ACN) for 1 h until the gel is mostly colorless at room temperature. The liquid was removed and 50 ÃŽ ¼l ACN was added to dehydrate the gel. After drying the gel, 25 mM NH4HCO3 containing 10 pmol trypsin (Promega, Madison, WI, USA) was added to the tube and kept at 4 oC for 1 h, and then it was kept at 37 oC overnight. The proteins were then digested according to the method described before [25]. The peptides were extracted and collected using three kinds of solution (0.1% TFA/99.9% acetonitrile, 0.1% TFA/99.9% H2O, 0.1% TFA/50% acetonitrile/49.9% H2O) from gel spot. The peptide solution was concentrated to 10 ÃŽ ¼l, and then desalted by ZipTip C18â„ ¢ pipette tips (Millipore, Bedford, MA, USA). After trypsin digestion, the protein peptides were dried by SpeedVac. Then pept ides were dissolved in 0.1% trifluoroacetic acid, and then 1 ÃŽ ¼l of the sample solution was loaded on Anchor Chip Standard (Bruker Daltonics Inc, Germany). After the Anchor Chip drying, the matrix solution (20 g/L HCCA, TA 95%) was loaded on point corresponding to the location of the sample to a target spot. Through ultrafleXtreme (Bruker Daltonics Inc, Germany) Operation, the PMF data was obtained. The instrument parameters for MS acquisition were list as follows: laser intensity was 20%-26%, reflector detector voltage was 2438 V. Protein identification using MS/MS raw data was performed with flexAnalysis software (Bruker Daltonics Inc, Germany) coupled with Mascot Server software (version 2.4.01) based on the NCBI protein database and SwissPort database of green plants. The searching parameters were set as follows: peptide masses were assumed to be monoisotopic, 100 ppm was used as mass accuracy, a maximum of one missing cleavage site, and modifications which included Carbamidom ethy and Oxidation were considered. (The timestamp of NCBI protein database is 2011/11/09, there were 949,856 sequences of Green Plants and 5,512,397,590 redundant total sequences in NCBI database; the timestamp of SwissPort 57.15, there were 28,783 sequences of Green Plants and 515,203 sequences non-redundant total sequences in SwissPort). The proteins which scores greater than 42 (NCBI) or 26 (SwissPort) (P Gel-free proteomics in L. chinense Protein extraction The protein samples for iTRAQ were recovered in lysis buffer (30 mM Tris-HCl, pH 8.5, 7 M urea, 2 M thiourea, and 4% [w/v] CHAPS) by phenol extraction and methanol/ammonium acetate precipitation as described previously [26]. The protein pellets were resuspended in buffer (7 M urea, 2 M thiourea, 4 % CHAPS and 10 mM DTT) in a minimal volume and protein was quantified using BCA protein assay kit (Pierce, USA). Digestion and iTRAQ labeling About 100 ÃŽ ¼g proteins of each sample per tube were prepared. Then it was reduced by adding DTT to a final concentration of 12 mM and incubated for 1 h at 37 oC. Subsequently, iodoacetamide was added to a final concentration of 50 mM, and the mixture was incubated for 1 h at room temperature in the dark. Then the mixture was transferred to centrifugal units (VN01H02, Sartorius, Germany) and centrifuged at 12,000Ãâ€"g for 20 min, and then the filtrate was discarded. Subsequently, 8 mM urea solution was added into the centrifugal units and centrifuged, repeated this step twice. After that, 100 ÃŽ ¼l dilute buffer (50 mM triethylammonium bicarbonate) was added into the centrifugal units and centrifuged. Then 50 ÃŽ ¼l dilute buffer containing 2 ÃŽ ¼g modified trypsin (Promega) was added into the centrifugal units at 37 oC overnight. The resulting peptides were then labeled with iTRAQ reagents (AB Sciex, USA) according to the manufacturer’s instructions. For each time point (i.e ., S1, S2, and S3), each sample was iTRAQ labeled 3 times except S3. (i.e., 113-, 116-, 119-iTRAQ tags for S1 3 replicates. 114-, 117-, 121-iTRAQ tags for S2 3 replicates. 115-, 118- iTRAQ tags for S3 2 replicates.) MS/MS Analysis Then the mixture of labeled peptides was concentrated and acidified to a total volume of 2 mL. Labeled peptides were desalted with C18-solid phase extraction and dissolved in strong cation exchange (SCX) solvent A (25% (v/v) acetonitrile, 10 mM ammonium formate, and 0.1% (v/v) formic acid (pH 2.8). The peptides were fractionated using an Agilent HPLC system 1260 with a polysulfoethylA column (2.1 Ãâ€" 100 mm, 5  µm, 300 Ã…; PolyLC, Columbia, MD, USA). Peptides were eluted with a linear gradient of 0–20% solvent B (25% (v/v) acetonitrile and 500 mM ammonium formate (pH 6.8) over 50 min followed by ramping up to 100% solvent B in 5 min. The absorbance at 280 nm was monitored, and a total of 37 fractions were collected. The fractions were combined into 12 final fractions and lyophilized. A quadrupole time-of-flight (LTQ Orbitrap XL) MS system (Thermo Fisher Scientific, Bremen, Germany) was applied as described previously [27]. It interfaced with an Eksigentnano-LC AS2 syste m (Eksigent Technologies, LLC, Dublin, CA) using high energy collision dissociation (HCD). Each fraction was loaded onto an Agilent Zorbax 300SB-C18 trap column (0.3 mm id Ãâ€" 5 mm length, 5  µm particle size) with a flow rate of 5  µl/min for 10 min. Reversed-phase C18chromatographic separation of peptides was carried out on a pre-packed BetaBasic C18PicoFrit column (75  µm id Ãâ€" 10 cm length, New Objective, Woburn, MA) at 300 nl/min using the following gradient: 5% B for 1 min as an equilibration status; 60% B for 99 min as a gradient; 90% B for 5 min as a washing status; 5% B for 10 min as an equilibration status (solvent A: 0.1% formic acid in 97% water, 3% ACN; solvent B: 0.1% formic acid in 97% ACN, 3% water). Database Search and Quantification The MS/MS data were processed by a thorough search considering biological modification and amino acid substitution against non-redundant NCBI green plants 20131014.fasta (1,544,439 contigs) under the Sequest ®algorithm of Proteome Discoverer.1.4 software (Thermo Fisher Scientific Inc.). Protein function analysis by blast2go software (http://www.blast2go.com/b2ghome) was conducted according to the early literature [28-31]. The search results were passed through additional filters before exporting the data. For protein identification, the filters were set as follows: significance threshold Phttp://mascot-pc/mascot/help/quant_config_help.html); S2/S1 or S3/S1 ratios >2 and

Truman Capotes In Cold Blood: A Nonfiction Murder Mystery :: In Cold Blood Essays

In Truman Capote’s In Cold Blood, the author uses a style of writing combining factual, journalistic writing with the mystery and intrigue normally found in traditional fiction novels to develop a new genre that critics found unique from the modernists of his time. In the beginning of this book, the murders and victims seem unrelated, but as the book moves ahead, the relationship becomes clear. The victims, who are the Clutter family of four, are the typical all-American family. The family is murdered in their own home by two ex-convicts named Dick and Perry. The murder takes place in Holcomb, Kansas, but Dick and Perry travel around the U.S. and Mexico cashing bad checks until they are finally caught in Las Vegas.   Ã‚  Ã‚  Ã‚  Ã‚  Capote’s general style revolves around a family and home destroyed within a context of hidden corruption, alienation, and loneliness (Kazin). His sympathy and compassion towards his characters shows how involved he is in his subjects.   Ã‚  Ã‚  Ã‚  Ã‚  Capote’s writing style in the book In Cold Blood is very straightforward. He writes from an omniscient point of view. In preparing to write In Cold Blood, Mr. Capote lived in the town for five years. In the course of that time, he interviewed everyone including the two murders Dick and Perry. H had taken over 6,000 pages of notes. Each scene in the book is climatic like a movie (Kazin). They go back and forth the investigation in Kansas to the adventures of the murders. The writing and scenes are visual (Kazin).   Ã‚  Ã‚  Ã‚  Ã‚  Truman Capote’s writing falls into the modernism period. The Clutter family represents the ideal American family. The father is a successful farmer and a prominent figure in the town. The daughter is the all-American girl â€Å"†¦be a straight-A student, the president of her class, a leader in the 4-H program and the Young Methodists League, a skilled rider, an excellent musician (piano, clarinet), an annual winner at the county fair (pastry, preserves, needlework, flower arrangement)†¦Ã¢â‚¬  (18). Capote is also experimental with his formatting of the book by cutting from scene to scene to make the reader feel as if they are reading two stories at the same time. That reinforces the thought and fact that the two things are happening at the same time.   Ã‚  Ã‚  Ã‚  Ã‚  This book can be considered both journalism and novelism (Langbaum). Truman Capote's In Cold Blood: A Nonfiction Murder Mystery :: In Cold Blood Essays In Truman Capote’s In Cold Blood, the author uses a style of writing combining factual, journalistic writing with the mystery and intrigue normally found in traditional fiction novels to develop a new genre that critics found unique from the modernists of his time. In the beginning of this book, the murders and victims seem unrelated, but as the book moves ahead, the relationship becomes clear. The victims, who are the Clutter family of four, are the typical all-American family. The family is murdered in their own home by two ex-convicts named Dick and Perry. The murder takes place in Holcomb, Kansas, but Dick and Perry travel around the U.S. and Mexico cashing bad checks until they are finally caught in Las Vegas.   Ã‚  Ã‚  Ã‚  Ã‚  Capote’s general style revolves around a family and home destroyed within a context of hidden corruption, alienation, and loneliness (Kazin). His sympathy and compassion towards his characters shows how involved he is in his subjects.   Ã‚  Ã‚  Ã‚  Ã‚  Capote’s writing style in the book In Cold Blood is very straightforward. He writes from an omniscient point of view. In preparing to write In Cold Blood, Mr. Capote lived in the town for five years. In the course of that time, he interviewed everyone including the two murders Dick and Perry. H had taken over 6,000 pages of notes. Each scene in the book is climatic like a movie (Kazin). They go back and forth the investigation in Kansas to the adventures of the murders. The writing and scenes are visual (Kazin).   Ã‚  Ã‚  Ã‚  Ã‚  Truman Capote’s writing falls into the modernism period. The Clutter family represents the ideal American family. The father is a successful farmer and a prominent figure in the town. The daughter is the all-American girl â€Å"†¦be a straight-A student, the president of her class, a leader in the 4-H program and the Young Methodists League, a skilled rider, an excellent musician (piano, clarinet), an annual winner at the county fair (pastry, preserves, needlework, flower arrangement)†¦Ã¢â‚¬  (18). Capote is also experimental with his formatting of the book by cutting from scene to scene to make the reader feel as if they are reading two stories at the same time. That reinforces the thought and fact that the two things are happening at the same time.   Ã‚  Ã‚  Ã‚  Ã‚  This book can be considered both journalism and novelism (Langbaum).

Comprehensive Classroom Technology Plan Essay

Section One: Vision Statement As an educator I will encourage the students to do their best in the classroom leading to academic growth. Utilizing new technology to enhance what is taught from the textbook will help the children reach academic plateaus and beyond. Research has shown that technology is being used for communication in the educational environment. This advancement has allowed for new possibilities in regards to collaboration and sharing of information and knowledge that will be expected to expand over time. New forms of technology â€Å"have the power to improve parent-teacher relationship by providing easy, efficient, and effective methods of communicating information regarding students† (Zieger and Tan 30-54). Section Two: Mission Statement I will provide all of my students a safe and nurturing environment to allow them to thrive and grow both academically and personally. Every student will be given the upmost respect which will teach them to reciprocate these behaviors amongst themselves. Through the creation of an environment conducive for learning the students can utilize the many resources available so they may achieve their academic goals. These resources include numerous educational websites, in addition to other technological resources, that will help students surpass academic standards. A class web site is an informative tool that provides access to what is being taught in the classroom and can be presented through pictures and videos. This means of communication helps to reinforce, to the student, lessons they have been recently taught. The class web site is a solid link, when utilized by parents, between home and school. The site often includes the parent  handbook, homework assignments and class activities. This advancement in technology allows the parents an opportunity to stay connected with the school community (Vitalaki, Anastasiadesm and Tsouvelas 125-135, 2014). Class web sites reach out to the local and global communities as well. The school accountability committee encourages and provides opportunities for citizens â€Å"to be involved in the planning and evaluation of the school’s instructional program and quality improvement process† (Vitalaki et al). Planning for unexpected emergencies is something every school must consider and have protocol in place for contacting parents. An important element of the protocol is the emergency contact list. This information is necessary to implement student release procedures and should be updated every school year. This will ensure timely communication between the school and parents/guardians if the student should get sick or injured during school hours. As an educator, I have Found EPALS to be an educational tool to connect my students to the global community. This resource allows teachers and their students to participate in collaborative projects. Through this opportunity the children are connecting with students around the world while taking part in educational activities, discussions, and games. One of the projects through EPAL is sharing cultures- a collaborative project between China and the United States. This project gives American school children the opportunity to learn about China while sharing their experiences with students from another country (Vitalaki et al). The cyber world can be a very scary place, but one that isn’t going away. For this reason, shielding children from negative portions of the internet has been a growing concern over the past few years for both the parents and the educators. Teachers today have the responsibility to inform their students on how the internet can be used as a resource for finding information in a safe manner. â€Å"Misleading and inappropriate information on the web is one of the major problems that children tend to have while navigating the internet† (Marcoux 67-68). Internet safety is an issue I will discuss early in the year with my students. During the discussion I will teach them that some people that are online have bad intentions. These people could be bullies or predators. Cyber bullying is a serious problem that takes on many forms such as sending mean messages or threats to a cell phone and spreading rumors online. â€Å"Cyber bullying can be damaging to adolescents and teens. It can lead to anxiety,  depression, and even suicide.† Young people who have been a victim of cyber bullying are between two to nine times more likely to consider suicide than non-victims (Marcoux 67-68). To help alleviate this problem it is the responsibility of educators to discuss this with their students as part of their internet safety discussion. Through the efforts of educators across the country we can promote internet security and encourage â€Å"safe surfing†. Communication through technology serves many purposes in the educational setting. The many benefits range from improving relationships with parents using various means through an emergency plan when the unexpected happens. These advances, plus many more, enhance the educational experience of students today. Section Three: Integrating Instructional Technology Developments in technology have found their way into many aspects of our daily lives. Integrating instructional technology into the 21st century classroom is no exception and is essential in providing the teacher and student with the resources needed to be successful. The importance of this integration has been recognized to the point that, â€Å"for more than three decades, researchers, policymakers, and industry leaders have promoted computer technology use within and across learning environments to enhance teaching and learning† (Walery). The integration of technology in the classroom increases academic achievement and encourages creativity. Teachers are expanding their use of technology for learning because they believe it enhances their ability to communicate with the children and offers stimulating, interactive access to the numerous resources offered on the internet. Through the integration of technology students are encouraged to collaborate, provide input, and share ideas. The students are requesting permission to install educational apps on their IPads which generates an increased level of excitement for learning for the student in a digital era. Teachers and students alike are always looking for the next great idea or the latest app, software or computer program to enhance the learning process (Walery). To effectively integrate technology into the classroom instructors need to understand how to match appropriate technology to the learning goals and expected student outcomes. As with any topic there are pros and cons and integrating instructional technology into the educational setting is no exception. As an educator I feel the positive side of technology in the  classroom is the excitement that it brings to the student. There are many interactive websites available that brings learning to life and they are able to work independently and at their own pace. Students today are no longer sitting at their desk flipping through the pages of a textbook. Education in the 21st century has become more interactive and engages the student in the learning process. The down side to the integration of technology in the classroom is the vast amount of information available through the internet. It would be very easy for a student to get lost in â€Å"the sea of information† that is available. Doing research, even as an educator, requires determination and patience. To make research easier for my students I would provide a list of recommended online resources and allow them to make the choice on which ones suit their needs the best. Students today have access to technologies at home and school, especially in the form of mobile technology such as smart phones and iPods. Wireless classrooms are evolving to keep pace with mobile technology. A wireless classroom utilizes the use of I pads which is a mobile computer that can access the internet (Walery). . This resource allows students to send e-mails through a secure site to their teacher and to communicate, for educational purposes, to another student. In addition to this many apps are availab le that can be used as management tools by teachers and students. Some of these resources include a calendar and calculator. A wired classroom, in contrast, has multiple desktop computers. While you have the availability of the features in a computer you do not have the freedom to be â€Å"mobile with technology†. The integration of technology in the classroom is essential to support and improve the teaching ability of the instructor and the learning that takes place within the student. Without technology integration in the 21st century classroom our students would be unable to compete in the â€Å"real world† upon completion of their high school education. Section Four: Software to Support Assessment Assessments, formative and summative, allow teachers to collect information to improve student learning. These assessments are an ongoing and continuing process with the major goals being to figure out where students are struggling and put more emphasis on those areas. Assessment in the classroom setting helps the teacher examine the expectations he/she has for the  students. The assessment process also provides administration, teachers, and support staff to evaluate the curriculum. When a thorough assessment program at the classroom level balances formative and summative pupil learning/achievement data, a clear picture arises of where a student is in relationship to learning goals and standards (Garrison & Ehringhaus). There are two types of assessments used to evaluate a student’s progress, formative and summative. Both assessments are central portions of the collection of information and allow educators to get a balanced picture of a student’s strengths and weaknes ses (Ehringhaus). According to Heritage, Kim, and Vendlinski (2007), formative assessment is a â€Å"systematic process to continuously gather evidence about learning and if incorporated into the classroom practice it provides the information needed to adjust teaching and learning while they are happening.† The data is then used to identify a student’s capacity to understand, learn, and adapt lessons to help the student to reach the desired learning goal. In the formative assessment the students are active participants along with their teacher. The student shares their learning goals expressing an understanding on how their learning is progressing in addition to how well the material is being mastered. During the assessment process the student receives feedback which serves two functions: to identify problem areas and to provide positive reinforcement of successful achievement. One of the tools used in the formative assessment, which contributes to the success of the child is the student conference During the conference the pupil sits down with the teacher for a couple of minutes to ensure there is a sufficient level of comprehension with the lesson being taught. Instructor feedback serves to identify the degree to which the instructor was successful and to identify needed changes in instruction that need to be made to assist the student in mastering the material. Other tools used in the formative assessment include the formation of a graphic organizer and having a student turn in sentences identifying the main point of a l esson that has been taught. These tools allow the teacher to check the student’s comprehension of the material that has been presented. A summative assessment, in contrast, is used to evaluate student learning at the end of an instructional unit to determine what a student knows and does not know. This type of assessment is more formal and at the district/classroom level is an accountability measure that is part of  the grading process (Garrison). The student’s comprehension through the summative assessment is measured by an exam, project, or paper. The information that is received from this type of assessment is important it only helps in certain aspects of the learning process and can be used to evaluate the effectiveness of school programs, school improvement goals, alignment of the curriculum or student placement in specific areas. Think of the formative assessment as â€Å"practice† and do not hold the students accountable unlike the summative assessment in which plays a role in the students mark at the end of a grading period. There are several advantages to using technology when an instructor needs to assess student learning. When assessing a student via a computer the process is more rapid and productive. When using a computer the students work is graded as the assessment is taken. Another advantage is the human element is removed from the equation. An instructor could grade a test poorly based on their m ood or because the student has poor handwriting. The downside to giving an assessment using technology is that computers cannot read written answers therefore the test would have to be provided in multiple choice formats. Another downside to assessing students on the computer is that this form of technology is unable to grade projects that are submitted by the children. Technology, like so many things we use in our daily routine, has its perks but does not replace a qualified teacher in the classroom setting. There are many websites and programs available for student assessment. Some of these resources are free while others offer a trial period. Some of these educational sites, which can be used in formative or summative assessments, include Voice-over, PowerPoint games, Blogs, Interactive time lines, and Podcast. To keep children involved in learning teachers have a responsibility to explore every available avenue for formative and summative assessments to ensure the students is reaching their academic goals. The technological resources that can be utilized as a teacher are the online gradebook and e-mail. The online gradebook gives parents 24-hour access and allows the parents and students to track information regarding grades and upcoming assignments. Teachers, through the use of the online gradebook, can create assignments with specific dates for when their work is due. The ability to see when a particular student is not doing well because they do not complete work to be done at home or is having difficulty with  assessments gives the teacher the opportunity to adjust due dates to accommodate the students specific need s. The online gradebook provides an adequate amount of vision into the educational setting for parents and is a tool I look forward to utilizing to enhance the education of my students. E-mail, which improves communication for parents and teachers, is a requirement for students to be successful in their endeavors at school. Epstein (2008) observed that â€Å"more students earn higher grades in English and math, improve their reading and writing skills, complete more course credit, set higher aspirations, have better attendance, come to class more prepared to learn, and have fewer behavior problems†¦Ã¢â‚¬  when parents are active in their children’s lives. â€Å"Parents and teachers indicated that emails worked most effectively to communicate about grades because the messages involved simple, concrete information† (Thompson). E-mail is a resource I am looking forward to utilizing as an instructor as it is an effective means of communication with parents which is important for the academic success of their children. I do not feel that technology should be used exclusively for assessments. Assessment, as we have learned, involves more the just test ing and grading assignments. What goes on in the student’s life outside the classroom can affect how they perform at school. When parents choose to be active in their children’s education, they believe their efforts will have a positive impact on their children’s learning (Anderson and Minke). Rogers and Wright (2008) found that â€Å"the main reasons that parents did not use technology to communicate with schools were that they either did not have the technology at home or they did not have the skills needed to use the technology to communicate.† As educators, we need to find the balance between incorporating technology in our classrooms to keep our students engaged in 21st century learning while realizing the importance that face to face communication has in education. Section Five: Technology In The Classroom The internet offers numerous learning opportunities and is loaded with an abundance of information. The concern for educators is how to encourage children to take part in constructive and imaginative learning while safeguarding them from inappropriate material, the possibility of coming into contact with people they do not know. Internet safety entails balancing  perceived advantages against tolerable risk. There are many benefits to allowing students to engage in surfing the net. As educators we need to incorporate a â€Å"Safe & Ethical Internet Surfing Handbook†. The handbook will contain guidelines and a student use agreement form in which the students helped generate. The handbook will also contain information on how to make informed decisions on how to make ethical decisions while surfing the net. This includes proper citation to avoid copyright infringements. Involving the student in the creation of the handbook will facilitate a deeper understanding of the expectatio ns. Utilizing the internet the children gain valuable skills such as creativity, leadership, team building, confidence, communication, innovation, and initiative (Green and Harmon, 2007). To allow my students the many benefits offered on the internet I will create a Curriculum Resource Page. This tool is an instructor created document that consists of hyperlinks to various websites that have been evaluated and chosen by the teacher. The links provided on the resource page support and enhance the learning that is taking place in the classroom setting. An important aspect in utilizing the curriculum resource page is that it reduces the chance that the children will be able to gain access to a website that may be deemed inappropriate. The curriculum resource page is a valuable tool; however, the most important thing an instructor can do is observe the students while doing their lessons. Through observation the teacher can ensure the online safety of the students by making sure inappropriate material is not being viewed. The key is that ethical behavior is not a one or two day lesson, but theme educators discuss throughout the year (Jacobsen & Smith, 1998, paras, 5-6). There is valuable web site that can be incorporated into the classroom discussion regarding internet safety.SafeKids.ne.gov. has lessons, worksheets, and PowerPoint presentations that help reinforce the lessons of online safety to the children. This resource is valuable as it incorporates role playing. This allows the students to be active participants in the lesson of online safety. Youth today are unlikely to think twice about committing a cybercrime (Newman, para.6) and is a growing concern with school-aged children. The use of â€Å"paper mills†, which are websites that deliver term papers which students can download at no cost and then turn in as their own original work. These sites have been increasing at an astonishing rate. In  March of 1999 approximately 35 of these sites existed and by the end of 2003 the number had jumped to more then 250(Newman, para.9). Steube (1996) stated â€Å"as more and more schools venture onto the internet, incidents of plagiarism and copyright infringement that were once limited to classrooms are reaching an international audience (para.4). Plagiarism is viewed by the young as a low risk behavior and as educators it is our responsibility to teach the students that this behavio r is unacceptable and comes with serious consequences. To ensure my students are respectful while utilizing the internet I will implement a student use agreement form that each child along with their parent/legal guardian will be required to sign as parents need to be involved in their child’s behavior while surfing the net. This agreement will contain a code of conduct, in which the children can contribute their thoughts, which will incorporate issues concerning copyright, privacy, and proper use. As an educator I will instruct my students on the correct, ethical, use of computer know-hows as I introduce other age appropriate skills. Some of the areas I will place strong emphasis on are honesty, being trustworthy, and respecting the privacy of others. In addition to these areas of concern I will stress the importance of honoring copyright laws to avoid plagiarism. To ensure my students are aware of how to avoid plagiarism I would present a Power Point teaching the proper way to cite resources. I would show this resource intermittently throughout the year to make sure the concept is not forgotten. Through my effort my students will become responsible cyber-citizens (Baum, 2005). The incidence of plagiarism has become more become more widespread because it is easy to get the information by visiting websit es on their specific topic. Other less known Codes of Computer Ethics I will address include is the use of all capital letters is considered yelling and therefore impolite, and that humor and sarcasm are viewed as criticism and therefore should be used sparingly or avoided all together. References Aronin, A. and O’Neal M. Twenty ways to assess students using technology. Science Scope 34.9 (2011): n. page. Grand Canyon University Fleming Library. Web. 6 Apr. 2014. Baum, Janna J. Cyber ethics: The New Frontier. Techtrends: Linking Research & Practice To Improve Learning 49.6 (2005): 54-78.Academic Search Complete. Web. 13 Apr. 2014. Cakir, R. (2012). Technology Integration and Technology Leadership in Schools as Learning Organizations. Turkish Online Journal Of Educational Technology – TOJET, 11(4), 273-282. Garrison, C. and Ehringhaus M. Formative and Summative Assessments in the Classroom. Association for Middle Level Education. N.P., n.d. Web. 6 Apr. 2014. Herro, D., Kiger, D., & Owens, C. (2013). Mobile Technology: Case-Based Suggestions for Classroom Integration and Teacher Educators. Journal Of Digital Learning In Teacher Education, 30(1), 30-40. Hussain, Ashiq1, et al. Assessment Model: How To Assess Students’ Learning? International Journal of Science in Society 2.4 (2011): 85-97. Omni File Full Text Select (H.W. Wilson). Wed. 6 Apr. 2014. Lambert, K. (2012, April). Tools for Formative Assessment. Retrieved April 19, 2014, from http://www.levy.k12.fl.us/instruction/Instructional_Tools/60FormativeAssessment.pdf Marcoux, E Betty. Cybersecurity and School Libraries. Teacher Librarian 38.2 (2010): 67-68. Education Research Complete. Web. 24 Mar. 2014. Pilgrim J . Bledsoe C. and Reily S. New Technologies in the Classroom. Delta Kappa Gamma Bulletin 78.4 (2012): 16-22. Education Research Complete. Web. 27 Mar. 2014. Riemenschneider, Cynthia, K. Lori N. K. Leonard, and Tracy S. Manly. â€Å"Students’ Ethical Decision-Making In An Information Technology Context: A Theory Of Planned Behavior Approach.† Journal Of Information Systems Education 22.3 (2011): 203-214.Business Source Complete. Web. 13 Apr. 2014. SafeKids.ne.gov – Internet Safety Information for the Whole Family. (n.d.). Retrieved April 19, 2014, from http://www.safekids.ne.gov/lesson_1.html Sharples, M. et al. â€Å"E-Safety and Web 2.0 For Children Aged 11–16.† Journal of Computer Assisted Learning 25.1 (2009): 70-84.Education Research Complete. Web. 13 Apr. 2014, Darrell, W. Wireless Technology in K-12 Education. Net Lingo The Internet Dictionary: Online Dictionary of Computer and Internet Terms. N.P., Mar.-Apr. 2004. Web. 26 Mar. 2014. Shelly, Gary B. Gunters A. Gunter J. Teachers discovering computers: Integrating technology in a connected world.07. Web. 13. 2014 Stull J. Varnum S. Ducette J. and Schiller J. The Many Faces of Formative Assessment. International Journal of Teaching and Learning in Higher Education 23.1 (2011): 30-399. GCU Fleming Library. Web. 6 Apr. 2014. Vitalak E , Panagiotes S. Anastasiadesm Tsouvelas G , and Tsouvelas G. Factors Influencing Parental Control For The Safe And Pedagogical Internet Use Among Primary School Students. Problems Of Education In The 21St Century 42.(2012): 125-135. Education Research Complete. Web. 24 Mar. 2014. Zieger, Bardroff L. and Tan J. Improving Parent Involvement in Secondary Schools through Communication Technology. Journal of Literacy & Technology 13.2 (2012): 30-54. Web. 23 Mar. 2014