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.

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. 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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

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.

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.

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.

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