Wednesday, August 26, 2020

Rates of Reaction :: GCSE Chemistry Coursework Investigation

Regardless of whether the quality of Hydrochloric corrosive will influence the speed of the pace of response while responding with Magnesium Ribbon. I need to see if the quality of Hydrochloric corrosive will influence the speed of the pace of response while responding with Magnesium Lace. Factors There are two significant free factors in my examination the first is the grouping of the Hydrochloric Acid utilized during the examination. The grouping of the corrosive will somewhat decide how quick the response happens, in the event that we put a portion of the magnesium lace into the HCL at 2molar then it may have essentially broken up inside a couple of moments and afterward I would not have had the opportunity to record down any better than average enough outcomes to plot a chart with. The other significant autonomous variable that will influence the speed of the rate of response is the length of magnesium strip. We have to put enough Mg Ribbon into the HCL so it doesn’t run out straight away yet additionally with the goal that the trial stops without anyone else once the gas syringe has topped off. The purposes behind picking these two free factors are that it would be too difficult to even think about trying and discover an impetus for this investigation; a impetus is a substance that expands the pace of a compound response without being devoured in the response. Finding an impetus for this specific test could take months quit worrying about the measure of time we have been given for our analysis. The autonomous variable that I will change will be the hydrochloric corrosive, we will utilize 50ml of HCL at the accompanying molarity fixations; 2molar, 1.6molar, 1.2molar, 0.8 molar and 0.4 molar. I have chosen to explore different avenues regarding these various qualities of molar since I figure it will give a wide arrangement of results to place into a diagram. The dependant variable I will quantify will be the time it takes for the magnesium to totally respond with the hydrochloric corrosive, I will record the occasions for every centralization of hydrochloric corrosive multiple times so it makes it a reasonable test. To guarantee the examination is reasonable we will utilize a similar length of magnesium strip for all the various qualities of hydrochloric corrosive also, the length will be the one that we selected from the fundamental tests. Another manner by which we will keep the examination reasonable will be to complete a test at every centralization of hydrochloric corrosive multiple times with the goal that we would then be able to get ideally around a similar result from each analysis, and if there are any irregularities we can attempt to clarify why they occurred.

Saturday, August 22, 2020

Electoral college Essay

Who’s deciding in favor of the president? Not you. We live in a general public where your vote doesn’t straightforwardly tally during a presidential political race. This is because of an outdated framework called the constituent school. The appointive school (EC) was established in 1787. The establishing fathers set up the framework with the goal that the president is picked in a roundabout way. This was done so that â€Å"popular passion,† wouldn’t factor in so much. Fundamentally they didn’t need presidential battles to turn out to be simply promotion crusades. (outsider occasions) But there are a couple of genuine defects in the discretionary school that should be managed. For instance, the notable Democratic maxim â€Å"one man, one vote,† (which implies each vote checks) doesn’t apply to presidential races in view of the EC. The appointive school makes it feasible for an up-and-comer who wins the mainstream vote of the individuals to lose the administration. (constituent school) This has happened precisely multiple times before. Once in 1876, and once in 1888, and most as of late during the 2000 decisions. President Bush lost the well known vote to competitor Al Gore by more than 500,000 votes. Shrubbery despite everything won the administration since Florida (a key state in decisions) had a very late change in the discretionary votes. This tossed the whole state into a republican vote. â€Å"On two different events (1800 and 1824), the House of Representatives 2 picked the president when no one won an appointive school lion's share. Thomas Jefferson once portrayed this condition as ‘the most risky smear on our Constitution.’ † (appointive school) Lawrence P. Longley and Neal R. Pierce, two specialists on the constituent school and Harvard educators, concur wholeheartedly with Jefferson’s articulation. They realize beyond any doubt the shortcomings of the EC. They did a few figurings to delineate this point further. Californians have more than two fold the amount of casting a ballot control as do individuals in Montana in view of the populace contrasts. Surprisingly more dreadful than that is, if even a couple of votes change in some key states it can change the entire result of a political race. for example the 2000 Florida decisions. There have been 22 razor close decisions in our history one of which was † the 1960 race between John F. Kennedy and Richard Nixonâ€if 8,971 votes in Illinois and Missouri had changed from Kennedy to Nixon that year, the outcome would have been an appointive school deadlock.† (discretionary school) Longley and Peirce contend that â€Å"it’s just a short time before it separates totally. The President of the United States is chosen in a roundabout way by the appointive school †an ancient and particular framework that compromises at regular intervals to upset mainstream will.† (constituent school) To finish everything off, the individuals we decide to decide in favor of the president aren’t even required to keep their vows. â€Å"In 24 states and the locale of Columbia, voters are 3 not limited by any state law or guideline that they vote in favor of the states mainstream vote winner.† (community esteems) For instance in 1988 a balloter s wore to Michael Dukakis changed his vow to Lloyd Bentsen. Likewise it occurred in 1976 when a voter promised to Gerald Ford decided in favor of Ronald Reagan. These are only a couple of the cases including â€Å"faithless electors† a term utilized for balloters who change their promise. The inquiry is what do we do about these issues? The appropriate response is straightforward, we change the EC. (urban qualities) There are three essential designs for changing the manner in which the EC works. The first is known as the corresponding technique. This specific choice hasn’t been looked into as much as the others. Fundamentally in the event that an up-and-comer gets 58 percent of the well known vote, at that point they likewise get 58 percent of the constituent vote. This reflects mainstream will and lets the voters keep their occupations. The issue with this technique is that it would require support from each state. (political race change) The second is the arrangement to annul the constituent school totally. This is a basic arr angement which is getting progressively mainstream. If you somehow happened to wipe out the EC it would better mirror the well known vote, dispose of the chance of â€Å"faithless electors,† and it may build voter turnout. (political decision change) In request to dispose of the EC totally you would require 66% of the place of Representatives and the Senate and 38 states to concur that it should be changed. 4 and however abrogating the EC is quick turning into a mainstream thought (particularly since the 2000 races) there is as yet insufficient help for the thought. The unforgiving the truth is that there most likely will never be sufficient help. This is on the grounds that the very individuals who’s employments rely upon the presence of the constituent school are the ones settling on a significant measure of the choice whether to keep it. (city esteems) Luckily there’s an answer. Rather than disposing of the discretionary school simply adjust it a smidgen. The third arrangement is known as the District Method. This could be a decent choice, on the grounds that as opposed to having the whole state swing towards one ideological group for the constituent vote, presently a state could be separated into littler parts . This would better speak to the well known vote and along these lines the individuals. Another explanation that the District Method may work is that you don’t need an established change. Regardless of whether just a couple of states received this strategy it would be compelling. Likewise it’s a decent trade off . The appointive school is still in play, so supporters of it wouldn’t fight. What's more the individuals would have to a greater degree a state in who their leader is . What's more, that’s the main thing. (political decision change) Now you can see that the well known vote, which our nation was established on as a majority rules system , can be defeated to fit the impulses of the discretionary school. Our fundamental privileges of picking the individuals who oversee us don't matter on account of presidential decisions which are the most significant races. This can't stand. At the point when our progenitors composed the constitution, the United States was a lot of 5 littler and the individuals were better spoken to in light of the fact that they were in littler gatherings. That isn’t the case today. Things have changed and we as a general public must change with the occasions. If not, any self selected tyrant could pay or convince oneself into power with possibly unfavorable outcomes. Make the most of your vote. Request to change the appointive school. 6 Work Cited Page â€Å"Electoral College.† Web News: Product surveys. 11/9/2003. Harvard Electoral College Experts. Dec. 2000 http://www.webdesk.com/constituent school/Third Party Times. The Electoral College System. 1992, League of Womens Voters of California Education finance. http://www.ksg.harvard.edu./case/3pt/electoral.html Electionreform.org. 2001. Political race Reform. http://www.electionreform.org.ERMain/needs/ec/reform.htm Civic-Values State Lawmakers Mull Electoral College. Nov.2000. http://civic.net/city values.archive/200011/msg00181.html

Tuesday, August 18, 2020

What Is Extrinsic Motivation and How Does It Work

What Is Extrinsic Motivation and How Does It Work Theories Behavioral Psychology Print Extrinsic Motivation By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Steven Gans, MD on June 12, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on November 15, 2019 More in Theories Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology In This Article Table of Contents Expand What Is Extrinsic Motivation? Extrinsic Motivation Can Involve Tangible or Psychological Rewards How Effective Is Extrinsic Motivation? Extrinsic Motivation Can Sometimes Backfire Best Uses of Extrinsic Motivation View All Back To Top Extrinsic  motivation  refers to behavior that is driven by external rewards such as money, fame, grades, and praise. This type of motivation arises from outside the individual, as opposed to intrinsic motivation, which originates inside of the individual. Verywell / Joshua Seong What Is Extrinsic Motivation? Think about your own motivation for reading this article. Are you trying to learn the material so that you can get a good grade in your  psychology class? This means that you are studying the material to gain external reinforcement (getting a good grade), which means that your behavior is extrinsically motivated. If, on the other hand, you are reading this because you are interested in learning more about human behavior, then that would be an example of intrinsic motivation. People who are extrinsically motivated will continue to perform an action even though the task might not be in and of itself rewarding. Example A person who works in a manufacturing position, for example, might perform a number of routine tasks that are not enjoyable. Because this person is receiving an extrinsic reward (a paycheck) for completing these tasks, he or she will feel motivated to perform them. When you want to get someone to do something, such as getting your kids to do their homework, what is the best way to motivate them? Many people might start by offering some type of reward like a special treat or toy. This is a great example of extrinsic motivation since the behavior is motivated by a desire to gain an external reward. Unlike intrinsic motivation, which arises from within the individual, extrinsic motivation is focused purely on outside rewards. 1:17 Is It Extrinsic and Intrinsic Motivation? Extrinsic Motivation Can Involve Tangible or Psychological Rewards Extrinsic motivation is usually defined as our tendency to engage in activities in order to gain some type of known, external reward. It is important to note that these rewards can be either tangible or psychological in nature. Money and trophies are two common types of tangible rewards. People engage in activities that they might normally not find terribly enjoyable or rewarding in order to earn a wage. Athletes often engage in strenuous and difficult training sessions in order to be able to compete in sporting events in order to win trophies and awards. Psychological forms of extrinsic motivation can include praise and public acclaim. A child might clean her room in order to receive positive praise from her parents. An actor might perform in a role in order to obtain attention and acclaim from his audience. In both of these examples, while the reward is not physical or tangible, it is a type of motivating reward that is external to the actual process of participating in the event. How Effective Is Extrinsic Motivation? So just how well do extrinsic rewards work for increasing motivation? This type of motivation can be highly effective. Just look at all of the examples in your own life of things that you do in order to gain some type of external reward. You might shop with a store loyalty card in order to gain points, discounts, and prizes. You might toil away performing tasks at work that you dislike in order to keep getting a steady paycheck. You might even use a particular type of credit card in order to receive airline miles. All of these are examples of performing specific behaviors in order to obtain an external reward. Extrinsic Motivation Can Sometimes Backfire While offering rewards can increase motivation in some cases, researchers have also found that this is not always the case. In fact, offering excessive rewards can actually lead to a  decrease  in  intrinsic motivation. The tendency of extrinsic motivation to interfere  with intrinsic motivation  is known as the  overjustification effect. This involves a decrease in intrinsically motivated behaviors after the behavior is extrinsically rewarded and the  reinforcement  is subsequently discontinued. In a classic experiment by Lepper, Greene, Nisbett, children were rewarded lavishly for drawing with felt-tip pens, an activity that they had previously enjoyed doing on their own during play time.?? When the children were later offered the chance to play with the pens during play time, the children who had been rewarded for using them previously showed little interest in playing with the pens again. The kids who had not been rewarded, however, continued to play with the pens. Why would rewarding an already intrinsically rewarding behavior lead to this sudden disinterest? One reason is that people tend to analyze their own motivations for engaging in an activity. Once they have been externally rewarded for performing an action, they assign too much importance to the role of the reinforcement in their behavior. Another possible reason is that activities that initially feel like play or fun can be transformed into work or obligations when tied to an external reward. Extrinsic rewards can be an important tool in motivating behavior, but experts warn that they should be used with caution, especially with children.?? Best Uses of Extrinsic Motivation Extrinsic motivators are best applied in situations where people have little initial interest in performing the activity or in cases where basic skills are lacking, but these rewards should be kept small and should be tied directly to performing a specific behavior.?? Once some intrinsic interest has been generated and some essential skills have been established, the external motivators should be slowly phased out. A Word From Verywell Extrinsic motivation can exert a powerful influence on human behavior, but as research on the overjustification effect shows, it has its limits. You might also find it helpful to consider whether you are intrinsically or extrinsically motivated when engaging in certain activities. Are you looking forward to your workout at the gym because you have a bet with a friend about who can lose the most weight? Then  you are extrinsically motivated. If, on the other hand, you are eager to work out because you find the activity fun and satisfying, then you are intrinsically motivated. Extrinsic motivation is not a bad thing. External rewards can be useful and effective tool for getting people to stay motivated and on task. This can be particularly important when people need to complete something that they find difficult or uninteresting, such as a boring homework assignment or a tedious work-related project.

Sunday, May 24, 2020

Lesson Plan Coordinate Plane

In this lesson plan, students will define a coordinate system and ordered pairs. Class 5th Grade Duration One class period or approximately 60 minutes Materials a large space - gym, preferably, or a multipurpose room, a playground if necessarymasking tapemarker Key Vocabulary Perpendicular, Parallel, Axis, Axes, Coordinate Plane, Point, Intersection, Ordered Pair Objectives Students will create a coordinate plane and will begin to explore the concept of ordered pairs. Standards Met 5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g. x-axis and x-coordinate, y-axis and y-coordinate) Lesson Introduction Define the learning target for the students: To define a coordinate plane and ordered pairs. You can tell students that the math they’ll be learning today will help them succeed in middle and high school since they will be using this for many years! Step-by-Step Procedure Lay out two crossing pieces of tape. Intersection is the origin.Line up at the bottom of a line we’ll call the vertical line. Define this as the Y axis, and write it on the tape near the intersection of the two axes. The horizontal line is the X axis. Label this one as well. Tell students they’ll get more practice with these.Lay out a piece of tape parallel to the vertical line. Where this crosses the X axis, mark the number 1. Lay out another piece of tape parallel to this one, and where it crosses the X axis, label this a 2. You should have pairs of students helping you lay out the tape and do the labeling, as this will help them gain an understanding of the concept of the coordinate plane.When you get to 9, ask for a few volunteers to take steps along the X axis. â€Å"Move to a four on the X axis.† â€Å"Step to the 8 on the X axis.† When you’ve done this for awhile, ask students if it would be more interesting if they could move not only along that axis, but also â€Å"up†, or over, in the direction of the Y axis. At this point they’ll probably be tired of just going one way, so they will probably agree with you.Begin to do the same procedure, but laying out pieces of tape parallel to the X axis, and labeling each one as you did in Step #4.Repeat Step #5 with the students along the Y axis.Now, combine the two. Tell students that whenever they are moving along these axes, they should always move along the X axis first. So whenever they are asked to move, they should move along the X axis first, then the Y axis.If there is a blackboard where the new coordinate plane is located, write an ordered pair like (2, 3) on the board. Choose one student to move to the 2, then up three lines to the three. Repeat with different students for the following three ordered pairs:(4, 1)(0, 5)(7, 3)If time allows, have one or two students silently move along the coordinate plane, over and up, and have the rest of the class defin e the ordered pair. If they moved over 4 and up 8, what is the ordered pair? (4, 8) Homework/Assessment No homework is appropriate for this lesson, as it is an introductory session using a coordinate plane that can’t be moved or reproduced for home use. Evaluation As students are practicing stepping to their ordered pairs, take notes on who can do it without help, and who still needs some assistance finding their ordered pairs. Provide additional practice with the whole class until most of them are doing this confidently, and then you can move to paper and pencil work with the coordinate plane.

Wednesday, May 13, 2020

Incest, Murder, And Suicide - 1424 Words

Incest, murder, and suicide; many readers regard Oedipus the King as a story of a tragic hero unable to alter his course of fate. Fate is defined as â€Å"a power that is believed to control what happens in the future† (Merriam-Webster). It is believed in Greek Mythology â€Å"that many aspects of a person’s life were determined by the three mythical women known as Fates. These were three sister goddesses that appeared in Greek and Roman mythology and were believed to have â€Å"spun out† a child’s destiny at birth. They determined when life began, when it ended, and everything in between. At the birth of each man they appeared spinning, measuring, and cutting the thread of life. However not everything was inflexible or predetermined. A man destined to become a great warrior one day cold still choose what he wanted to do on any given day. The gods cold simply intervene with decisions that could be helpful or harmful. In a sense, they controlled the metaph orical life of every mortal born† (The Three Fates: Destiny s Deities of Ancient Greece and Rome). Oracles or prophets were often times used to help see into the future in an effort to possibly change the outcome. However, fate cannot be avoided or altered even if using free will, it is who we are or who we are meant to be, it is set into motion the day we are born. Websters dictionary defines free will as â€Å"freedom of humans to make choices that are not determined by prior causes or by divine intervention† (Merriam-Webster). As theShow MoreRelatedRelativism and Morality871 Words   |  4 Pagesthat should never be considered as options. The twelve areas which Goodman addresses include the following: (1) genocide, politically induced famine, and germ warfare; (2) terrorism, hostage taking, and child warriors; (3) slavery, polygamy, and incest; and (4) rape and female genital cutting. According to Goodman, these practices are simply and absolutely wrong under any circumstances. I think that most of us would agree with Goodman that these twelve acts are absolute wrongs, and their continuedRead MoreA Case On Proactive Death Such As Physician Assisted Suicide763 Words   |  4 PagesThis essay will reveal different case studies on proactive death such as physician-assisted suicide, pro-life principles to natural death emphasis on life at conception and the circumstances under which proactive efforts are permissible. Physicians assisting in suicide deaths are not productive in this area because some not trained in this field of expertise. Moll assert, doctors, are of little help. They have no training in how to discuss end-of-life issues with families and patients, so they avoidRead MoreChristianity in Shakespears Hamlet1148 Words   |  5 Pagesof the time when Shakespeare writes the play. Reformation and Renaissance opinions are reflected throughout. Shakespeare deals with very controversial attitudes and religious questions dealing with death, the existence of purgatory, morality, murder, suicide and marriage in his play Hamlet. It is obvious throughout the play that Hamlet’s life is guided by his faith and his religious beliefs. At first, Hamlet sees the ghost of his dead father and vows to avenge his death. â€Å"Christianity forbidsRead MoreEssay on Abortion: More Harm than Good1209 Words   |  5 Pagesabortion she will not have to bring an unwanted baby into the world, but is it really a relief? Abortion brings along with it many destructive packages. Packages of murder, emotional and psychological effects along with medical problems. So, Now your thinking Abortion isnt murder, the baby is not even born yet. Well Abortion is murder. An innocent human life is brutally murdered every 22 seconds in the United States. That is a lot of babies being killed every day, and thats just in the United StatesRead MoreShould Abortion Be Legal?1324 Words   |  6 Pagesthat abortion is murder, and that under no circumstances should it be legal, permissible or justified. Abortion is a topic that is affecting society strongly at the time, as it has been for decades. Many people believe that abortion should be legal if the mother chooses to have one, or that it should only be legal in the case of incest or rape. Other people believe that it is never acceptable and should be banned everywhere in the world. I believe it is always wrong and murder, and should neverRead MoreTo Kill a Mockingbird by Harper Lee1185 Words   |  5 PagesTo Kill a Mockingbird is a novel that takes place during the depression and in the Deep South wh ere racial discrimination is prominent. Hamlet is a tragic play, written about the sixteenth and seventeenth centuries, involving incest, murder, and dishonesty. 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He had caused Ophelias death. Above all his murders had motive, but still he’s innocence wins over because he was seeking justice. I’ll be briefing why Hamlet will be redeemed from hell using all the murders he had caused whether it was an accident or mistake. In addition to Hamlet’s first murder is Polonius. It had occurred in Gertrudes room after Hamlet’s play had been auditioned. It wasRead MoreIs Oedipus Guilty Essay1249 Words   |  5 Pagesshould be held liable for his crimes of patricide (killing his father) and marrying and having a sexual relationship his mother. Oedipus knew nothing about the past of Thebes however, what was done cannot be taken back. His actions were wrong because incest is unethical, and murdering someone is a crime. He guilty because guilt lies in the act of doing, not in intention. In addition to the prophecy, Oedipus is also guilty of hubris because he displayed excessive pride. The choice was his, and this accountsRead More Aspects of Life in Hamlet, Prince of Denmark and Trifles Essay2332 Words   |  10 Pagesplay, Trifles, women are strong in character, protective of one another, and in charge of the situation, unlike Gertrude. Therefore, both Shakespeare and Gaspell have similar aspects of portrayal of the role of women, murder, and loyalty; and different aspects such as incest, suicide, and revenge. First, in the play, Hamlet, the males are depicted as dominant, strong, and rational; and the females are portrayed by opposing traits such as passive, accepting, hesitant, frail, and emotional

Wednesday, May 6, 2020

Hartwell Genetics Ch. 13 Study Guide Free Essays

string(151) " of the following does not happen when an intragenic inversion occurs\? |A\) |One part of the gene is relocated to a distant region of the chromosome\." Chapter 13—Chromosomal Rearrangements and Changes in Chromosome Number Reshape Eukaryote Genomes Fill in the Blank |1. |Events that reshape genomes by reorganizing the DNA sequences within one or more chromosomes are known as ____________________. | |Ans: |rearrangements | | |Difficulty:  Ã‚  2 | |2. We will write a custom essay sample on Hartwell Genetics Ch. 13 Study Guide or any similar topic only for you Order Now |____________________, duplications, inversions, translocations, and movements of transposable elements are all types of | | |rearrangements of chromosomal material. |Ans: |Deletions | | |Difficulty:  Ã‚  2 | |3. |Very large deletions are visible at the relatively low resolution of a __________________, showing up as the loss of one or more| | |bands from a chromosome. | |Ans: |karyotype | | |Difficulty:  Ã‚  2 | |4. |Changes in gene ____________________, the number of times a given gene is present in the cell nucleus, can create a genetic | | |imbalance. |Ans: |dosage | | |Difficulty:  Ã‚  3 | |5. |An unpaired bulge of one member of a homologous pair of chromosomes during prophase of meiosis I is known as a | | |____________________. | |Ans: |deletion loop | | |Difficulty:  Ã‚  3 | 6. |A recessive mutation in the mouse that prevents homozygous animals from walking in a straight line is known as the | | |____________________ gene. | |Ans: |shaker-1 | | |Difficulty:  Ã‚   3 | |7. |When repeats of a region lie adjacent to each other they are called ____________________ duplications. |Ans: |tandem | | |Difficulty:  Ã‚  2 | |8. |Inversions that include the centromere are termed ____________________. | |Ans: |pericentric | | |Difficulty:  Ã‚  2 | 9. |Inversions that exclude the centromere are termed ____________________. | |Ans: |paracentric | | |Difficulty:  Ã‚  2 | |10. |A crossover product that lacks a centromere is known as a(n) ____________________fragment. | |Ans: acentric | | |Difficulty:  Ã‚  2 | |11. |The type of large-scale mutation in which parts of two different chromosomes trade places is a ____________________ | | |translocation. | |Ans: |reciprocal | | |Difficulty:  Ã‚  2 | |12. |____________________ is the enzyme that catalyzes transposition. |Ans: |Transposase | | |Difficulty:  Ã‚  2 | |13. |Organisms with four copies of a particular chromosome (2n+2) are ________________. | |Ans: |tetrasomic | | |Difficulty:  Ã‚  3 | |14. |Down syndrome is also known as ____________________. |Ans: |trisomy 21 | | |Difficulty:  Ã‚  2 | |15. |If a tetraploid derives all of its chromosome sets from the same species, we call this kind of polyploid a(n) | | |____________________. | |Ans: |autopolyploid | | |Difficulty:  Ã‚  3 | Multiple Choice |16. |Which of the following are considered chromosomal rearrangements? |A) |inversions | |B) |duplications | |C) |deletions | |D) |translocations | |E) |all of the above | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  1 | |17. |Which of the following removes material from the genome? |A) |inversions | |B) |duplications | |C) |deletions | |D) |translocations | |E) |none of the above | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  1 | |18. |Which of the following adds material to the genome? |A) |inversions | |B) |duplications | |C) |deletions | |D) |translocations | |E) |none of the above | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |19. The type of chromosomal rearrange ment which reorganizes the DNA sequence within one chromosome is known as a(n): | |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |none of the above | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |20. |In general, which of the following usually has a greater chance of lethality than the others? |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |all have an equal chance | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |21. |Sometimes a piece of one chromosome attaches to another chromosome. This is known as a(n): | |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |none of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |22. |Sometimes a part of the genome moves from chromosome to chromosome. This is known generally as a(n): | |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |transposable element | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  2 | |23. |Rearrangements and changes in chromosome number may affect gene activity or gene transmission by altering the | | |________________________ of certain genes in a cell. |A) |position | |B) |order | |C) |number | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |24. |Karyotypes generally remain constant within a species because: | |A) |rearrangements occur frequently. | |B) |changes in chromosome number occur infrequently. | |C) |genetic instabilities produced by genomic changes usually are at a selective disadvantage. | |D) |genetic imbalances are often at a selective advantage. | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |25. |Despite selection against chromosomal variations: | |A) |related species almost always have the same karyotype. | |B) |related species almost alway s have a different karyotype. | |C) |closely related species diverge by many chromosomal rearrangements. | |D) |distantly related species diverge by only a few chromosomal rearrangements. | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  2 | |26. In higher organisms, using genetic analysis is usually difficult to distinguish small deletions in one gene from: | |A) |heterozygotes. | |B) |small duplications. | |C) |monosomies. | |D) |point mutations. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |27. |For an organism to survive a deletion of more than a few genes, it must carry a nondeleted homolog of the deleted chromosome. | | |This is known as: | |A) |a deletion heterozygote. | |B) |a deletion homozygote. | |C) |dosage compensation. | |D) |a triplolethal chromosome. | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |28. |Individuals born heterozygotes for certain deletions have a greatly increased risk of losing both copies of certain genes and | | |developing cancer. One such disease is: | |A) |triplolethal. | |B) |scarlet eyes. | |C) |retinoblastoma. | |D) |cataracts. | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  1 | |29. |During the pairing of homologs in prophase of meiosis I, the region of a normal, nondeleted chromosome that has nothing with | | |which to recombine forms a so-called: | |A) |inversion loop. | |B) |deletion heterozygote. | |C) |crossover suppressor. | |D) |deletion loop. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |30. Using Drosophila polytene chromosomes and small deletions, geneticists have been able to: | |A) |map the shaker-1 gene in Drosophila. | |B) |assign genes to regions of one or two polytene chromosome bands. | |C) |assign genes to regions of 100kb or less of DNA. | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |31. |Which of the following molecular techniques could a scientist use to help locate genes on cloned fragments of DNA with deletion | | |mutants? |A) | In situ hybridization | |B) |Crossover analysis | |C) |Southern blot analysis | |D) |all of the above | |E) |both a and c | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  3 | |32. |Duplications arise by: | |A) |chromosomal breakage and faulty repair. | |B) |unequal crossing over. | |C) |errors in replication. |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |33. |During the pairing of homologs in prophase of meiosis I, the region of a chromosome bearing extra copies of a particular | | |chromosomal region that has nothing with which to recombine forms a so-called: | |A) |inversion loop. | |B) |deletion heterozygote. | |C) |duplication loop. | |D) |deletion loop. | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |34. An inversion may result from: | |A) |a half-circle rotation of a chromosomal region following two double-strand breaks in a chromosome’s DNA. | |B) |the action of a transposable element. | |C) |a crossover between DNA sequences present in two positions on the same chromosome in inverted orientat ion. | |D) |all of the above | |E) |none of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |35. Inversions may be hard to detect because they: | |A) |never visibly change chromosome banding patterns. | |B) |increase recombination in heterozygotes. | |C) |do not usually cause an abnormal phenotype. | |D) |normally are removed immediately in natural populations. | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  3 | |36. |Which of the following does not happen when an intragenic inversion occurs? |A) |One part of the gene is relocated to a distant region of the chromosome. You read "Hartwell Genetics Ch. 13 Study Guide" in category "Papers" | |B) |One part of the gene stays at its original site. | |C) |Homozygotes for the inversion do not survive. | |D) |The gene’s function is not disrupted. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  3 | |37. |When a crossover occurs within the inversion loop of a pericentric inversion each recombinant chromatid will have: | |A) |a single centromere. | |B) |a duplication of one region. | |C) |a deletion different from the one of duplication. |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |38. |Robertsonian translocations result from which of the following? | |A) |Breaks at or near the centromeres of two acrocentric chromosomes followed by the reciprocal exchange of broken parts. | |B) |A part of one chromosome becomes attached to a non-homologous chromosome. | |C) |Unequal crossing over during meiosis. | |D) |The fusion of two small chromosomes end-to-end such that a double centromere occurs. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |39. |Which of the following does not usually show a problem during meiosis? |A) |translocation heterozygotes | |B) |translocation homozygotes | |C) |paracentric inversion | |D) |pericentric inversion | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |40. |Of the following segregation patterns, which one is most likely to result in a normal zygote? |A) |alterna te | |B) |adjacent-1 | |C) |adjacent-2 | |D) |nondisjunction | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |41. |The condition of semisterility is most closely associated with: | |A) |chromosomal duplications. | |B) |pericentric inversions. | |C) |translocation heterozygotes. | |D) |translocation homozygotes. | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |42. |Translocations can help: | |A) |determine linkage groups. | |B) |aid in the diagnosis and treatment of certain cancers. | |C) |map important genes. | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |43. Down Syndrome can result from: | |A) |three copies of chromosome 21. | |B) |a translocation of a part of chromosome 21. | |C) |a reciprocal translocation between any two autosomes. | |D) |a and b | |E) |a, b, and c | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |44. |Which of the following do translocations and inversions not have in common? |A) |don’t alter the amount of DNA in the genome | |B) |ability to alter gene function | |C) |use of inversion loops during crossing over | |D) |catalysts of speciation | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |45. |A transposition is considered a cytologically invisible sequence rearrangement. With which of the following does it share this | | |property? |A) |small deletion | |B) |large duplication | |C) |inversion | |D) |translocation | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |46. |Barbara McClintock is most closely associated with which of the following? | |A) |The initial discovery of genetic transposition. | |B) |The discovery of transposable elements in corn. | |C) |The mutation rate in translocation heterozygotes. | |D) |The demonstration of the presence of transposable elements in polytene chromosomes. | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |47. |Transposable elements have many things in common. Which of the following is not a usual characteristic of them? | |A) |Typically smaller than 50 bp. | |B) |May be present in a genome from one to thousands of times. | |C) |Are found only in a select group of organisms. | |D) |Need not be sequences that do something for the organism. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  3 | |48. |Retroposons and retro-viruses have structural parallels. Which of the following also shares structural parallels with them? |A) |tRNA | |B) |DS-DNA | |C) |rRNA | |D) |mRNA | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |49. |Which of the following is a possible effect that a transposable element may have on a gene? | |A) |Shift the reading frame. | |B) |Diminish the efficiency of splicing. | |C) |Provide a transcription stop signal. | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |50. Which of the following is not an aneuploidy? | |A) |monosomy | |B) |tetraploid | |C) |trisomy | |D) |tetrasomy | | |Ans:  Ã‚  B | | |Difficul ty:  Ã‚  1 | |51. |The most common human aneuploidy is trisomy 21, Down syndrome. All of the effects listed below may be seen in this syndrome | | |except: | |A) |death always by age 25. | |B) |mental retardation. | |C) |skeletal abnormalities. | |D) |heart defects. | |E) |increased susceptibility to infection. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |52. |Which of the following sex chromosome aneuploidies is not usually seen in live births? | |A) |XO |B) |XXY | |C) |YO | |D) |XXX | |E) |None of the above | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |53. |Turner syndrome, XO, is a sex chromosome aneuploidy. Of the effects listed below, which one is not usually seen in this | | |syndrome? |A) |unusually short stature | |B) |infertility | |C) |skeletal abnormalities | |D) |unusually long limbs | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |54. |In Drosophila, a gynandromorph, which is composed of equal parts male and female tissue, results from: | |A) |an XX female losing one X chromosome during the first mitotic division after fertilization. | |B) |an egg carrying an X chromosome fertilized by a Y-carrying sperm. | |C) |a normal egg fertilized by both an X-carrying sperm and a Y-carrying sperm. | |D) |the fusion of a female embryo with a male embryo. | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  3 | |55. |Which of the following is not an example of a euploid condition? | |A) |triploidy | |B) |diploidy | |C) |Down syndrome | |D) |tetraploidy | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  1 | |56. Triploid organisms usually result from: | |A) |the union of haploid and diploid gametes. | |B) |unequal disjunction during embryogenesis. | |C) |propagation of fused cell lines. | |D) |fusion of three gametes simultaneously. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |57. |During mitosis, if the chromosomes in a diploid tissue fail to separate after replication, the resulting daughter cells will be:| |A) |monoploid. | |B) |tetrasomic. |C) |triploid. | |D) |tetraploid. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |58. |Hybrids in which the chromosome sets come from two distinct, though related, species are known as: | |A) |autopolyploids. | |B) |allopolyploids. | |C) |amphiploids. | |D) |bivalents. | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  2 | |59. |The genus Triticale is a new genus of the various allopolyploid hybrids between wheat and rye. Some of the members of this genus| | |show agricultural promise because: | |A) |wheat has a high yield. | |B) |rye adapts well to unfavorable environments. | |C) |wheat has a high level of protein. | |D) |rye has a high level of lysine. | |E) |all of the above | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  2 | |60. |Which of the following rarely, if ever, results in a positive force for evolution? |A) |polyploidy | |B) |allopolyploidy | |C) |trisomy | |D) |amphidiploidy | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | Matching | | Match the following descriptions with the terms below a. inversion b. duplication c. deletion d. translocation e. transposable element |61. |A piece of genetic material that moves from place to place in the genome. | |Ans: |e | | |Difficulty:  Ã‚  2 | |62. |A change in the genome whereby new material is added to the genome. | |Ans: |b | | |Difficulty:  Ã‚  1 | |63. |A change in the genetic material where a DNA sequence changes direction. |Ans: |a | | |Difficulty:  Ã‚  1 | |64. |A decrease of genetic material in the genome. | |Ans: |c | | |Difficulty:  Ã‚  1 | |65. |A piece of chromosome attaches to another chromosome. | |Ans: |d | | |Difficulty:  Ã‚  2 | | | Match the following descriptions with the terms below a. retroposon b. transposon c. transposable element d. transposase |66. |Any DNA segment that moves about in the genome. |Ans: |c | | |Difficulty:  Ã‚  3 | |67. |Moves in the genome with the aid of an RNA intermediate. | |Ans: |a | | |Difficulty:  Ã‚  2 | |68. |Moves DNA directly. | |Ans: |b | | |Difficulty:  Ã‚  3 | |69. |An enzyme that catalyzes a transposition event. | |Ans: |d | | |Difficulty:  Ã‚  1 | True or False |70. |When comparing mouse and human Giemsa-stained karyotypes, we see no conservation of banding patterns. | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |71. |Karyotypes generally remain constant within a species because rearrangements and changes in chromosome number occur | | |infrequently. | | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  3 | |72. |Changes in chromosome number include aneuploidy, monoploidy, polyploidy, and duplications. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |73. |Deletion may arise from errors in replication, from faulty meiotic or mitotic recombination, and from exposure to X-rays. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |74. |Homozygosity for a deletion is often, but not always, lethal. | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |75. |Recessive mutations can often be covered by deletions in heterozygotes. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |76. |Most duplications have no obvious phenotypic consequences and can be detected only by cytological or molecular means. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |77. |Duplication of chromosomal segments rarely has an effect on the evolution of genomes. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |78. |Crossing-over within an inversion loop produces aberrant recombinant chromatids. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  3 | |79. |Reciprocal translocations are usually phenotypically abnormal because they have neither lost nor gained genetic material. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  1 | |80. |A hallmark of transposons is that their ends are inverted repeats of each other. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  3 | |81. |The mouse genome has high synteny with the human genome since about 170 DNA blocks are simply rearranged betwee n the two | | |genomes. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |82. |Euploid cells contain only incomplete sets of chromosomes. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |83. |Down syndrome is an example of triploidy. | | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |84. |Genetic imbalance results from polyploidy. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  1 | |85. |An acentric fragment is an inversion cross-over product lacking a centromere. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  1 | Short Answer |86. |Explain how data from the linkage groups of the mouse can be used as a resource for assessing human linkage groups. |Ans: |Because virtually all genes cloned from the mouse genome are conserved in the human genome and vice versa, it is | | |possible to construct linkage maps for the two genomes from the same set of markers. Comparisons of the mouse and human| | |linkage groups allow one to see a picture somewhere between complete correspondence and unrelatedness. Genes closely | | |linked in the mouse tend to be closely linked in humans, but genes that are less tightly linked in one species tend not| | |to be linked at all in the other. This shows that even though mice and humans diverged about 65 million years ago, the | | |DNA sequences in many regions are very similar. | |Difficulty:  Ã‚  4 | |87. |Explain the differences between chromosomal rearrangements and changes in chromosome number. Cite at least one example of each. | |Ans: |Chromosomal rearrangements reorganize the DNA sequences within one or more chromosomes. Changes in chromosome number | | |involve losses or gains of entire chromosomes or sets of chromosomes. (Student may cite as an example of | | |rearrangements: deletion, duplication, inversion, translocation, and transposable elements. For changes in chromosome | | |number student may cite an aneuploidy such as a monosomy or trisomy, monoploidy, or polyploidy. | | |Difficulty:  Ã‚  4 | |88. |Describe how an inversion heterozygote can reduce the number of recombinant progeny. | |Ans: |When inversion heterozygotes have chromosomes pair up during meiosis, an inversion loop is formed to allow the tightest| | |possible alignment of homologous regions. This always produces aberrant recombinant chromatids. Two inversion cases are| | |possible – pericentric and paracentric. In a pericentric crossover within the inversion loop each recombinant will | | |carry a duplication of one region and a deletion of another. This abnormal dosage of some genes will result in abnormal| | |gametes and if they fertilize normal gametes, zygotes may die because of genetic imbalance. In a paracentric crossover | | |within the inversion loop the recombinant chromatids will be unbalanced in both gene dosage and centromere number. | | |(Student may then explain how centromere number can result in genetically unbalanced gametes such as what acentric and | | |dicentric chromatids would produce. ) | | |Difficulty:  Ã‚  4 | |89. Discuss the several effects that translocations and inversions have in common. | |Ans: |Both translocations and inversions change genomic position without affecting the total amount of DNA. If a breakpoint | | |of either one is within a gene, the gene function may be altered or lost. Both types may produce genetically imbalanced| | |gametes that may negatively affect a zygote or developing embryo. (Student may explain at this point the differences | | |between how the imbalanced gametes are produced. ) Because both reduce viable progeny and heterozygotes, they may play a| | |role in speciation and evolution. | | |Difficulty:  Ã‚  4 | |90. Explain the possible effects that a transposable element may have on a gene. | |Ans: |Insertion of a transposable element near or within a gene can affect gene expression and alter phenotype. For example, | | |a B type hemophilia occurs after insertion of Alu into the gene encoding clotting factor IX. Secondly, the effect of | | |insertion depends on what the element is and where the insertion point is. If insertion is into a protein-coding exon, | | |the reading frame may shift or a stop codon may be introduced. Insertion into an intron may lower the efficiency of | | |splicing, which may result in removal from the transcript that could lower production of a normal polypeptide. A stop | | |signal could also affect genes downstream. Upstream insertion into a regulatory gene could affect gene function in | | |various ways also. | | |Difficulty:  Ã‚  4 | |91. |Explain the mechanism by which aneuploidy occurs. | |Ans: |Aneuploidy occurs because of meiotic nondisjunction either in meiosis I or meiosis II. In meiosis I if homologs do not | | |separate all gametes produced will contain an error. Two of the gametes will contain both homologs and two will contain| | |neither. When fertilization of a normal gamete occurs by either of these abnormal gametes, aneuploidy results. Half of | | |the zygotes will be trisomic and half will be monosomic. Meiotic nondisjunction during meiosis II will produce two | | |normal and two abnormal gametes. If fertilization occurs with either of the abnormal gametes, aneuploid zygotes are | | |produced. | | |Difficulty:  Ã‚  4 | |92. |Discuss why triploid organisms are almost always sterile. | |Ans: |(Student may explain how triploids occur. ) Triploids are almost always sterile because meiosis produces mostly | | |unbalanced gametes. During the first meiotic division in a triploid germ cell, three sets of chromosomes must segregate| | |into two daughter cells. Most likely one daughter will end up with two chromosomes and the other will have only one of | | |any one set of homologs. Some cells will have two of some chromosomes and the normal one of others. Many combinations | | |of incorrect number of chromosomes will occur with very little chance of the normal amount. Most gametes will be | | |aberrant and will have a reduced chance of producing viable offspring. | | |Difficulty:  Ã‚  4 | |93. |Discuss how deletions and duplications may contribute to evolution. |Ans: |General examples of how chromosomal rearrangements might contribute to evolution: | | |Deletions – a small deletion that moves a coding sequence of one gene next to a promoter or other regulatory element of| | |an adjacent gene may, rarely, allow expression of a protein at a novel time in development or in a novel tissue. If the| | |new tim e or place of expression is advantageous to the organism, it might become established in the genome. | | |Duplications – a duplication will provide at least two copies of a gene. If one copy maintains the original function, | | |the other could conceivably acquire a new function that would probably be related to the original function. Many | | |examples can be seen in higher plants and animals. (Students may also write about the evolutionary contributions of the| | |other chromosomal rearrangements and might even mention the role of changes in chromosome number. ) | | |Difficulty:  Ã‚  4 | |94. |Why do inversions act as cross-over suppressors? | |Ans: |Inversions act as cross-over suppressors because only progeny that do not recombine within an inversion loop will | | |survive. | | |Difficulty:  Ã‚  4 | |95. |What is a balancer chromosome? |Ans: |A balancer chromosome is a special chromosome often created by the use of X-rays for the purpose of genetic | | |manipulation; these chromosomes often carry multiple, overlapping inversions that enable researchers to follow them | | |through crosses, and a recessive lethal mutation that prevents the survival of homozygotes. | | |Difficulty:  Ã‚  4 | |96. |What is the difference between alternate and an adjacent-1 segregation or an adjacent-2 segregation pattern? | |Ans: |An alternate segregation pattern results in balanced chromosomes while adjacent 1or 2 patterns yield chromosomes that | | |are unbalanced. | |Difficulty:  Ã‚  4 | Experimental Design and Interpretation of Data |97. |We now know that several organisms have a high degree of synteny at the genomic level. You wish to test the hypothesis that the| | |laboratory mouse and human share genomic similarities. What tests would you complete and given that we now know that the mouse | | |and human genomes are highly syntenic, what results would you expect? | |Ans: |Karyotype analysis can be used to test the hypothesis of genomic similarities however, only animals that have high | | |homology will show similar banding patterns. Therefore, FISH (fluorescence in situ hybridization) would be a more | | |useful technique to determine synteny. The mouse and human genomes are similar in that approximately 170 similar | | |fragments an average length of about 18 Mb are simply rearranged (this is not visible in a karyotype). | | |Difficulty:  Ã‚  4 | |98. |You are mapping traits in your favorite organism but unbeknownst to you, your laboratory model organism contains a rare | | |deletion. How will your mapping results be affected? |Ans: |The mapping distance will appear smaller than the actual physical distance in the wild-type organism. | | |Difficulty:  Ã‚  4 | |99. |You have discovered an altered phenotype and cloned the gene responsible. However, the gene you cloned appears to have an | | |unusual sequence in it. In order to determine the chromosomal location of your new gene, you perform FISH, using only the | | |unusual sequence, on several animals. To your surprise, the FISH results suggest that each an imal contains the gene on a | | |different chromosome. How would you interpret your results. |Ans: |The unusual sequence is a transposon and your â€Å"new† phenotype arose via the disruption of its gene by the transposon. | | |Difficulty:  Ã‚  4 | |100. |You are a master gardener and your favorite tomato plant is very sensitive to a pesticide called DEADBUG. You wish to make your| | |special tomato plants resistant to the pesticide which you spray on other bushes in your garden. Using microbial techniques | | |give sufficient and complete details of how you would do this (include ploidy status). | |Ans: |Haploid pollen grains are cold treated and plated on agar plates. The resulting embryoids are treated with hormone in | | |liquid culture and eventually grown as a monoploid plant. The plant is treated with a mutagen to induce mutations that | | |can result in insensitivity to the pesticide. Somatic cells are removed from the treated plant and plated on agar | | |containing DEADBUG. Only cells resistant to DEADBUG will grow. Again the embryoid is hormone treated and grown into a| | |resistant monoploid plant. Treatment with colchicine will allow duplication of chromosomes without separation | | |resulting in a normal diploid plant. | | |Difficulty:  Ã‚  4 | How to cite Hartwell Genetics Ch. 13 Study Guide, Papers

Tuesday, May 5, 2020

Diary free essay sample

Include a list of 5 ways In which you have been a positive role model for children in your setting The first way in which I would be a positive role model is respect and courtesy. In the setting, I would do this by following the supervisors instructions, by using good manners when in and around the setting, showing respect to the staff and children and also by respecting each child’s needs and choices. The second way in which I would be a good role model is having good personal hygiene. I would do this in a setting by, washing my hands after any messy activities, before eating or handling food, covering my mouth when I sneeze and cough, and by also having my hair tied back. Another way in which I would be a positive role model is by promoting an anti-discriminatory environment, I would do this by doing activities where all the children’s abilities are acquired for, I would treat all the children fairly and I would do activities from all around the world, by having books, dolls and costumes from different countries and religions. We will write a custom essay sample on Diary or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The fourth way in which I would be a positive role model is by valuing diversity. I would do this by respecting all children’s cultures and religions and a child’s family background, and by doing activities that involve celebrations of different religions and festivals. The last way in which I would be a positive role model is by having a consistent approach. I would do this by following the staff’s instructions, expectations and rules, and I would also be interested when in the setting and I would also be caring towards all the children in the setting. P3. 2 Give reasons to support your list In a setting I would need to be respectful and show courtesy, because children in a setting will copy what the adult is doing, so if I was not being respectful to any of the staff or courteous towards them, then the children would see this and think that it is ok to act that way. So when the children are growing up, they may not know how to be respectful or courteous. I would also need to have good personal hygiene, because children in any setting need to learn how and when to wash their hands, after the toilet and before and after eating. This is because they may catch germs that could make a child ill. If the children see their practitioner washing their hands regularly, then they will want to copy them because they know it is the correct thing to do. Next, I would need to promote an anti-discriminatory environment, so that children in the setting feel equal to every other child in the setting. This would also make sure that they are valued, and that every practitioner in the setting cares about them. If they see a practitioner do this, then they will learn that this is the correct thing to do when growing up. Valuing diversity would also be very important for children to learn when in a setting. Practitioners value diversity by respecting children’s religions and cultures. If practitioners in a setting do this, then the children will not feel left out, and feel that other children are learning about their religion as well as other children’s religions. Lastly, I would need to have a consistent approach when in a setting, by following rules and instructions set by the practitioner. This would mean that children will then follow the rules and stick to them, and also help the other children learn and know the rules. They will also keep this with them for later life, when learning instructions and setting rules.

Monday, March 30, 2020

Writing a Cover Letter or Personal Essay for a Scholarship free essay sample

Other categories you may or may not qualify for such as volunteer work, research projects, conference papers or presentations, independent study projects, affiliations, language and skills. 3. You will need a strong organizing thesis statement or umbrella statement at the beginning in order to indicate the key categories that make you a good candidate. 4. Introduce each section with a clear topic sentence, indicating which area you plan to discuss. They should contain key words to help direct the reader. I have always chosen challenging courses, and have an excellent/ very good/ good academic record. My academic achievement is demonstrated by the numerous scholarships I have received both at the high school and university level. Have developed strong leadership skills, and know how to interact with a wide variety of other people while working several different jobs.. . Including Have done a fair amount of community service My independent research projects have strengthened my skills in laboratory work and developed in me an eye for details. We will write a custom essay sample on Writing a Cover Letter or Personal Essay for a Scholarship or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Tutoring has taught me to work diplomatically and successfully with a wide variety of students. Travel has played a large role in shaping my view of others and of cultural differences. 5. Your discussions should be result oriented. As a result of working at a ann., you value accuracy, efficiency and understand job responsibility. 6. You should stress the qualities and areas of expertise that make you good candidate for the scholarship. TO do this, refer to the qualifications listed with the scholarship. So, for example, if the committee considers financial need when deciding upon the candidates, make a point of your financial need but not in a tacky way.Committees often look for such things in a candidate as well: Knowledge of chosen field, carefulness of work Motivation, enthusiasm, seriousness of purpose Creativity, originality, ingenuity of problem solving Ability to plan and carry out research, organization Ability to express thought in speech and writing Maturity, emotional stability, ability to withstand stress and face challenges Leadership skills Self-reliance, initiative, independence, adaptability Responsibility Ability to work well with others Growth potential, desire to achieve, dedication to goals 7.You will need a concluding sentence that wraps the letter up and summarizes key strengths. 8. Choice of words is important. Achieve a balance between bragging and modesty. Avoid exaggerations and cliche ©s but do not down play your worth. A list of active word is included, as well. 9. Proofread your letter/essay. Consider grammar, punctuation, and spelling. Avoid wordiness. Be clear and concise. 10. Format the letter as a letter. That means addresses and the date at the top, a greeting (Dear Mrs.. Wolf,) a closer (Sincerely,) and a signature above your name in print. 1 1 .Format the essay as an essay. If they/eve asked for an essay, do not submit a letter. * More often than not, scholarships only require either a cover letter or personal essay. If only one is required, the body of text and guidelines remain he same but the format is done accordingly. If both are required, think of the cover letter as a small, tight introduction to the personal essay. If a cover letter, personal essay, and resume are required then the cover letter intros cues you, the purpose for sending the packet of stuff youre sending, and gives a brief overview of what to expect in the resume.The personal essay becomes an expansion of the resume as well as a source of information on those things we cant glean from the resume or cover letter. ** Adapted from Writing a Cover Letter for a Scholarship. Maureen Thumb, English Department Lecturer, IS of M Flint. Tips: What to Do with a Scholarship Application Essay* 1 . Answer the Question. Review the question asked by the application. Has the student completely answered it? If not, what additional info needs to be included? How can it be effectively inserted into the text? 2. Be Original. Is the essay individual and creative or does it give an unexciting narrative? . Be Individual. Scholarship officers want to learn about the student and his or her writing ability. Is the essay meaningful and descriptive, about the students feelings and not entirely about actions? . Dont Thesauri the Composition. Big words used inappropriately make for clunky, unconvincing essays. 5. Use Imagery and Clear, Vivid Prose. A lot of students who come to us are not ease with using imagery so its up to us to see that all of the readers are engaged. 6. Spend Most of Your Time on the Introduction. Expect scholarship officers to spend 1-2 minutes reading the essay.The introduction should grab the readers interest from the beginning. Some things to keep in mind: Dont summarize in the introduction. If you summarize, the scholarship officer need not read the rest of your essay. Create mystery or intrigue in your introduction. It is not necessary or recommended that your first sentence give away the subject matter. Raise questions in the minds of the scholarship officers to force them to read on. Appeal to their emotions to make them relate to your subject matter. 7. Relate Body Paragraphs to the Introduction. The introduction can be original but cannot be silly.The paragraphs that follow must relate to the introduction. 8. Use Transitions. Applicants continue to ignore transitioning to their own detriment. Use transitions within paragraphs and especially between arcographs to preserve the logical flow of the essay. Transitions are not limited to phrases like as a result, in addition, while, since, etc. but includes repeating key words and progressing the idea. Transitions provide the intellectual architecture to argument building. 9. Conclude with a bang. The conclusion is the last chance to persuade or impress the reader.In the conclusion, avoid summary since the essay is usually short to begin with; the reader should not need to be reminded of what was written 300 words before. Also, do not use stock phrases like in conclusion, in summary, to conclude, etc. Sample Cover Letter Format* Fran Fingers 1234 Any Street Anywhere, Instate 1 2345 (123) 867-5309 October 5, XX Bonnie Blue Memorial Scholarship Selection Committee 5678 Any street Anywhere, Instate 1 2345 Members of the Selection Committee: Opening: Houses the reason for the letter, the specifics of your application, umbrella statement for rest of letter.First Paragraph: Topic Sentence, discussion of one of areas mentioned earlier (education for example) briefly or in depth depending on accompaniment of personal essay and/or resume. Second Paragraph: Transition, topics sentence, discussion of new point. Third Paragraph: See second. Fourth Paragraph: See third. Eventually you will run out of new points to discuss. You will then make the transition into a closing paragraph. Closing: Often times its easy to transition from your goals to a summation of the letter. Do not use the same wording as the opener. Thank the committee for considering your letter.Sincerely, Signature * Adapted from Guidelines for Cover Letter. CDC, U of M Flint Sample Essay/Cover Letter 1 am applying for the Ralph M. And Namely E. Freeman Honors Scholar Program Scholarship. Presently, I am a junior in the nursing program. I live my chosen profession will enable me to fulfill all of my desires to help others, to continuously expand my knowledge base and skills and to travel the world. Throughout my life have participated in extracurricular activities including valuable volunteer experiences. I have striven for academic excellence, always wishing to make the most of my education.In addition, have managed to work to provide for some of the basic expenses that students have. Next year this will especially important, as Will no longer be receiving the Chancellor Scholarship. Education has always been an important aspect of my life. While in high school I managed to take challenging courses such as advanced placement English and calculus, physics, and chemistry. I enjoyed the arts and was involved in art, band, and choir. Despite the time consuming practices for concerts, parades, musicals and exhibits, I was able to maintain a 3. 7 grade point average, allowing me to graduate as salutatorian. Decided to sty near home and come to the University of Michigan-Flint because of the smaller class size, scholarship monies and the Universitys Honor program. Have received many scholarships since I began my college career. In 1998 1 achieved the Chancellors Scholarship providing me with $1 , 700 per year for four years. Also received three scholarships from my graduating high school. The first was the Goodrich Alumni Scholarship totaling 5200. The second was the Goodrich Teachers Scholarship totaling $500.The last was from the National Honor Society and totaled $260. All of these awards were given based on scholarship and community service. Because of my acceptance in the Universitys Honor Program I also receive the Honors Scholarship. Despite the challenges of both the nursing and honors curriculum I have managed to maintain a 3. Grade point average. My efforts did not go unnoticed and in 2001 1 received two additional scholarships including the Ralph M. And Namely E. Freeman Honors Scholar Program Scholarship and the Ralph M. And Namely E.Freeman Long Distance Learning Scholarship. These accomplishments lead me to believe that in the future I will continue to perform at a high level in the academics. Although education plays a significant role in my life, am involved with many other activities. During high school I was an active member of the National Honor Society for two and a half years. My last year as a member gave me the opportunity to play a more active role as I participated as NASH treasurer. I frequently tutored individuals by offering my time before and after school for middle and high school students.I enjoy helping others with schoolwork and have continued to aid fellow students at the college level. I also enjoy the arts and participated in many performances, plays, musicals and exhibitions, often requiring traveling to other areas and interacting with new individuals. Currently I am involved with fellow nursing students on a class and university level. I belong to the National Student Nurses Association as well. I have laundered my time to inform individuals of various ages of what nursing involves and share the need for nurses. IN addition, I have entered the community to perform blood pressure screening and Offer information to those at risk for hypertension and diabetes. I have increased my knowledge base as well as my public presentation skills by presenting one of my papers, Beatrice and Katharine: Shakespearean unconventional Women at the Purdue University-Calumet Undergraduate Research Conference in 1999. Through all of these experiences have learned to act as a leader, work in groups, and organize my time appropriately. In addition to school related activities I am also involved with my local church. Each a class of 3-6 year old kids. When other teachers are unable to teach Sunday school I do not hesitate to come to their aid. I have participated in church cleanup, nursery duty and choir as well. I feel that by aiding in church related activities I am setting a positive example for the children within the church to follow. Work is also a part of my life. Until recently, would work 16-20 hours/week to provide for educational expenses. Presently I work 8 hours/week in the neonatal intensive care unit as an extern at Hurley Medical Center.I enjoy working because I am able to see newborns progress to a state where they can finally be discharged to their families. Enjoy teaching parents about their infants such as what to expect, what is normal for their infant to do and when to call the doctor. During the summer of 2001 1 worked in a group of three other individuals to perform a quality improvement project on savage fed infants and then presented the results to our peers. Through my work experiences I have learned a little more about what to expect upon completion of the nursing program and now know the reality of what to expect as a registered nurse.Seeing problems such as mandatory overtime and poor benefits despite a nursing shortage has motivated me to remain active in associations such as the Student Nursing Association because I realize that as a group we will be able to voice our concerns about the issues that nurses face today. My goal is to become a registered nurse so that can perform task that clients cannot do for themselves as well as be an active listener, patient advocate and educator. At some point I would enjoy going back to school to become a practitioner.I have had an extraordinary number of nursing instructors who ere absolutely wonderful and would one day like to give back what they have given to me by becoming an instructor. I know that one day I will provide something meaningful to the individuals that I encounter. Sample Essay /Cover Letter 2 wish to apply for the scholarship. I believe that my excellent academic record, and service work make me a good candidate for a scholarship. Throughout high school maintained a high level of academic achievements while volunteering for community service and working 20 hours a week.I graduated from Swoosh high school as the Salutatorian of my class in 1999. Had a 3. 9 GAP In addition to my academic classes, such as AP English and Physics, was a member of the A capable Choir. This demanded extra time and effort especially before the concerts in December, March and May during which our director held extra practices at night and on the weekends. Not only was involved with academic and extra curricular activities; I also worked in a pizza restaurant approximately 20 hours a week. After two years, was promoted to a key holding position where am still working today.I supervise the other employees, handle customer complaints and close the building at night. This employment has taught me much about myself and others. Have learned what it means to work hard and how to motivate other to do the same thing. At the University of Michigan-Flint, applied and was one of twenty students from a total of seventy applicants t enter the honors program. In addition, I was awarded the Distinguished Chancellor Scholarship, Michigan Competitive Scholarship and Honors Program Scholarship.These resources have made my college experiences possible. I am working towards a degree in elementary education with concentration in mathematics and language arts. Eave continued to maintain an excellent academic record of academic achievement with a GAP of 3. 93, while working thirty five to forty five hours a week to finance my education. Presently, work at Fred Meyer Jewelers, Maniocs Pizza and Grinders, and as a Supplemental Instructor (SSL) for Business Calculus. From this wide range of experiences have gained a broad background of life.I enjoy working with and for people. Have learned from being an SSL leader how to explain things in several different ways and not to give up until the student truly understands the material. In addition to my employment I also continue to volunteer for community service. Assist in a kindergarten class every Wednesday. I have tied shoes; put on name tags, sang songs and helped the children make apple muffins. I help the teacher with lessons, art projects, supervising during play time, testing and many other aspects of the career hope to have one day.It is the most rewarding experience at this pointing in my life. I love children. Watching them grow and learn is one of my greatest joys. Also give some of my time to the children at my church. I am the leader of the puppet team there. I organize outings, performances and competitions for about fifteen children between the ages Of eleven and sixteen. I conduct practice for two hours every Saturday in which the puppeteers learn more about puppetry and practice songs and skits for upcoming performances. Chose the material and make decisions about who gets which part.Dedication and commitment are TV0 of the traits that have been developed in me through this experience. After graduation I hope to become an elementary school teacher. I am committed to this goal as is evident by my record of academic accomplishments and community service. I am convinced that all these factors make me a good candidate for this scholarship. Sample Essay/Cover Letter 3 My name is , and I am applying for the Ralph M. And Namely E. Freeman Philosophy Scholarship. Presently, I am a senior working towards a Bachelors degree in Philosophy and English with a specialization in writing.Despite being a full time student, balancing two majors, maintaining a 3. 8 GAP, and working over 30 hours a week, I also take the initiative to enhance my education outside the classroom. Constantly strive for excellence and am committed to making my time as an undergraduate as productive and inefficient as possible. A well-rounded student, my interests span across curriculum and culture. Ive thirsted for knowledge since childhood, and when I finally reached high school, my craving was further whetted. I finished fifth grade in the United States before moving to Bethlehem, Palestine.There, in my parents homeland, completed the next 4 years of my education. Consequently, I attended my first year of high school in an Arabic school. Although I did exceedingly well there, ranking seventh amongst my classmates, my family relocated to Grand Bland, MI before I began tenth grade. Regardless of the radical shift in culture and educational systems, I excelled in my new setting. I graduated from Grand Bland High School in January 2000, a semester early, with a 3. 81 GAP and ranking 38th out of a class of 468.Attending college liberated me and allowed me to not only explore a wider array of subjects, including women, gender and feminist studies, but also explore myself. I grew into a strong woman, questioning the status quo and doing all can to change injustices find. My development was aided by the Michigan Competitive Scholarship (since Fall 2002) and consistently acknowledged by the University of Michigan-Flint Scholar Award (for every semester at U of M Flint except Fall 2000). My personal achievements exceed beyond school, however. Work roughly 30 hours a week, spread liberally over two jobs.The first is as a cashier for Brines Market. Ive learned to work with others through this experience and it has shaped me into a responsible adult. As Brines is a family business, I often open and close the market, work with suppliers, track purchase and sales, in addition to hands-on jobs like stocking shelves. The second is as head tutor in the Marina E. Wright Writing Center. Am responsible not only for tutoring developmental writers enrolled in ENG 109 and students wanting one-on-one appointments for any subject, In any stage of writing but also supervise the day-to-day operations of the center.I monitor scheduling and budget, organize and lead meetings, plan and execute workshops, and overall keep the writing center running smoothly for the benefit of fellow tutors and students. Currently, Im also voluntarily involved in planning the 1 lath Annual Michigan Writing Centers Ideas Exchange with my co-workers, manager and director. Ive also helped revise he syllabus for the centers tutor training course. After its revisions, I worked with the centers director and fellow staff to carry out the revisions in the actual classroom.My work in the center is extremely gratifying both on the personal and professional level. Take pleasure in watching my students discover and rediscover writing. Furthermore, their success inspires me to delve into my own work regularly. In that avenue, I spend what little spare time I have writing and revising poetry for submission to contests and various publications. Im also in the process of assembling a work tentatively titled Fabulous Feminism which I intend to be an introductory guide to feminism in all its faces.

Saturday, March 7, 2020

An Evolution Definition of Darwinism

An Evolution Definition of Darwinism Charles Darwin is known as the Father of Evolution for being the first person to publish his theory not only describing that evolution was a change in species over time but also put together a mechanism for how it works (called natural selection). There is arguably no other evolutionary scholar as well known and revered as Darwin. In fact, the term Darwinism has come to be synonymous with the Theory of Evolution, but what really is meant when people say the word Darwinism? And more importantly, what does Darwinism NOT mean? The Coining of the Term Darwinism, when it was first put into the lexicon by Thomas Huxley in 1860, was only meant to describe the belief that species change over time. In the most basic of terms, Darwinism became synonymous with Charles Darwins explanation of evolution and, to an extent, his description of natural selection. These ideas, first published in his arguably most famous book On the Origin of Species, were direct and have stood the test of time. So, originally, Darwinism only included the fact that species change over time due to nature selecting the most favorable adaptations within the population. These individuals with the better adaptations lived long enough to reproduce and pass those traits down to the next generation, ensuring the species survival. The Evolution of Darwinism While many scholars insist this should be the extent of information that the word Darwinism should encompass, it has somewhat evolved itself over time as the Theory of Evolution itself also changed when more data and information became readily available. For instance, Darwin did not know anything about Genetics as it wasnt until after his death that Gregor Mendel did his work with his pea plants and published the data. Many other scientists proposed alternative mechanisms for evolution during a time which became known as neo-Darwinism. However, none of these mechanisms held up over time and Charles Darwins original assertions were restored as the correct and leading Theory of Evolution. Now, the Modern Synthesis of the Evolutionary Theory is sometimes described using the term Darwinism, but this is somewhat misleading since it includes not only Genetics but also other topics not explored by Darwin like microevolution via DNA mutations and other molecular biological tenets. What Darwinism Is NOT In the United States, Darwinism has taken on a different meaning to the general public. In fact, opponents to the Theory of Evolution have taken the term Darwinism and created a false definition of the word that brings up a negative connotation for many who hear it. The strict Creationists have taken the word hostage and created a new meaning which is often perpetuated by those in the media and others who do not truly understand the real meaning of the word. These anti-evolutionists have taken the word Darwinism to not only mean a change in species over time but have lumped in the origin of life along with it. Darwin did not assert any sort of hypothesis on how life on Earth began in any of this writings and only could describe what he had studied and had evidence to back up. Creationists and other anti-evolutionary parties either misunderstood the term Darwinism or purposefully hijacked it to make it more negative. The term has even been used to describe the origin of the universe b y some extremists, which is way beyond the realm of anything Darwin would have made a conjecture on at any time in his life. In other countries around the world, however, this false definition is not present. In fact, in the United Kingdom where Darwin did most of his work, it is a celebrated and understood term that is commonly used instead of the Theory of Evolution through Natural Selection. There is no ambiguity of the term there and it is used correctly by scientists, the media, and the general public every day.

Thursday, February 20, 2020

No topic Essay Example | Topics and Well Written Essays - 250 words - 7

No topic - Essay Example Princes saw a chance to secure authority at the expense of the Catholic Holy Roman emperor. The Catholic Church was unable to restore unity though much of the emperor remained under its power. Furthermore, there were protestant and catholic quarrels which led to a series of religious wars during 16thC and 17thC. When regarding politics, the Thirty Years War (1618-1648) pitted Swedish and German Protestants against the holy Roman emperor and Spain. For a full century German authority and prosperity did not recover. Rulers and cities were permitted by the peace settlement to choose their official religion. It also provided the protestant Netherlands independence from Spain (Hunt et al., 529). During the 17thC, religion was a significant issue in English civil strife, most Protestants gained toleration apart from Catholics. The European power balance and political structure was affected by the wars. France gained authority; England and Netherlands developed global trade while Spain lost supremacy. Some rulers benefited from the fall of papal power even though protestant theory encouraged parliamentary authority in some states. In general, popular attitudes changed as people became less probable to recognize a link between god and nature. Religion and day-to-day life were viewed as separate (Hunt et al., 576). Greater stress to family life; love among spouses was encouraged as religious changed. Nevertheless, when covenants were abolished by Protestants women had lesser alternatives if unmarried. Lastly, literacy spread more

Tuesday, February 4, 2020

Market Risks Essay Example | Topics and Well Written Essays - 500 words

Market Risks - Essay Example For example, investors lose billions of dollars of their money when Pakistan stock market crashed in 2005. (KSE.com.pk/2005) This list of risk in not exhaustive, but there are also thousands of other risks when investing in an emerging market. Another major risk is differences in culture and religion of the host country and the company. In 2006/7, there was an issue of blasphemous cartoons being published in Norwegian newspapers. This angered the Muslims all over the world. Telenor, one company which is from Norway and operating in Muslim countries like Bangladesh and Pakistan suffered as a result. Many people stopped using their service and many governments threatened or fined the company. To make the matters worse people also protested and damaged their branches. As a result, the company suffered huge losses and at one time it looked like that whole of their investment is going to go wasted. (Grameen Phone, 2005) Similarly, disparity of income in many countries has made matter worse for these businesses. For example, Subway initially entered as luxury brand in Pakistan. But because people in Pakistan are generally poor, they were not able to afford this expensive food and hence the business suffered huge losses until they bring their prices down which implied reduction in profits for SubWay.

Monday, January 27, 2020

Role Of Social Networking Sites In Election Campaigns Media Essay

Role Of Social Networking Sites In Election Campaigns Media Essay Social networking sites are online services or platforms that focus on building and reflection social relations among people. They proved to be a fundamental communication tool in every aspect and a limitless source of information campaign strategy. Their effectiveness to gather and communicate a targeted political message, raising the stakes in strategy and aggressive social media participation helps in election campaigning. The use of social networking sites in political parties spans across increased media exposure, funding, participation and has increased mobilisation and enthusiasm in numerous recent political campaigns. Social networking sites has become fast and low cost communication tool and enables quick and easy access to political information among potential users. Campaigning managers use these sites as an effective way for recruiting new employees and other campaigning strategies. From past two decades social networking sites and systems is been used in political campaigning and dialogues. In year 1996 email and social networks was widely used as source of communication among political parties and groups of people. During year 2006 at Belgian elections catchphrase Think was circulated among people through Myspace so as to stimulate people in discussions and thought around voting preference and encouraging people to reconsider voting for right party. In the same year a survey was conducted on Myspace users over 18 years of age and it was found that they were three times more likely to take part in an online political discourse than traditional way. In year 2007 it was found out that 40% of all social networking users  had  used Myspace and Facebook  as a source for  political information  in the United States (US) and  20%  of people used  these sites  to discover the political interests of their friends.  It has been  suggested  that Myspace is so effective that it should be a key part to any campaign strategy. Barack Obama has successfully used Twitter, Myspace, Youtube and Facebook as an effective tool in communicating and mobilising people. He spends around $2 million in election campaigning and building a social networking site known as MyBarackobama.com. Republican Party also used social networking sites in 2008 elections to promote John McCain. There is great potential for political parties to raise large sums of money in short periods of time using social networking sites through micro-fund-raising. The use of micro-donations not only enable candidates to raise funds rapidly it gives a sense of involvement and participation to those who have donated, no matter how small the amount. In the year 2008 US presidential election $55 million was raised in one month and 80% of which were online donations. With social networking sites political campaigning add to a visibility to politicians personal and professional life. It leads to accountability and risk. As they can filmed anywhere and these could be uploaded anytime which goes around like a disease among people and can be used for political gains. These political strategies were used in American politics. Another fact related to same is that some parties even hire people who not only keep track of their accounts but also of competitors account and keeps on uploading and distributing such video content through Youtube. . An example of this  high-level of exposure can be seen in the 2006 US election cycle  as  one senator was filmed making a racial slur, which was uploaded to YouTube and it became the most viewed video. This increased exposure of political candidates adds another dimension to political campaigning of smear campaigning of opposition candidates with ease. While political parties may not have the level of control over the content that is distributed but these social networking  sites have facilitated an  increase  in  the rate of political participation.  As these networking sites create an easily accessible medium for people to find, distribute and absorb. Evidence from a number of studies supports the theory that the Internet has beneficial effects on online political involvement. Internet use encourages higher levels of political participation: for example, forwarding e-mails with political content, online voting, and so forth. And online communications through social networking sites can aid in political engagement. YouTube and other social media sites allow campaign strategies to easily target limitless voters with great communication power. According to a Pew Internet and American Life study, 46% of American voters have used the Internet, text messaging or email for political mobilisation, discussion and to access political news and information and 35% of people in the US watched political videos on YouTube. In 2008 presidential elections in US new technologies combined with these social networking sites have been used as to advertise to potential voters and their mobilisation. The demographic for the internet has widened and social networking is no longer just for young people. In year 2006 over 50% of American YouTube and Myspace users were 35 years or older, and the proportion of 12 to 17 year olds were declining. Social networking sites  do not just represent a young demographic.  Politically engaged people  and political participation is increasing throughout the community through the use of social networking sites. Thus, social networking is playing a substantial role in political process in recent years. Not only it has been effectively utilised by political parties of western countries in the campaign cycles, political issues groups and otherwise unrepresented minorities, but also as a means of open and uncensored communication for citizens in countries with oppressive government control over other media conduits. The use of these online tools has seen a shift in the funding models of political parties through the highly effective use of micro-donations. These sites have expanded the reach and accuracy of strategically targeted communications by political parties to potential voters.  There is an increase in  political participation  and people garner a greater sense of contribution through the use of social networking sites and social media, influencing involvement with political parties in the greater community.   Social networking sites have proven to be a powerful political tool and we can only expect that it will grow limitlessly alongside the political machine. Past Cases of Social Networking Sites as a tool in Election Campaigning: Kenya Elections: In Kenya elections in year 2006 these social media such as Myspace, Twitter, Facebook, Youtube, Flickr etc. is been used in mobilising and sharing and gathering of information and raising the money in restricted time. It was also seen social media as a way to get involved in political parties response to mainstream media. During the Kenya post-election crisis people mobilised a website called Ushahidi for people to collaboratively report where violent clashes has taken place. Perspectives and commentary on the post-2006 election crisis in Kenya were seen in online networking sites as a way to criticise the media and government and it was found that views and discussion topics seen in social networking sites were much more diverse that seen in mainstream media. Internet and Social Networking Sites in Election Campaigns: Gabriela Womens Party in Philippines wins the 2007 Elections Philippines also embarked on using Internet, social networking sites and the mobile phones for their 2007 elections. Gabriela Womens Party (GWP), among others, was one of them. Given the limited funds for mass forms of communication, the party made use of new communication technologies, in particular, the Internet and social networking sites like YouTube and Friendster along with its website, to augment traditional campaign techniques. The (GWP) won two seats, making it the first and only womens group in the country to attain such a feat in the party list group contest (Alojamiento, 2007). Maximizing YouTube YouTube and Friendster are very popular among young female Internet users in the country. It was only logical for the GWP to turn to these sites to expand their networks and establish their presence among Filipino voters. Political advertising is an obsession among politicians in the country especially when it comes to TV advertising. All parties make efforts to be on television and spend the maximum amounts on advertising. Television advertising being expensive, the GWP after a few commercials on television, extended this kind of advertising to YouTube by uploading a video endorsement of Angel Locsin, a young local celebrity. Use of Social Media in US : Over the past two decades  online  social networking  sites and  systems  have  been  effectively  used  to increase political  dialogue. In 1996 email was widely used across social networks as a means of facilitating  people and groups for political purposes .  In 2007 it was estimated that  40% of all social networking users  had  used Myspace and Facebook  as a source for  political information  in the United States (US) and  20%  of people used  these sites  to discover the political interests of their friends.   Barack Obama successful used Twitter, Flickr, YouTube, Facebook among others to communicate and mobilise people. He also had a $2 million dollar custom campaigning and social networking site built called MyBarackobama.com (Walmsley 2008; Crow 2008; Talbot 2008).  The Republican party used social networking sites during the 2008 to promote candidate John McCain, even at 71 years of age, which demonstrated their understanding of the importance of its use. Political parties are now actively engaging with social networking sites as part of their campaign strategies. Political campaign strategies have successfully used social networking sites to increase campaign funding. Howard Dean, in 2004, was the first US politician to explore the financial value in using the Internet as part of his campaign strategy. He successfully used the Internet to facilitate small donations online instead of the traditional big fund-raising events. During this same year Democratic Presidential candidate John Kerry raised $80 million in online donations. Within two months of creating a MySpace page during the US 2006 election cycle one Republican candidate raised donations by 20%  The Barack Obama campaign during the 2008 US presidential election raised $55 million in one month 80% were online donations and 90% of those were under $200 each. This was before he had run a single fund-raising event . Social networking sites create an easily accessible medium for people to find, distribute and absorb political information. YouTube and other social media sites allows campaign strategies to easily target limitless voters with great communication power .According to a Pew Internet and American Life study, 46% of American voters have used the Internet, text messaging or email for political mobilisation, discussion and to access political news and information 35% of people in the US watched political videos on YouTube .This ease of access combined with new technologies enables campaigners to strategically target and customise their marketing approach. Social networking sites enable a more targeted approach to election campaigning. The US Republican 2008 presidential campaign used an internal database, called the Voter Volt, matched with internet searches to advertise to potential voters using social networking sites .These new technologies combined with the use of social networking sites not only increases the accuracy of the campaign message through targeted advertising, it has also helped to increase the size of the audience.  During the 2008 US Election new technologies allowed The Republican National Committee to increase the number of potential voters on their database by 6-fold compared to their 2004 campaign .The use of these new tools have the added potential to increase mobilisation. Benefits of Social Networking Sites usage in Political Campaigning: Mass Coverage: The biggest advantage that social networking sites provide in an election campaign is of mass coverage with sites such as Myspace, Twitter, Facebook , Youtube, Linkdein , orkut etc. Data table from i strategy labs generating no of users of facebook between age of 18 and 24 are as follows: It can be seen youth between age 18 and 24 using facebook accounts for 40.8% and in middle age group constitute of 16.6%. So political parties targeting youth and middle age group can be benefited if campaigning through these sites. Cost Effective : Political campaigning through these sites is very cost effective methods as the cost involved is very low. And in past micro donations can be arranged easily through these sites only. This has been seen in presidential elections in year 2008 taken place ay US. Emergence of new political parties: With social networking sites as a tool used for election campaign emergence of new political parties can be seen. More of individual politicians are encouraged and are emerging out in elections. They are reaching to public with their ideas being communicated well using the videos on Youtube or post on twitter or on Facebook account or through blogs with many followers acting as agents and their promoters. Environmental and Societal benefits: The other benefits associated with campaigning through networking sites are of environmental and societal benefits to general public in all. While campaigning through these sites the major tool of campaigning traditionally that is pamphlets is through emails, posts and blogs. Thus reducing the usage of paper and saving trees. Also society is saved from traffic jams, noise pollutions when campaigning is done on these sites. Moreover while campaigning on these sites an add on feature of more visibility leading to accountability is been ensured, giving a right to voters to have all information and then deciding upon the right candidate to vote for. Presence in India: Political parties in this day and age are now trying to use web as a medium to gain attention of the masses. Employing internet as a strategy to make an appeal to the masses is also being used a host of NGOs and non-profit organizations, such as the Association for Democratic Reforms (ADR), Janaagraha Centre for Citizenship and Democracy and Public Interest Foundation. These organisations are using internet, alongwith traditional media like radio and television, to launch initiatives geared toward raising awareness among the electorate. There are nationwide campaign ensuring to increase transparency in Indian elections by combining information about constituencies and candidates. The purpose of these campaigns are: Provide information regarding the representatives based on the information they have provided through affidavits to the Election Commission   Provide information about a constituency Give a chance to the public to give feedback on work done by their elected representatives The media excitement around the election is being generated by the middle-class urban youth, who   believe in bringing about a change. Of late, many Indian politicians have begun considering internet as a viable medium for interactive communication and are, consequently, making their presence felt in the World Wide Web.  For instance BJP has launched a website for its prime ministerial candidate and for its chief ministerial candidate as well. Similarly, even the congress party is making use of social networking sites like youtube, facebook, twitter etc. to run social marketing campaigns. Thus, the presence of social networking sites in the indian electoral scenario is spellbound as the political parties now are resorting to online campaigning and voting systems. CONCLUSION : The present study and other studies cited in this paper mostly point out to both the importance of new media technologies and the trend towards their exploitation in current political settings. Their maximization for political campaigning should be viewed, however, in the context of where these new technologies operate Though studies have demonstrated that new technologies have been playing significant roles in campaigns in the US, the diffusion of online campaigning in parts of Asia, particularly in the Philippines, is unfolding but at a slower pace. These do not discount the promises of the Internet for political campaigning. If offline conditions change, it is likely that online uses will follow. In the meantime, it is important to look at the Internet as an integral part of a holistic political campaigning strategy, which can complement the use of traditional media and grassroots campaigning by reaching the growing segment of the population using the Internet. Future studies in this field of political communication would help in understanding how far the applications of the Internet and its contemporaries would go in bringing political actors closer to the public and how politics itself would change in the years to come as these new technologies become more sophisticated at the same time societies around the world evolve and change