Friday, November 15, 2019
PhyloCode and Linnean Systems of Classification
PhyloCode and Linnean Systems of Classification Cells Classification Introduction: Classification is the act of placing objects in groups based on characteristics which involves naming and describing different kinds of organisms and species. Historically, this was done by using physical characteristics which is known as the Linnean System. The modern system, the PhyloCode, uses a variety of different techniques which are DNA and RNA sequences in the proteins and genes.DNA is Deoxyribonucleic Acid that is present in nearly all living organisms this is the molecule that is the carrier of genetic information and assists with identification (Genetics Home Reference, 2017). RNA is a Ribonucleic Acid that is a nucleic acid found in all living cells, this relays messages from the DNA and controls the proteins (What is RNA, N.D.). Using Classification throughout biology is critical as it assists scientists to group together and give organisms the correct names as they are to be identified based on DNA and RNA. There are several characteristics such as genetics, physical appearance and background. It is important to use classification so as any unknown organisms can be correctly identified (SOCRATIC, N.D.). Body: The Linnean System was developed by a Swedish scientist by the name of Carolus Linnaeus. He discovered that it was easier to create a standard system for naming species, as there was to many names for different species which were too long. He developed the two-part system called Binomial Nomenclature, these names are all scientific and written in the language of Latin. For example, a cat is Felis Catus and humans are Homo Sapiens. Carolus introduced Taxonomy which was a system used in assisting the grouping of organisms, after many years this system is still utilised today. He used this Linnean System to identify living things and give them a classification; this was an easy system to be able to sort the organisms using the names under headings of Life, Domain, Kingdom Phylum, Class, Order, Family, Genus and Species. The species that are the same can reproduce; where as organisms from the same Kingdom may not be similar (Study.com, 2017). The advantage of the Linnean System was that changes could be made to this classification system and many years later other additions were added and updated, although there are limitations where this system is limited to groups that must be named with suffixes that signify their rank in this hierarchy, by reclassifying existing species this can make changes in rank and many taxonomic groups would need renaming (The Linnean System, 2016). Â The set of rules for controlling Phylogenetic Nomenclature is called PhyloCode, which is designed to name the parts of the tree of life which branches out into three different categories; bacteria, archae and eukaryotes. This is classed as an evolutionary tree which displays the relationship between different groups of organisms. Their differences are genes and characteristics. The PhyloCode doesnt name individual species but a cluster or group of species also known as a clade which share a common ancestor. The advantage of the PhyloCode is that it allows naming the ranks and avoids name changes that are made from non-scientific decisions. This also reduces errors made by taxonomists. PhyloCode has many benefits as it doesnt name an individual species name but instead a cluster or group of species (American Scientist, 2017). The Linnean system has been used by scientists since the mid 1700,s and is still current, this is the governing body and rules for classification and has been favoured by scientists for many years, whereas the PhyloCode is unsure on how to convert names of species and controls only clade names. As scientists do further study, organisms may be placed into two different species as all organisms where identified as belonging to a single species, they were grouped together as they may have been similar in appearance, with the invention of DNA and technology, there can be changes in classification (American Scientist, 2017). The PhyloCode is more beneficial system for the future as the Linnean System has been used for many years (since mid 1700s). By creating a new system, the world of science will revolutionise as PhyloCode is more straightforward and simple system for modern day scientists and students. New information can be implemented as it is researched. Conclusion: Both, PhyloCode and Linnean System are ways of classifying organisms and biologists spend time on identifying and naming these organisms, this is very important for scientists so they can be grouped properly and as there are still unknown organisms, they need to be identified correctly as well. Planet earth has many different species. Bibliography Anon., 2008. Domains. [Online] Available at: http://www.ric.edu/faculty/jmontvilo/109files/109(15)domains.htm[Accessed 15 03 17]. Anon., 2016. The Linnean System. [Online] Available at: http://www.enchantedlearning.com/subjects/dinosaurs/glossary/Linnaeus.shtml[Accessed 5 03 17]. Anon., 2017. Genetics Home Reference. [Online] Available at: https://ghr.nlm.nih.gov/primer/basics/dna[Accessed 15 03 17]. Anon., 2017. Mnemonic Devices Memory Tools. [Online] Available at: https://www.mnemonic-device.com/biology/taxonomy/domain-kingdom-phylum-class-order-family-genus-species/[Accessed 15 03 17]. Anon., 2017. Study.com. [Online] Available at: http://study.com/academy/lesson/carolus-linnaeus-classification-taxonomy-contributions-to-biology.html[Accessed 5 03 17]. Anon., N.D.. Amateur Entomologists Society. [Online] Available at: https://www.amentsoc.org/insects/glossary/terms/biological-classification[Accessed 5 03 17]. Anon., N.D.. Google. [Online] Available at: https://www.google.com.au/?gfe_rd=crei=F85XWOa2L9Tu8wezhp_YDQgws_rd=ssl#q=what+is+rna*[Accessed 15 03 17]. Anon., N.D.. SOCRATIC. [Online] Available at: https://socratic.org/questions/why-is-classification-important-in-biology[Accessed 5 03 17]. Dictionary.com, 2017. Dictionary.com. [Online] Available at: http://www.dictionary.com/browse/linnean-classification[Accessed 5 03 17]. Kinnear, J., 2006. Nature of Biology. Book 1.. 3rd ed. Milton, QLD: John Wiley Sons Australia. LLC, 2017. Dictionary.com. [Online] Available at: http://www.dictionary.com/browse/rna?s=t[Accessed 15 03 17]. Society, T. S. R., 2016. American Scientist. [Online] Available at: http://www.americanscientist.org/issues/pub/attacks-on-taxonomy[Accessed 15 03 17].
Wednesday, November 13, 2019
product innovation Essay -- essays research papers
Marketing Principles PRODUCT INNOVATION AND PROMOTION PROJECT      Our assignment is to create and promote an innovative product. In developing a new product, we started with an idea generation. This is a systematic search for new-product ideas. Companies go through many ideas before they come to find some good ones. We had to do the same thing. We thought of many ideas on our own. It was more of an internal idea source as opposed to going outside of our partnership for ideas. Our first idea was a restaurant with half of it an actual restaurant and the other half an automobile tuner shop. The next idea was a new energy drink that would be less costly and better tasting. Our next idea came up when we were sitting there gathering ideas for the project. We were looking in chapter ten of the marketing principles book and reading about the Heinz EZ Squirt ketchup bottles. It popped up that one of the greatest American snacks of all time has not been put into a squeeze bottle like a lot of other products have. That product is peanut bu tter. This was going to be the idea of our project until we went to the store to buy some peanut butter for our package and we found a bottle of squeeze peanut butter already out. This led us to finding a new product last minute. We thought of what we are interested in. Cars, music, and liquor immediately came to mind.      The next step was to screen the ideas to separate the good ideas from the bad. Every product or service had good points and bad. The half restaurant half auto tuner shop was a very different concept, and with some fine-tuning could catch the interest of some people. The bad thing is that it probably would not catch enough people. It was not a promising idea. The idea of a new energy drink was okay, but there are various kinds of energy drinks already out on the market. To create one that all the other ones do not already say they can do is hard. It did not look that it was a good idea either. The peanut butter idea sparked our interests more than any of the ideas we had come up with. It is a very simple idea and it would not be too complicated or technical to create. Peanut butter is used in many snacks and it would be easy to prove why a squeeze bottle could make a lasting improvement from a regular jar. Peanut butter in a squeeze bottle was the final decision... ...ference and funding to them will help them out financially. Even though we are concentrated on stopping underage drinking, we want to be active in the lives of the drinkers of age. This is why we will sponsor local softball league teams for older men and women. It is a good way to keep alcohol drinkers active and doing something. Our company is all about creating a good image to the public for all ages of people alcoholic drinkers or not.      The bartender workers as well as the store clerks will be well trained in personal selling. They will have a very friendly face-to-face presentation as well as attitude. They will also take friendly telephone calls to questions to opinions on drinks. Our store also offers an email address for requests, suggestions, opinions, or just questions for our in-store bartenders. They will reply within the day as soon as possible. Again, we pride ourselves on quality and presence. â€Å"Barstop Mixes†is for alcoholic drinkers of all kinds. The only way to experience our store and service the best is to come and visit. We promise it will be worth your while and hopefully an â€Å"incredible†experience.     Â
Sunday, November 10, 2019
Comic Books As History Essay
Comic books have long been regarded as a genre of literature for the immature and the trivial. The graphic representation of a story at first glance provides a lightweight medium to carry a serious message. The utilization of two types of media, the written word and the graphic portrayal, serves as a conflict of messages, a breach in the unity of form. However, in Joseph Witek’s book entitled Comic Books as History, he provides case points and works where comic books have both the authority as well as the authenticity to suitably serve as a medium for portraying history. Who has the right to speak? When does the gap between art and life become so wide that fiction becomes a blasphemous lie? Witken p.38 These are the questions put forth by Author Joseph Witek in chapters 4 &5 of his Comic Books as History. The first, â€Å"who has the right to speak?†denotes an active search for a medium with authority to portray dark parts of history. And few events could be much darker than the Holocaust. The era of the rise of Hitler and the Nazis and their atrocities to the Jewish people beg the question of how to portray it. The revulsion of providing aesthetic description to an evil event stems from authors’ reticence in taking another people’s suffering as their own. And yet, if the alternative is silence, then future generations will be unable to see a representation of those dark days. If the silence were to endure, then no condemnation, sympathy, no regret, no emotion whatsoever would be imparted to those unaware. Therefore, as Witek asserts, the alternative to silence is to speak out with a medium that resonates with both the authority to speak, and the authenticity to do so, which he implies in the second question â€Å"When does the gap between art and life become so wide that fiction becomes a blasphemous lie?†. In Art Spiegelman’s autobiographical comic Maus, the subject of the Holocaust and its survivors was taken up. To Witken, Spiegelman’s work is a credible medium to tackle the holocaust because he has the necessary authority and authenticity to do so. The authority, Witken claims, comes from a â€Å"personal psychological necessity†. Maus for Spiegelman is a kind of therapy, a way to comprehend his own history, both as a person and as a Jew. The comic becomes a way to breach a gap produced by the Holocaust, a distance between the Jews who experienced, and those who did not. This is evident in the portrayal of the interactions between Art and his Father Vladek, most noticeably in the scene showing making of Maus. The interactions show transference of the pain, the pain of the Holocaust to the father, and as a result, shaping the father to a being that brings emotional pain to the son. In a scene in the Prisoner on the Hell Planet, the story of Spiegelman’s mental anguish as a result of his mother is portrayed. Spiegelman feels that the emotion he feels from his parents is caused by their experiences in the holocaust and yet, he is unable to understand how those experiences shaped their person. Thus, in a way, the Maus was written to provide an understanding of knowledge just present at the back of the minds of the generation of Jews after the Holocaust. A generation, who like Spiegelman, won’t be content with just silence. To successfully portray history, the accuracy of the details is not enough to attain authenticity. The inclusion of every emotion felt, and every though, as well as their representation. And it is in this representation that Spiegelman defends his use of animals instead of people. In order to pass through the authentic message, the use of people would inevitably show a false image, but in using animals, Spiegelman portrayed the emotions as they are, not as people show them to be. This is evident in the dialogue of Art trying to draw his wife. The use of animals is limited to just portraying the themes, bestiality, extermination, but the humanity of each character is still there. Another case point in Witek’s book is the American Splendour series of comics made by Harvey Pekar in collaboration with various artists. This series is hailed by Witek as a comic genre separate from others, as it tries to make the reader experience the life and times of the author. This â€Å"autobiographical’ comic book portrays various events in Harvey Pekar’s life, from the exceptional to the more occurring dull moments. The reader sees what Harvey Pekar experiences in various situations, through various styles and viewpoints. The authority of the comic to tell an existing person’s story is exemplified by American Splendor. Pekar states his reason for the theme of American Splendor by saying I want to write literature that pushes people into their lives rather than helping them escape from them. Most comic books are vehicles for escapism, which I think is unfortunate. I think the so-called average person often exhibits a great deal of heroism in getting through a normal day, and yet the reading public takes this heroism for granted. They’d rather read about Superman than themselves American Splendor does exactly that. It let’s the readers face the reality of Harvey Pekar’s hum drum existence, and in doing so, makes the readers see the parallelism of it with their own.            So what right does Harvey Pekar have to exhibit such unbiased realism in comic book form? His authority, as Witek implies is in his persona. Pekar is a full-time employee, and just a part time comic book creator; in essence, he lives the life that his comic books portray. All the vulgarities, emotions, thoughts and experiences found in the comics are essentially his to share.            Witek focuses on Pekar’s use of various forms and styles within the comic to show the authenticity of the work. American Splendor has no underlying consistent narration or view point. The persona may shift from the Harvey talking, and then to his wife reminiscing, and then coming back to a past event shared by both. This, instead of confusing reality with various viewpoints, lets the reader fully grasp the Harvey Pekar experience. Every detail from every role is portrayed accurately just as the author experienced it, thus we may see strips of stories simply heard by Pekar, as well experiences seen from Pekar’s view point, or the viewpoint of others towards Pekar. This adds a dimension of realism that successfully conveys the feeling of experiencing a day in the life of Harvey Pekar.            The success of the American Splendor series comes from its realism. We see Harvey Pekar as a person, full of foibles, emotion, errors and triumphs. We see and yet we do not judge, for in seeing those things in him, we also recognize that we as persons are guilty of the exact same reactions. Harvey Pekar does not portray himself, but the experience he has in the run of a normal day. Thus, no overtones of glorification or damnation can be evidently found within the text, for Pekar describes it as it is, without thought for shame, pride and ego. He focuses on the situation, making it, not Harvey Pekar, the real protagonist of his comics.            According to Robert Harvey, the comic book is just the sum of its parts. The unity of form that is achieved when the written word and the visual depiction merges makes the comic an ideal medium for expressing mood and tone. To fully utilize the comic as this medium, all of the graphic elements, the page layout, style, the narrative and composition must meld with the written caption. This in effect highlights the authenticity of the comic in bringing across the message of the author.            Using these elements, we can find key scenes in both Maus and American Splendor which serve to support Witek’s argument of the comic as history.            On page 83 of chapter 4 of Maus, we see an example of the effect when the caption fits in perfectly with the visual depiction. Due to the nature of the characterization, the visual element depends on the caption to identify which animal is which. The first words of the page set the whole tone, a somber realization. The following scene further reinforces the message, the interplay showing the noticeable distress of Vladek when he comes home and recounts the news. The boxed captions showing Vladek’s thoughts serves to highlight the underlying tone that it could be him hanging on the streets instead of the people he deals with. The final emphasis comes from the use of shaded lines to color the masses witnessing the hanging, giving them an aura of unimportance due to their impotence.             In American Splendor- A Marriage Album, we can see examples that illustrates how the factors mentioned by Harvey colluded to heighten the experience of the reader.The story starts with Pekar seeing his wife Joyce off, then it shifts to a reverie of Herschel/Harvey about the marriage. The scene then shifts to Joyce’s recounting of their then budding relationship, with highlights on the difficulties. Both accounts fuse together in the end, and the final scene shows perfect timing in summarizing the totality of the story, the interplay of how other people see their actions, Joyce’s joy in telling Harvey, and Harvey’s discomfort, which he tries to hide by throwing the box he was loading into the truck.            The two stories justify Witek’s premise of comic as history. The Maus focuses on the interplay of Jewish generations and the gap between the Holocaust and post-holocaust jews. American Splendor on the other hand emphasizes the scenes found in real, normal life, showing a reality as experienced by the author, Harvey Pekar. Both the authors of Maus and American Splendor exhibit the authority to tell their story in the comic medium. And in analyzing the different factors they use in telling the story, we see that they have the authenticity to do so as well. References Witek, J. (1990). Comic Books As History (The Narrative Art of Jack Jackson, Art Spiegelman, and Harvey Pekar).
Friday, November 8, 2019
Discover 5 Essential Qualities of a Good Teacher
Discover 5 Essential Qualities of a Good Teacher Educational studies suggest that the essential qualities of good teachers include the ability to be self-aware of ones biases; to perceive, understand and accept differences in others; to analyze and diagnose student understanding and adapt as required; to negotiate and take risks in their teaching; and to have a strong conceptual understanding of their subject matter. Measurable and Measuring Most teachers are paid according to their experience and educational attainment, but as educator Thomas Luschei has demonstrated, there is little evidence that more than 3-5 years of experience boost teachers ability to increase student test scores or grades. Other measurable attributes such as how well the teachers did on their qualifying examinations, or what level of education a teacher has attained also do not significantly impact the students performance in classrooms. So although there is little consensus in the education profession about which measurable features make a good teacher, several studies have identified inherent traits and practices which assist teachers in reaching their students. To Be Self-Aware American teacher-educator Stephanie Kay Sachs believes that an effective teacher needs to have a basic sociocultural awareness of and acceptance of their own and others cultural identity. Teachers need to be able to facilitate the development of a positive self-ethnic identity and be aware their own personal biases and prejudices. They should use self-inquiry to examine the relationship between their fundamental values, attitudes, and beliefs, particularly with regard to their teaching. This inner bias affects all interactions with students but does not prohibit teachers from learning from their students or vice versa. Educator Catherine Carter adds that an effective way for teachers to understand their processes and motivation is to define an apt metaphor for the role they perform. For example, she says, some teachers think of themselves as gardeners, potters shaping clay, mechanics working on engines, business managers, or workshop artists, supervising other artists in their growth. To Perceive, Understand and Value Differences Teachers who understand their own biases says Sachs, are in a better position to view their students experiences as valuable and meaningful and integrate the realities of the students lives, experiences, and cultures into the classroom and subject matter. The effective teacher builds perceptions of her own personal influence and power over factors that contribute to student learning. In addition, she must build conceptual interpersonal skills to respond to the complexities of the school environment. The experiences of both teachers and students with individuals of differing social, ethnic, cultural, and geographic backgrounds can serve as a lens through which future interactions can be viewed. To Analyze and Diagnose Student Learning Teacher Richard S. Prawat suggests that teachers must be able to pay close attention to students learning processes, to analyze how students are learning and diagnose issues that prevent understanding. Assessments must be undertaken not on tests per se, but rather as the teachers engage students in active learning, allowing debate, discussion, research, writing, evaluation, and experimentation. Compiling results from a report of the Committee on Teacher Education for the National Academy of Education, Linda Darling-Hammond and Joan Baratz-Snowden suggest teachers must make their expectations for high-quality work known, and provide constant feedback as they revise their work towards these standards. In the end, the goal is to create a well-functioning, respectful classroom that allows students to work productively. To Negotiate and Take Risks in Teaching Sachs suggests that building on the ability to perceive where students are failing to fully understand, an effective teacher must not be afraid to seek out tasks for herself and the students that are optimal for their skills and abilities, recognizing that those efforts may not be successful. These teachers are the pioneers and trailblazers, she says, individuals who are challenge-oriented. Negotiation involves moving students in a certain direction, towards a view of reality which is shared by those in the disciplinary community. At the same time, teachers must recognize when some obstacles to such learning are misconceptions or faulty reasoning which need to be highlighted, or when a child is simply using her own informal ways of knowing which should be encouraged. This, says Prawat, is the essential paradox of teaching: to challenge the child with new ways of thinking, but negotiate a way for that student to not dismiss alternate ideas. Overcoming these obstacles must be a collaborative enterprise between student and teacher, where uncertainty and conflict are important, growth-producing commodities. To Have a Depth of Subject Matter Knowledge Particularly in the maths and sciences, educator Prawat stresses that teachers need to have rich networks of knowledge in their subject matter, organized around key ideas that could provide a conceptual basis for understanding. Teachers obtain that by bringing focus and coherence to the subject matter and allowing themselves to be more conceptual in their approach to learning. In this manner, they transform it into something meaningful for students. Sources Carter, Catherine. Priest, Prostitute, Plumber? The Construction of Teachers as Saints. English Education 42.1 (2009): 61–90. Print.Darling-Hammond, Linda, and Joan Baratz-Snowden. A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve. Educational Horizons 85.2 (2007): 111–32. Print.Goldhaber, Dan. The Mystery of Good Teaching. Education Next Spring 2002 (2002): 1–5. Print.Luschei, Thomas F. In Search of Good Teachers: Patterns of Teacher Quality in Two Mexican States. Comparative Education Review 56.1 (2012): 69–97. Print.Prawat, Richard S. Teaching for Understanding: Three Key Attributes. Teaching and Teacher Education 5.4 (1989): 315–28. Print.Robinson, Richard, et al. The Effective Teacher Revisited. The Reading Teacher 45.6 (1992): 448–48. Print.Sachs, Stephanie Kay. Evaluation of Teacher Attributes as Predictors of Success in Urban Schools. Journal of Teacher Education 55.2 (2004): 177–87 . Print.
Wednesday, November 6, 2019
Mussolini and Italian Facism essays
Mussolini and Italian Facism essays Benito Mussolini leader of the Fascist government in Italy stated, If the XIXth century was the century of the individual (Liberalism implies individualism), we are free to believe that this is the collective century, and therefore the century of the state (Mussolini: 149 s statement is defensible on so many levels, but the claim cannot be made for the entire century, it was only the first half of the 20th century. In the first half of the twentieth century, governments were more focused on power of the their state, and not the well being of their individual citizens of that certain state. After the First World War, many countries tried Democracy as a form of government in an attempt to steer clear of a Second World War. But with the world economy in ruins during the Great Depression, countries shied away from democracy because they believed capitalism could not work. Other events such as Hitlers rise to power, the Spanish Civil War, and the Cold War are more reasons and event s that support Benito Mussolinis declaration that the 20th century was the collective century. With the culmination of the First World War, countries that were previously controlled by totalitarian regimes, turned away from that style of government. Countries such as Poland, Finland, Estonia, Latvia, and Lithuania, which were all previously ruled or dominated by Russia, turned to certain forms of democracy as their style of government. Also democracy was instituted in Austria and Hungary, Czechoslovakia, and Yugoslavia. These new states believed in their independence, and democracy looked like a desirable blueprint for success in part, due to the allied victory. These countries instituted constitutions developed according to liberal principles. However, political polarization and economic collapse soon endangered these governments. High inflation rates from wartime d...
Sunday, November 3, 2019
Hidden Influence of Social Networks Essay Example | Topics and Well Written Essays - 500 words
Hidden Influence of Social Networks - Essay Example Those deaths really affected their families, friends and even him hence they got socially disturbed. He says that, â€Å"so, when I die, my wife’s risk of death can double, for instance in the first year†. On the other hand, he addresses the local audience telling them that the widowhood effects are not restricted to only wives and husbands. They are also experienced in all sorts of relationship including spousal and marriage and friendship sets of connections. Nicholas asked rhetorical questions such as, â€Å"why are we embedded in social networks?† â€Å"How do they operate?† â€Å"And how do they affect us?†(Christakis, 2010)Nicholas says that emotions which are fundamental may causes of human networks which are encoded in our genes. He continues explaining how human social networks look like a regular lattice and specific patterns with particular structures. He gives an example of a real network of college students at an elite northeas tern university. He uses and highlights a few dots. He says that if an individual looks at the dots, a comparison of node B in the upper left to node D in the far right; B has four friends coming out from him and D has six friends coming out from him (Christakis, 2010). This implies that the two individuals have different friend numbers. Therefore, other aspects of social network structures are not so obvious according to Nicholas. He also addresses the audience using signs and gestures to explain to them the pattern of connections of among people thus conferring upon the groups of people.
Friday, November 1, 2019
Asbestos at the Regional Airport in Virginia Case Study
Asbestos at the Regional Airport in Virginia - Case Study Example Asbestos fibers do not have any detectable odor or taste. They do not dissolve in water or evaporate and are resistant to heat, fire, chemical and biological degradation. Because of these properties, asbestos has been used in a wide range of manufactured products, mostly in building materials, friction products, and heat-resistant fabrics. Asbestos has been used in building-construction materials, cement, textiles, missile and jet parts, asphalt and caulking compounds and paints, and in friction products such as brake linings. These materials are needed for the construction for the new Virginia airport. According to (Timbrell, 2000) "Exposure to asbestos fibers and dust, however, can cause asbestosis, a disease of the lungs caused by the inhalation of asbestos particles, and, after a latent period of up to 30 years and more, various cancers, especially lung cancer and mesothelioma, which is an inoperable cancer of the chest and abdominal lining" Since some materials are not as hazardous like asbestos its better to discontinue patronizing all the products that contain high in asbestos materials for constructing the airport.
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