12 Best Gift Ideas for College Students. EssaySupply.com

12 Best Gift Ideas for College Students 12 Best Gift Ideas for College Students We all want to make sure that everyone has a great Christmas. However, it's hard to choose what to get them. Some people we want to get them presents that we know that they'll use or have a practical purpose. Others, we think that they could use or want something on the fun side. Either way finding a present for everyone can be difficult, especially for a college student. They're young, so they'll want the same things they've always wanted, toys, video games, or whatever else they like. However this is their first time living on their own, so you may be tempted to buy them things such as glass and cookware sets. Well here are the 12 best gifts for college students. 1. Kindle Nothing will ever replace fresh ink on paper. However, the Kindle is great for travel. They can carry virtually every single book in the world right in the palm of their hands! After all, who has the energy to carry around every single book they have just for a week long trip? 2. Chrome cast Your child probably has a television, Netflix, and the internet. But they might not have cable or a way to really enjoy that flat screen. Well with the Chrome cast they can simply plug the device in, enter in their connection info and voila! Now they can host their next movie night. 3. Coffee maker with auto start College is hard and tiring; coffee is a must for students as it helps them get through the day. However, sometimes your students won't have time to brew a full pot in the morning. Getting them a programmable coffee maker will help them through their morning routine. 4. Breakfast Sandwich Maker Another way to make your child's mornings easier. After all the foundation of a good day starts with a healthy breakfast. 5. Soda Stream Soda can get expensive, and sometimes the syrup to carbonation can be too low or too high, depending on their taste preference. With a soda stream, they can simply make their soda however they like, and for the fraction of the cost. 6. Gift Cards About as practical as real money, you can use gift cards for virtually anything. Pay for a night out with their friends, or their next grocery tab. Whatever kind of gift cards you buy they will be appreciative. 7. Roadside emergency kit It all happens to us, don't lie. We have all gone through the horrible state of having a flat or breakdown at the edge of the road. Sometimes we have no phone, or no knowledge on what to do. Help your kids through that predicament before it happens with a roadside emergency kit 8. High Speed Blender Another great practical gifts, smoothies are a craze as they help people receive fiber and nutrient all in a glass. A high-speed blender is perfect for pureeing harder fruits such as apples and pears 9. Cards against humanity This popular party game is great for college students due to its crude humor. Your child will have lots of fun making friends through this card game. 10. Plane Tickets They will get homesick and that's just something that can't be avoided. Try buying them a trip home for a week and let them just be thankful for the opportunity to return. 11. Noise Canceling Headphones Dorm rooms are distracting, television is distracting, everything that makes noise is distracting. Keep your kid focused and on task with a pair of noise canceling headphones 12. Go Pro Camera Is the college student in your life athletic, or film savvy? Do they like the idea of filming everywhere they go? Get them a GoPro! Hopefully this helps. Or at least you will be able to get some ideas for better options.

How to Build and Create Links in PHP

How to Build and Create Links in PHP Websites are filled with links. Youre probably already aware of how to create a link in HTML. If youve added PHP to your web server to be able to enhance your sites capabilities, you may be surprised to learn that you create a link in PHP the same as you do in  HTML. You have a few options, though. Depending on where in your file the link is, you might present the link HTML in a slightly different way. You can switch back and forth between PHP and HTML in the same document, and you can use the same software- any plain text editor will do- to write PHP as to write HTML. How to Add Links to PHP Documents If you are making a link in a PHP document  that is outside of the PHP brackets, you just use HTML as usual. Here is an example: a hrefhttps://twitter.com/angela_bradleyMy Twitter/a ?php - My PHP Code ? If the link needs to be inside  the PHP, you have two options. One option is to end the PHP, enter the link in HTML, and then reopen PHP. Here is an example: ?php - My PHP Code ? a hrefhttps://twitter.com/angela_bradleyMy Twitter/a ?php - My PHP Code ? The other option is to print or echo the HTML code inside  the PHP. Here is an example: ?php Echo a hrefhttps://twitter.com/angela_bradleyMy Twitter/a ? Another thing you  can do is create a link from a variable. Lets say that the variable $url holds the URL for a website that someone has submitted or that you have pulled from a database. You can use the variable in your HTML. a hrefhttps://twitter.com/angela_bradleyMy Twitter/a ?php Echo a href$url$site_title/a ? For Beginning PHP Programmers If you are new to PHP, remember you begin and end a section of PHP code using ?php and ? respectively. This code lets the server know that what is included is PHP code. Try a  PHP beginners tutorial to get your feet wet in the programming language. Before long, youll be using PHP to set up a member login, redirect a visitor to another page, add a survey to your website, create a calendar, and add other interactive features to your webpages.

Defining manufacturing sequence of a tool steel Literature review

Defining manufacturing sequence of a tool steel - Literature review Example Accordingly, the tool steel and die steel has different classification, referring to the metallurgical composition and heat treatment measures used in making these products. For example, cold work and hot work category of steel have remarkably different carbon, chromium, magnesium, cobalt, and nickel and tungsten percentage representation. While tool steels are fundamentally medium or high carbon steels, they have varied amounts of specific elements that shape them into specialized application tools, with significant characteristics. Carbon in the tool steel helps it to gain greater hardness required to do the cutting and have wear-resistant properties. The other elements provide greater strength and toughness to the tool steel. The addition of such elements helps in retaining the size and shape of the tool, while ensuring that the specific tool maintains its strength and hardness during the heat-treatment process. As composition of tool steel varies according to the specific tool application, the aim of his paper is to discuss different types of steel alloys that can be used for manufacture of specific tools. Accordingly, the related changes in the microstructure of tool steel, as it undergoes various manufacturing and heat treatment processes are detailed in the following pages. Addition of Chromium enables the tool steel to gain properties of greater hardness, toughness and wears resistance. Cobalt addition results in increased red hardness, which makes tools applicable for use at higher temperature during operation. Manganese helps the tool steel in quick hardening, while going through heat treatment process. Larger addition of this element, between 1.2 to 1.6 percentages enables the steel to quench in oil instead of water, while lowering the quenching temperature, meant for hardening the tool steel. Molybdenum also helps

Managing Public and Private Organizations Research Paper

Managing Public and Private Organizations - Research Paper Example Most importantly, effective leadership significantly reduces power distances across people by building constructive relationship based on mutual respect and cross-cultural understanding. This motivates the workforce to work on common goals with greater sense of responsibility and accountability. Q2. Discuss the factors that influence individual behavior. (Chap 11) The major factors that influence individual behaviour are personal value system, cultural paradigms, self-efficacy and hierarchy of needs. Personal value system is important issue that serves as guideline for individual behaviour. The ethical considerations and moral code of actions influence and guide one’s actions and general behaviour. In the era of rapid globalization, diversity has become a key issue and cultural paradigms have emerged as pertinent factors that not only give distinct identity to individuals but also provide them with unique cultural identities. Hierarchy of needs vis-a-vis physiological, social security, self-esteem and self-actualization, of individuals motivates them to change their behaviour and work towards achievement of their desired goals. Q3. Discuss how behavior management can be utilized to motivate employees. (Chap 11) Behaviour management is crucial psychological tool used within management funda that helps to streamline and encourage right attitude and behaviour across employees in an organization. Behaviour management relies on the code of conduct and in creating a facilitating environment of motivation and re-enforcement with regard to the various needs and requirements of the employees (Dessler, 2007). Thus, merit based performance, incentives, reward and punishment etc. become key ingredients of behaviour management within an organization. SMART goals comprising specific, measurable, attainable, relevant and timely, are set by individuals to achieve their short term and long term personal and professional goals. Q4. Describe the communication process and h ow barriers to communication can be overcome.  Ã‚  (Chap 12) Effective communication facilitates in developing mutual respect and cross-cultural understanding that helps to resolve workplace conflicts and promote efficient, goal based teamwork to achieve organizational goals and objectives (Bateman & Snell, 2009). The major barrier to communication is the lack of cross-cultural values and psychological barriers like low self- esteem of people who may belong to diverse culture, race, colour and ethnicity. Understanding of cross-cultural values helps build strong relationship based on trust and mutual respect. Thus, overcoming the barriers of communication has emerged as powerful tool to develop cohesive work environment that motivates workforce to work for common goals collectively. Q5. Discuss how technology can be utilized to improve an organization’s informal communication.  Ã‚  (Chap 12) Technology has significantly redefined communication (Reynolds, 2010). The compute r, internet and other technological gizmos like smart phones have become important facilitators of communication. Through the use of electronic boards, email, video-conferencing etc. organizations promote informal communication across the workers. The electronic boards have become popular platforms for sharing information and solving queries. Encouraging workers for

Cambrian Explosion Research Paper Example | Topics and Well Written Essays - 1500 words

Cambrian Explosion - Research Paper Example Parker defines it thus: â€Å"The Cambrian explosion is the evolutionary episode in which all animal phyla attained complex external forms.† (Parker, 2003, p. 9) The phylum is the body plan of an animal, and in the period before 543 million years ago, called the Precambrian era, there were only three distinct animal phyla, whereas at 538 million years ago, there were 38, and this phenomenal increase is what gives rise to the term â€Å"Cambrian explosion.† Some aspects of this theory are, however, disputed, and there are studies which support a much more gradual development of the 38 animal phyla over a much longer time, reaching back long before the so-called explosion period from 543 million years ago. This paper examines the key arguments in favour and against the phenomenon known as the Cambrian explosion concludes with some reflection on what the implications of the Cambrian explosion debate are for modern science. Most scholars agree that there is a step-change in the fossil record at around 543 million years ago. There are some problems, however, in assuming that this surviving record showing a sudden increase in phyla variation gives us a true and complete picture of what actually happened. As scientists discover and analyse further samples, and as new technologies emerge which allow different kinds of analysis, the picture can change dramatically. Above all, it must always be remembered that the preservation of specimens is largely a matter of chance, and there is always the possibility that key pieces of evidence have not survived, or have not yet been discovered: â€Å"While fossils provide the only tangible evidence for the origin of animals, some key early metazoan fossils are rare and many lack informative characters, making the derivation of a rigorous phylogenetic hypothesis based solely on fossil data difficult.† (Cartwright and Collins, 2007) Referring to new technologies such as comparative genomics , Cartwright and Colli ns conclude that â€Å"currently available genomic data supports the origin of a complex genome predating the Cambrian radiation, with the ancestral genome possessing the molecular toolkit necessary for an ‘explosion’ of body plans and complex traits.† (Cartwright and Collins, 2007) This position modifies the theory of the Cambrian explosion only slightly, since it theorizes a large number of evolutionary changes before 543 million years ago, at the molecular level, which then had the effect of causing a rapid divergence of organisms in the Cambrian explosion period. Factors external to the animals then prompt the adaptations that we see in the physical record. Some of the more popular science books propose single factors as â€Å"triggers† for the Cambrian explosion, such as changes in the way that light affected the earth which in turn prompte the evolution of sight, which had the effect of increasing pressure on organisms to avoid being seen and eaten b y other organisms (Parker, 2003). The importance of the Burgess shale deposits in British Columbia, Canada is recognized as a crucial piece of evidence and has been labelled as the indicator of a â€Å"Big Bang† in animal evolution. (Carroll, 2005, p. 138) The diversity of forms is explained in terms of adaptation to changes in the environment: â€Å"Genes in the tool kit are important actors in this picture, but the tool kit itself represents only possibilities, not destiny. The drama of the Cambrian was driven by ecology on a global

Holistic View Of The Bilingual Person English Language Essay

Holistic View Of The Bilingual Person English Language Essay The term bilingual in the psycholinguistic literature does not only apply to people who speak two languages equally well because they were exposed constantly to two different languages maybe due to their parents two different native languages. However Bilingualism refers to the regular use of two (or more) languages, and bilinguals are those people who need and use two (or more) languages in their everyday lives. (Grosjean, 1992, pp. 51). This represents a holistic view of the bilingual person as a competent and complete communicator, on the other hand though a bilingual person is surely not the result of the sum of two monolinguals. As early as 1968, Macnamara, Krauthammer and Bolgar wrote: Within certain limits à ¢Ã¢â€š ¬Ã‚ ¦, all bilinguals manage to keep their languages distinct and can switch from one to the other. It follows that to some extent bilinguals experience their languages as psychologically distinct systems, and that they have some device to control which one is used at any particular time. However, fluent bilinguals are capable of switching between their two languages, when for example a third person who can speak only one of the two languages is pulled in a conversation or when the topic of the discussion strongly asks for the use of both languages at the same time. To clarify this point, consider this situation described by Judith Kroll You are sitting at a cafà © or at the airport when you overhear a conversation in English that suddenly switches to another language and then back to English. If you are a monolingual speaker of English, you may notice the mixture of languages without realizing that you have listened to an impressive cognitive accomplishment by the speaker. This exceptional achievement is instead a rather common feature of bilinguals language use in which words of two languages mix together in a coherent and meaningful conversation .. In this sense, a bilingual changes the linguistic form, without alterating the substantial meaning byusing a word which may address the sense of a discourse in a better or stronger way like choosing between synonyms with the same language (Sridhar Sridhar, 1980). Yet when the same bilinguals speak to a monolingual they rarely use or switch to an alternative language in order to prevent the monoli ngual speaker from not understanding. These different circumstances and a variety of other situation where this capability arises leads to question of how the information to be processed or expressed is bound to the activation or articulation of a corresponding word or phrase in the appropriate language. On one hand, for a person repeatedly coping with language switches within the conversation, these apparently strange words come unexpectedly and may perhaps be more difficult to process than their within-language counterparts. On the other hand for a bilingual who has to choose in which language to speak, the process of finding the right word in the right context, which French and Jacquet (2004) refer to as lexical access may result extremely complex , as in addition to the activation of words in one language other than the target, other parole (words) in the other language might be active as well.,. Thus, the simultaneous activation of the two lexico-semantic represenations of a bilingual might address different answers paralleled with the specific processing modality, word recognition or production, driven by the context. In word recognition, language membership is passively conveyed to a person by the orthographical or phonological characteristics of the word (). However, in word production, the speaker actively and intentionally decides which language to use. Therefore, the speaker can exert some control on lexical forms and choose the target which best fits the communicative context among a set of activated representations. We do not claim that the mechanisms and neural dynamics recruited for lexical access are necessarily different in recognition and production, but rather that the processes involved in each may be at least partially different. The aim of this project will be first to trace the effects of a language switch on models of both language production and language comprehension and second to identify the neural correlates of language switching and the impact a switch may have on the cognitive processes which rule lexical access in order to produce or recognize a word. Bilingualism and language comprehension Language comprehension has been investigated in bilingual populations mainly through tasks in which bilinguals are substantially asked to respond to written words in one or both of their languages. In such visual word identification tasks, the language switch is driven by the upcoming stimuli in input, while the output is executed by button press driven by a binary decision. A large number of studies have addressed bilinguals performance in comprehension tasks through both within-language and cross-language tasks such as lexical decision (e.g., Dijkstra, Van Jaarsveld Ten Brinke, 1998; Dijkstra, Grainger, Van Heuven, 1999; von Studnitz Green, 2002), language decision, and categorisation tasks (e.g., Dufour Kroll, 1995; Grainger Frenck-Mestre, 1998). Initial studies revealed, for example, that when bilinguals were asked to read language-mixed passages, their performance suffered compared to reading single-language passages (Macnamara Kushnir, 1971). In lexical decision, responses to words where a switch in language occurs were slower than those to a trial nested in a sequence of words from same language s (Thomas Allport, 1995; Von Studnitz Green, 1997). Ability to recognize words in one language seems to be influenced by the language memebership of the word immediately preceding (the basic language priming effect) (Grainger Beauvillain, 1988; Grainger ORegan, 1992) even in lists of unrelated words. Fluent bilinguals seem to comfortably manage whichever language they are requested to use, however in all of the contexts mentioned just above a language switch during comprehension hurts their performance. This evidence suggests that even when bilinguals read (e.g., Dijkstra, 2005) or hear (e.g., Marian Spivey, 2003) one langua ge alone, both languages are still active. Thus, a crucial point here is to establish if and to what extent the other language is still there when bilinguals use one language alone. One way of testing this hypotheisis is to isolate ambiguous features of the bilinguals two languages , meaning to use words that partially overlap or are totally shared in both languages. When two languages share the same alphabet, we may find words called cognates that look or sound the same and mean the same thing as well. For example, In French and Italian, the words balla and balle are almost spelled identically and have the same meaning and. If bilinguals are really capable of shutting down one language and dress as monolinguals, then performance on these special words (cognates) should not differ from that on distinctive and unambiguous words. If the other language results not to be in standby but always on, then bilinguals should perform differently from monolinguals which in a lexical decision ta sk will need to match the target with only one possible candidate instead of two A cognate benefit on performance has been demonstrated across a variety of tasks (De Groot and Poot, 1997; Van Hell De Groot, 1998a; Van Hell and Dijkstra, 2002;), providing substantial evidence that cognates are represented or processed differently from non-cognate translation equivalent words in the second language. Cognates and non-cognates also show different priming effects: in one of the earliest explorations of the effects of cognates, De Groot and Nas (1991) found cross-language repetition priming for both cognates and non-cognates, but associative priming only for cognates. Given such evidence they reached three conclusions: (1) the representations of both cognate and non-cognate translations at the lexical level of representation are connected; (2) cognate translations share a representation at the conceptual level while (3) non-cognate translation equivalents are represented in separate conc ept nodes. De Groot and colleagues model of cognate representation has continued to develop, but it remains firmly based on the principle that cognates representations in the two languages are shared, or overlapping, more than those of non-cognates. In terms of distributed representations, Van Hell and De Groot (1998) describe the notion of overlap as the patterns of activation for a cognate word and its translation being similar to one another, whereas the patterns of activation for a non-cognate word and its translation may have very little in common. The more features are shared between words, the smaller the lexical distance between their corresponding patterns of activation. In addition, the cognate effect was found not to be restricted only to conditions where stimuli are presented in written form. Costa, Caramazza, and Sebastià ¡n-Gallà ©s (2000), for example, found that bilinguals named pictures with cognate names more quickly than pictures with non-cognate names, while monolinguals showed no difference on the same set of pictures. This confirms that the cognate benefit is not solely due to orthographic overlap in the presented stimuli. Many studies have took advantage of these special properties of cognate words in order to determine how this linguistic ambiguity impacts on bilinguals ability to understand these words in only one of their two languages. Evidence stemming from all these studies strongly supports the idea that the language not in use may be in a sort of sleeping mode and anyway exerts an influence on the bilinguals lexico-semantic system even when a task tunes it to the other language. When cross-language form and meaning converge, bilingual performance is typically facilitated; when cross-language form and meaning conflict, bilingual performance is often hindered, in that it is slower and more likely to be error prone (Dijkstra, 2005). These cross-language effects will likely occur especially in the case of a second less dominant language given that most of time both languages will never be equally strong. Furthermore in conditions where a change in language occurs, the cross-linguistic influence of one language on the other will directly affect the processing of words in either one of the two languages. However it is a point of some controversy in the literature whether the costs associated with switching between languages might be somehow modulated by language specific or ambiguous cues. The Bilingual Interactive Activation model (BIA) and language switching Dijkstra and van Heuven (1998) have proposed a model for word recognition in bilinguals (BIA, the Bilingual Interactive Activation model) in which they try to account for the interaction between active word candidates in both languages. Novel to the BIA model is the use of language nodes. When the BIA model encounters a string of letters, the specific visual features of each at a particular letter position excite letters in the system with corresponding features while different letters are inhibited . Activation in turn from letters is driven to words in both languages where each letter figures in the determined position, while all other words are inhibited. At the word level, language membership will not affect inhibition as all words inhibit each other. Activation thriving from word nodes in the same language is carried on to the corresponding language nodes which store activation from words with a specific language tag, and in turn spread, through a feedback mechanism, inhibition to all word nodes in the other language. Furthermore, these language nodes can be pre-activated reflecting a particular task and this device allows the asymmetric inhibition of words in the two languages; word forms in L1, for instance, can be more inhibited than word forms in L2. The effects of language switching can be explained in this framework through a mechanism which allows lexical activation to flow from one trial over to the next. The BIA hypothesizes that activation of a specific language node paralleled with the presentation of a word in that particular language will not completely decay and fall beneath threshold, therefore when the next item comes up in the other language the corresponding word unit will be partially inhibited. According to this model any cost relative to switching will fall close to zero if the input carries orthographic features unique to a language. Only one or a few word units in that particular language will be active and any advantage or disadvant age held by similar cross-linguistic representations (i.e. as in the case of cognates) of the previous trial will fade out. This model shows that language switching may be a function of the task situation, the nature of stimulus material, as well as the expertise of the bilingual. Figure 1. The Bilingual Interactive Activation (BIA) model for bilingual word recognition. Arrowheads indicate excitatory connections; black filled circles indicate inhibitory connections. (Dijkstra van Heuven, 1998) 4.4 The effects of context information and the BIA+ Model Language is a single word, however in its everyday use it implies the use of a set of multiple words to express meaning. It is possible therefore that evidence for cross-language activity stems from the decontextualized nature of word recognition tasks commonly employed to investigate the bilinguals two languages. In the context of a conversation or while we read a passage in one language rather than the other cues which shift the balance of activity in favour of the intended language should be conveyed to a mechanism which could virtually switch off the other language. This indeed does not seem to be the case as recent evidence from a number of studies suggest that contextual cues per se are not able to turn completely down the activity of the language not in use. On one hand we would have intuitively predicted that the frame provided by a stringent linguistic context should reduce the number of viable language interpretations. On the other hand, these findings justify the ease of language switching and the relatively low cost it entails in terms of processing resources (e.g., Moreno, Federmeier, Kutas, 2002). However, a point of some controversy remains and namely the relationship between the word identification system and the linguistic context (as a sentence) or the non-linguistic context information determined in an experimental framework by the task demands (i.e. the participants expectations determined by the instructions). One option is that after the initial stages of lexical processing, information of both types (linguistic and context) may exert an influence on the activation level of forms in the target and non-target language. For instance, context information could inhibit lexical candidates or lemmas in the irrelevant language (BIA model by Dijkstra et al., 1998; IC model by Green, 1986, 1998) or just modulate of the activation level of lexical candidates in each language (Grosjean, 1997). A second option is that non-linguistic context information does not directly influence the activity in the identification system itself, but affects decision criteria only.. The BIA+ model postulates the existence of two distinct systems: a word identification system and a task/decision system. Linguistic information conveyed by a sequence of words in in a sentence context may modulate the word identification system, while non-linguistic context information (e.g., participants expectations and strategies) affects parameter settings in the task/decision system.. However, the model clearly states that the task/decision system and sources of non-linguistic information do not affect the lexical activation levels within the word identification system itself. Therefore while performing in a task (such as lexical decision) an early preconscious, automatic level of processing thriving from activity within the word identification system may be followed by an attention-sensitive level in which lexical forms are selected through a task/decision system with reference to different contextual factors and bound to a specific response relevant to the task at hand (cf. Altenberg and C airns, 1983, p. 187; Dupoux and Mehler, 1992; Balota, Paul and Spieler, 1999). The task schema, which is set up during the practice set or retrieved from memory, designates the algorithm which selects the cognitive processing steps necessary to perform the specific task (Green, 1986, 1998; Norman and Shallice, 1986). The decision mechanism is incorporated in the task schema and monitors continuously the activation level of candidates in the identification system by weighting the different levels of activation of targets with respect to each other within the identification system in order to arrive at an output in terms of response. The decision relies upon a lexical selection mechanism, which triggers depending on the breaking of an activation threshold for a lexical candidate. In other words, the identification and task/decision systems, though interconnected, may be partially independent. The two systems use their own criteria for action triggering (i.e., lexical selection and res ponse selection/execution). The identification system is assumed to recognize a word and is able to select a single lexical candidate with a good degree of certainty) when the system reaches a fair stability. The task/decision system triggers a response when its own criteria are met, some of which ruled by lexical activation, while others driven by a tendency towards optimization in terms of how activated and selected representations in the identification system are linked to possible responses. For instance, in lexical decision the input letter string conveys activity to orthographic, semantic and phonological codes, all of which could allow a discrimination of word and non-word input. However, when participants are asked to make a language decision in the sense to press one button if a presented item belongs to one language (e.g., English) and another button if it belongs to another language (e.g., Dutch) only those codes which facilitate the retrieval of language membership infor mation (language tags) are able to address a correct response. Thus, different schemas underlie different tasks, although one task may obey to different schemas. The schema might capture and use information from different sources in parallel, but presently available evidence suggests that orthographic representations play a major role (Pexman and Lupker, 2001). A number of recent experiments have addressed the predictions stemming from the BIA+ model by asking whether the parallel activity of the two languages can be reduced or eliminated when language ambiguous words that produce cross-language effects out of context, are placed in sentence context (e.g., Elston-Gà ¼ttler, Gunter, Kotz, 2005; Schwartz Kroll, 2006;Van Hell,1998). Schwartz, Kroll, and Diaz (2007) showed that when bilinguals are asked to name a cognate like radio in isolation, they are faster relative to controls if there is both orthographical and phonological overlap across the two languages. However, when they read highly constrained sentences the processing advantage for cognates disappeared while in sentences with a lower closure probability, an advantage for cognates remained, suggesting that knowing the language in which you are reading does not switch off the unintended language. This last assumption leads to the question of whether the decision criteria in a language switching task is affected when cognates are involved considering that the activation threshold for lexical candidates will be broken not as quickly. According to the BIA+ model, the similarity of the input word to the internal lexical representations establishes their activation level. Therefore the larger the overlap between the input string and a representation in the mental lexicon, the more the internal representation is activated. In the case of two languages with alphabetical writing systems, the number of activated orthographic candidates is determined by factors such as the neighbourhood density and frequency of the target word and its within- and between-language neighbours and not by the words language membership. However, If the two input codes specific to each language are different (e.g., letter sets), the activated set of neighbours may become much smaller. Figure 2. The BIA+ model for bilingual word recognition. Arrows indicate activation flows between representational pools. Inhibitory connections within pools are omitted. Language nodes could instead be attached to lemma representations between word form and meaning representations. Non-linguistic context only affects the task schema level. (Dijkstra Van Heuven The architecture of the bilingual word recognition sysytem, Bilingualism:Language and Cognition, 5, 2002 )

Familial DNA Searching Essay -- Genetics

Nowadays, DNA is a crucial component of a crime scene investigation, used to both to identify perpetrators from crime scenes and to determine a suspect’s guilt or innocence (Butler, 2005). The method of constructing a distinctive â€Å"fingerprint† from an individual’s DNA was first described by Alec Jeffreys in 1985. He discovered regions of repetitions of nucleotides inherent in DNA strands that differed from person to person (now known as variable number of tandem repeats, or VNTRs), and developed a technique to adjust the length variation into a definitive identity marker (Butler, 2005). Since then, DNA fingerprinting has been refined to be an indispensible source of evidence, expanded into multiple methods befitting different types of DNA samples. One of the more controversial practices of DNA forensics is familial DNA searching, which takes partial, rather than exact, matches between crime scene DNA and DNA stored in a public database as possible leads for further examination and information about the suspect. Using familial DNA searching for investigative purposes is a reliable and advantageous method to convict criminals. Familial DNA searching works by using the combined DNA index system (CODIS) to compare DNA samples taken from crime scenes to DNA profiles already recorded in the local, state, or national criminal DNA database. There are many indexes in the database; two of the largest are the offender index, a catalogue of DNA profiles from previously convicted felons, and the forensic index, a catalogue of DNA from crime-scenes. A DNA sample is run through the database by CODIS’ matching algorithm that searches the indexes against one another to generate matches according to how often base pairs, or â€Å"markers,† repeat in th... ...of Justice, 1 Sept. 2011. Keiper L. More states use familial DNA as powerful forensic search tool. Reuters [Internet]. 2011 [cited May 16 2012]; N. page. Available from: http://www.reuters.com/article/2011/03/30/us-crime-dna-familial-idUSTRE72T2QS20110330. Riley S. How familial DNA can help crime victims. The Grio [Internet]. 2010 [cited 16 May 2012]; N. page. Available from: http://www.thegrio.com/opinion/how-familial-dna-can-help-crime-victims.php. Singer N. In Fighting Crime, How Wide Should a Genetic Net Reach? The New York Times [Internet]. 2010 [cited 21 May 2012]; N. page. Available from: http://www.nytimes.com/2010/07/25/business/25stream.html?_r=1. Steinhauer J. â€Å"Grim Sleeper† Arrest Fans Debate on DNA Use. The New York Times [Internet]. 2010 [cited 21 May 2012]; N page. Available from: http://www.nytimes.com/2010/07/09/us/09sleeper.html?pagewanted=all.

Ethan from †Realism Essay

The rise of Realism in 1855 was the time when farming began to industrialize, communication expanded through railroads, and Nationalism was yet again revived. On top of all these important transformations that have marked this period of time was the significance for literature with a new audience, new settings, and new characters. The novel, Ethan Frome, by Edith Wharton, is a magnificent example of literature from the Realistic period. First, Realism is a definite movement away from the Romantic period. Romantics wrote regarding the unique and the unusual, whereas in Realism, literature was written about the average and ordinary. The town where the novel takes place is Starkfield, an average farming community. There is not much in the town that is of interest or anything extravagant to be known for. In addition, literature from Romanticism focused on hopes, while Realistic literature illustrated skepticism and doubt. The narrator describes the scene where Zeena declares to Ethan that her sickness is getting serious, saying, â€Å"She continued to gaze at him through the twilight with a mien of wan authority, as of one consciously singled out for a great fate. I’ve got complications,’ she said† (108 Wharton). Hope for Zeena’s health is nonexistent, and she, being a hypochondriac, confirms the fact that she feels doubtful about life. The Romantics wrote about the unusual and hopeful, which are characteristics that are not strongly represented in Realistic literature. The second aspect of Realism is the idea of Regionalism. One indication of Regionalism in literature is the characters’ dialect. An excellent depiction of dialect is where Harmon Gow says, â€Å"Wust kind, . . . More’n enough to kill most men† (6). His regional accent is shown by the spelling and punctuation, allowing the reader to have an idea of how Harmon would have said it. Another aspect of Regionalism is the customs and the way of life of the characters. One way of life that the characters are accustomed to is the normality of marriage between cousins. As this practice is not enthusiastically accepted everywhere, it brings the Regionalistic aspect to the novel. Regionalism, which includes the characteristics of dialect and customs, is a critical component of Realism. Third, Realistic literature uses the concept of Naturalism. In Ethan Frome, the bleak winter setting is a primary clue that nature plays a key role in the story. Nature is displayed as a powerful and malevolent force that is indifferent to humankind. In the novel, the narrator once stated, â€Å"But when winter shut down on Starkfield, and the village lay under a sheet of snow perpetually renewed from the pale skies, I began to see what life there–or rather its negation–must have been . . . † (7). This statement depicts the winter seasons in Starkfield as gloomy and undesirable weather. Aside from the setting, the basic animal nature of humans also draws out the Naturalistic traits in Realism. The narrator tells what was going through Ethan’s mind following the smash-up, † . . . and far off, up the hill, he heard the sorrel whinny, and thought: `I ought to be getting him his feed. . . ‘ † (172). At such an intense moment, Ethan’s animal nature brings him to think about tending to his hungry horse instead of caring about his and Mattie’s teetering lives. These examples signify the sense of nature and its forces used in the literature of Realists. Edith Wharton’s novel, Ethan Frome, is a wonderful example of Realistic literature. Its style shows signs of a distinct shift away from Romanticism and illustrates the aspects of Regionalism and Naturalism, two major components of Realism. Authors of the Realistic period depicted life as typical, everyday people lived and knew it to be, using these important points. The ordinary characters that dealt with common problems and situations in the literature brought a new group of readers, establishing a unique new era that has changed the way people perceive life forever.

Children’s Hospital and Clinics Essays

Children’s Hospital and Clinics Essays Children’s Hospital and Clinics Essay Children’s Hospital and Clinics Essay Due to a patient near fatal accident, the children’s hospital and clinics were looking for any effort to provide a safety patient culture. Julie Morath was hired in 1999 to improve hospital operations; she wanted to make Safety the top priority of the hospital. Julie Morath directed and begun setting up the Patient Safety Initiative at Children’s Hospital and Clinics by making employees obtain the mindset of safety and building a culture. The key steps to her patient safety initiative were the blameless patient safety reporting system, making focus groups, and setting up a committee of patient safety practice. During each process of the patient safety initiative at Children’s Hospital and Clinics there were many positive and negative effects of each step. The key elements of Patient Safety Initiative were followed by three steps, the first step was presentations that she conducted to the hospital staff about the national research and medical errors. The second step was focus groups that focused on the patient safety issues at Children’s Hospitals and Clinics. The third step was to make the initiative more strategic by developing it. Morath wanted to create a culture where she had the concept of â€Å"do not harm† was clearly developed rather than expressly stated. She wanted to focus her culture based on collaboration among others and operations around the science and sense of safety. When she came into Children’s and clinic, her main objective was making safety the top priority. According to exhibit 10, you can see that the safety reports have been steady improving since she got hired. One of the key elements of Patient Safety Initiative was to transform the organizational culture in order to provide an environment that would be able to discuss medical accidents in a proper manner. She wanted to embrace a culture that welcoms communication about safety issues. She enforces the idea of learning from past mistakes rather then pointing fingers whenever there was a mistake. There was the patient safety dialogues which created a sessions which all of the employees come together to talk and discuss the research of medical safety. Blameless reporting was also part of building the culture and this was a system designed to report medical accidents without the fear of being punished. According to exhibit 7, the blameless report help make the line workers to find out how to eliminate breakdowns. One of the weaknesses of the building culture was everyone was not happy about this approach. Many employees believed itwould be more of the employee lack of ability instead of the failed system. Many were worried that it was hard to actually find out who the poor workers were because of the blameless reports. The second element was to develop the infrastructure that was required to direct safety improvements. This was a reporting system that examines serious accidents and it was responsible for approving all of the major policy changes. Patient safety steering committee was formed and they would set the goals for the safety initiative. Exhibit 9 below shows all of the members that were in the committee. When developing the infrastructure, this allowed focus event studies which they would be able to conduct investigations after any serious medical accidents. The focused event studies helped identified the sequences of events accurately as possible, and this helps tell all of the system failures. The weakness in the process of developing the infrastructure was that many employees had the concern that they didn’t have enough time, staff, or resources to follow up on the issues. There was another issue about the recommended changes that was forced and to meet the effectiveness of the change. The last concern about developing the infrastructure was if this approach actually changed the hospitals legal risk profile. The third element was to launch a project to examine the medication administration system at the hospital. This approach was to achieve the goal of having zero defects in the administration system. The purpose of the medication administration system was to improve the safety of the patient by moderating the system and processes. Safety action teams were formed and it was eight employees that came together to discuss the problems and they way it could be improved. The strength of this was that it could provide a powerful vehicle for workers to get out the unnecessary complexity and remove barriers. The barriers that Morath faced as she tried to encourage people to discuss medical errors more openly is one thing she did was she presented data from the Harvard Medical practice study on the frequency and the causes of medical errors. The staff then came to mind that the events that occur at children’s happen along with other colleagues. She convinced everyone that errors were a problem and that it happens to all care organizations. She then tried to persuade Children’s hospital staff about talking openly about errors because open discussion will eventually improve patient care. She then conducted focus groups, sheinvolved staff from other areas and she did get people more focus about coming up with ways to improve the patient safety. Overall, she conducted 18 groups that included many of the staff through the hospital and this created more awareness and many felt free to talk about their experiences with medical errors. According to exhibit 10, there issue was also the parents who were concerned so a parent group was formed to keep them updated on the information. When she conducted the strategic plan, she summarizes the components of the strategic plan by calling it SAFE. The acronym stand for safety, access, financial, and experience, each of the categories had a clear goal and what to do to accomplish them. My assessment of Morath’s leadership of the organization change process at Children’s hospital and Clinics was that she was really impassionate about safety. It stated in the article that her leadership was going to be hard to replace and all the effort she put into the hospital can go to a fad. The central challenge that she faced was that to change people mindsets towards accident in the medical field. She wanted to change it from a penalty environment to a learning experience environment. Another challenge she faced was getting employees to own to a mistake without the fear of getting in trouble. The key activities that she initiated was the learning from past mistakes environment instead of blaming. In stage 1 of the changing process, her system was very encouraging and more employees were more willing to share their mistakes. In stage 2 and 3, the system believed that mistakes occurred because of drawbacks in the processes rather then the ability of the staff. Judith Morath had the right mindset when it came to making safety the top priority at Children’s Hospital and Clinics. There were many issues such that dealt with disclosure and legal risk, accountability, measuring results, and leadership. When it came to disclosure and legal risk, she worried about the benefits of enhancing disclosure to patients and families exceeded the risk of additional lawsuits. There was a belief that the respect with the parents involvement in the safety improvement effort. She also had the challenge of accountability, many of the unit managers and administrators were concern over the blameless reporting and that staff should be responsible for the accident. They believed that there should be consequences and accountability for the poor performance. Also the measuring results didn’t match up well. According to exhibit 10, she wasn’t able tojustify the financial results and the benefits outweighed the costs.

What Is Mitosis A Complete Guide to Mitotic Cell Division

What Is Mitosis A Complete Guide to Mitotic Cell Division SAT / ACT Prep Online Guides and Tips If you’re studying biology, the concept of mitosis is pretty unavoidable. Mitosis is part of the cell cycle, and studying how cells work makes up a huge portion of any biology class. It’s safe to say you’re going to need some working knowledge of mitosis if you’re looking to breeze through any biology-related course or exam. Here’s what we’re going to cover in this article so you’re up to speed on the purpose of mitosis, how the process of mitosis works, and why mitosis is important to know about. We will: Answer the question, â€Å"What is the purpose of mitosis?† (definition and explanation of the importance of mitosis included) Description of the 4 phases of mitosis Review the similarities and differences between mitosis and meiosis Our top three tips for studying and memorizing the stages of mitosis, and Three resources for further learning about mitosis! And, now, let our journey through the world of mitosis begin! Mitosis Definition The first thing we need to do is answer the question, â€Å"What is mitosis?† In cell biology, mitosis is a part of what is called the cell cycle. The cell cycle, sometimes called the cell-division cycle, is the series of events that occur in a cell that lead to duplication of that cell’s DNA and, ultimately, the creation of new cells. During mitosis, the cell division part of the cell cycle, a single parent cell’s replicated genetic material- called chromosomes- divides to produce two new, genetically-identical daughter cells. In the cell cycle, the cell’s DNA is replicated in interphase, the phase that precedes mitosis. Mitosis alternates with interphase to make up the cell cycle in its entirety. In fact, a cell cannot begin mitosis until interphase is successfully completed. So we’ve explained that mitosis is the part of the cell cycle when cell division occurs, but let’s get a little more detailed than that. During mitosis, one cell divides one time, and the cell that’s being divided is always called the â€Å"parent cell.† When the process of dividing the parent cell is complete, the result is two â€Å"daughter cells.† These cells are called daughter cells because, during mitosis, the genetic material of the parent cell is passed on to each new daughter cell. But it’s important to note that, in the type of cells that undergo mitosis, the genetic material of the cell is contained within the cell’s nucleus. So, while mitosis is often referred to as â€Å"cell division,† mitosis is technically the division of a cell’s nucleus into two new, identical nuclei. What Types of Cells Undergo Mitosis? You may have heard about two types of cells: eukaryotic (animal) cells, and prokaryotic (plant) cells. Both types of cells undergo cell division, but only eukaryotic cells experience cell division through mitosis. In fact, all eukaryotic cells can engage in mitosis. Mitosis happens exclusively in eukaryotic cells because this type of cell has a nucleus. The nucleus of a cell contains its genetic matter, and this is what is passed to the new â€Å"daughter† cells in the process of mitosis, or cell division. In order to replicate the genetic material, mitosis has to occur in cells that have a nucleus. 2 Reasons Why Cells Divide (and Why Cell Division Is so Important) Answering the question, â€Å"Why do cells divide?† pretty much also answers the question, â€Å"Why is mitosis important?† The process of mitotic cell division in eukaryotic cells is important for two main reasons: because cell division creates new cells that keep eukaryotic organisms thriving, and because cell division passes a consistent genetic identity to a new generation of cells. First, the division part of the cell cycle- mitosis- is so important because the parent cell passes its genetic information to its offspring cells (sometimes called â€Å"daughter† cells) during this type of cell division. If cell division doesn’t occur, new cells can’t be created. And it’s important for new cells to be created in eukaryotic organisms because . . . cells get worn out and die! The dead cells need to be replaced with new cells so the organism can continue growing. Second, the process of mitosis is so important because parent and daughter cells in certain types of organisms must be identical in order for the organism to survive. When mitosis occurs successfully, two new cells with the same genetic composition and an identical chromosome set to the previous generation are created. If there’s an error during mitosis, harmful conditions can develop, like cancer or hemophilia. When Does Mitosis Occur in the Cell Cycle? Mitosis is really important, but it’s actually only one part of the cell cycle. A period called interphase precedes mitosis in the cell cycle, and interphase and mitosis alternate as the cell cycle occurs over and over. So, mitosis is the second or concluding part of the cell cycle, and mitosis cannot start until interphase has been successfully completed. During interphase, the cell grows and develops the proteins needed for cell division. In the middle of the interphase period, the cell duplicates its chromosomes. Once the chromosomes have been duplicated and all other conditions are ideal in the cell, the first phase of mitosis can begin! The 4 Phases of Mitosis, Explained We have a much longer article that covers the four phases of mitosis in more detail, but we do want to give you an overview of what the four phases of mitosis are and what happens during each phase here. If you’re looking for a deep dive into the four phases of mitosis, take a look at our article, â€Å"A Detailed Breakdown of the 4 Phases of Mitosis†! Mitosis is a process that happens in phases that always occur in the same order and accomplish the same tasks (unless something goes wrong!). The four phases of mitosis are prophase (P), metaphase (M), anaphase (A), and telophase (T). Each of these phases helps achieve the purpose of mitosis by moving the process of cell division and reproduction along. Without the proper completion of each of the four phases, cell division wouldn’t happen the way it’s supposed to. We’ll quickly breakdown each phase of mitosis for you next! Phase 1: Prophase and Prometaphase During prophase, the first phase of mitosis, the chromatins inside the cell’s nucleus begin condensing into chromosomes. The protective membrane surrounding the cell’s nucleus, called the nuclear envelope or membrane, also begins to break down. As the chromosomes condense inside the nucleus and the nuclear membrane disintegrates, centrioles outside of the nucleus start moving toward opposite sides of the cell and form the mitotic spindle, which is made up of fibers called microtubules. The mitotic spindle stretches from one side of the cell to the other, suspended between those centrioles that moved away from each other. Phase 2: Metaphase Metaphase is the second phase of mitosis. During metaphase, spindle fibers attach to the centromere of each pair of sister chromatids. The sister chromatids also move into the middle of the cell and line up along an invisible line, called the metaphase plate. These spindle fibers prepare the sister chromatids to separate properly in the next phase of mitosis. Phase 3: Anaphase Anaphase is the third phase of mitosis, and this is when cell division really begins. During anaphase, the spindle fibers attached to the sister chromatids start shortening, which pulls the sister chromatids apart down the middle toward opposite sides of the cell. By the end of anaphase, each side of the cell has a complete, identical set of chromosomes. Phase 4: Telophase Finally, we have telophase: the fourth and final phase of mitosis. In telophase, the separated chromosomes start to unfold and form chromatin. The spindle also disintegrates, and a new nuclear envelope forms around the two new sets of chromosomes. These two new sets of chromosomes make up two nuclei, which have received genetic information from their parent cell. iframe width="560" height="315" src="https://www.youtube.com/embed/zrKdz93WlVk" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen/iframe Mitosis Versus Meiosis: The Similarities and Differences Mitosis, meiosis. You probably know that both of these processes have something to do with cells. But what’s the difference between the function of mitosis and the function of meiosis, and why do you need to know the difference? - To understand how mitosis and meiosis are related, the first thing you need to know is that mitosis isn’t the only type of cell division that can occur. Meiosis is also a form of cell division and reproduction! But while mitosis results in two identical daughter cells, meiosis results in four sex cells. That’s right- meiosis is the process of cell division and reproduction that occurs in organisms that reproduce sexually. Here are the key differences between mitosis and meiosis as processes of cell division and reproduction: Mitosis Meiosis Where it occurs Occurs in all organisms, except viruses Only occurs in animals, plants, and fungi Cells it produces Creates body/somatic cells Creates germ/sex cells Number of cell divisions One cell division ( 4 stages total) Two cell divisions (8 stages total) Prophase length Prophase is short Prophase I is longer Recombination/crossing over No recombination/crossing over in prophase Recombination/crossing over of chromosomes during prophase I Metaphase During metaphase, individual chromosomes line up on cell’s equator During metaphase I, pairs of chromosomes line up on cell’s equator Anaphase During anaphase, sister chromatids move to opposite ends of the cell During anaphase I, sister chromatids move together to the same cell poll During anaphase II, sister chromatids are separated to opposite ends of the cell Number of cells created End result: two daughter cells End result: four daughter cells Ploidy Diploid daughter cells Haploid daughter cells Genetics Daughter cells are genetically identical Daughter cells are genetically different That’s a lot of differences, right? But there are also several similarities between the processes of mitosis and meiosis. Here they are: Both mitosis and meiosis begin with a diploid parent cell, or a parent cell with two sets of chromosomes Mitosis and meiosis go through the same phases, in the same order- prophase, metaphase, anaphase, and telophase- but the phases occur only once during mitosis and twice during meiosis Both mitosis and meiosis end with cytokinesis, the cytoplasmic division of a eukaryotic cell into two daughter cells In general, you want to try to remember the two main differences between mitosis and meiosis: meiosis involves two cell divisions, while mitosis only involves one, and meiosis gives rise to the production of germ cells, while mitosis gives rise to the production of somatic cells. Now you should be able to come up with answers to the questions, â€Å"What is the purpose of mitosis?† and, â€Å"What is the purpose of meiosis?† all on your own! Next, we’ll tell you about our top three tips for studying and memorizing the details of mitosis. Our Top 3 Tips for Studying and Memorizing the Details of Mitosis Now, learning cell biology is essentially a gargantuan effort to remember a lot of stuff about a lot of things, so maybe you’re wondering how you’re going to remember what the stages of mitosis are, the order of the phases, what happens in each phase . . . the list could probably go on! Fear not: we’ve come up with some strategies that can help you remember some of the most important details about mitosis. Check out our top three tips for studying and memorizing the key details about mitosis below. Mnemonic Devices Mnemonic devices are techniques that people can use to help them remember something. If you need to remember the 4 stages of mitosis in order, try memorizing one of these mnemonic devices: I Picked My Apples Today I Prefer Tea And Milk IPMAT Get it? The first letter of each word in the mnemonic devices above corresponds with the first letter of each of the phases of mitosis, plus interphase: I = Interphase Picked = Prophase My = Metaphase Apples = Anaphase Today = Telophase Adding one of these easy-to-remember phrases to your study arsenal can make remembering the phases of mitosis much easier in a high-pressure situation! Use the Letters In â€Å"Mitosis† and â€Å"Meiosis† to Remember the Difference If you thought those mnemonic devices were a cheesy way to remember key details about mitosis, just wait: we’ve also got a couple of ways to differentiate between mitosis and meiosis just by using the letters in the words mitosis and meiosis. Here’s an example: Mitosis has a â€Å"t† in it, so mitosis is going to result in two cells. Here’s a visual: The â€Å"T† in mitosis = two cells. Just remember that â€Å"t,† which should help you remember that mitosis results in two genetically identical daughter cells. Now for meiosis- and this one is easier. Ready? Meiosis doesn’t have a â€Å"T† in it, so it isn’t going to make two cells. â€Å"T† in mitosis = two cells. No â€Å"T† in meiosis = not two cells. A Different Kind of Mnemonic and A Hand Trick Maybe you need a trick to remember what happens during each phase of mitosis in addition to remembering what order they go in. Here’s one more trick that takes the first letter of each phase of mitosis and associates it with a word starting with that same letter to describe what happens in the corresponding phase of mitosis: Prophase = Prepare Metaphase = Middle Anaphase = Apart Telophase = Tear Prepare - middle - apart - tear. The idea with this one is to use one word that sort of sums up what happens in each phase of mitosis to trigger your memory about the other details of what happens in that phase. So, for example, if you can remember prophase = prepare, that should set you up to explain how prophase prepares the genetic material in the cell’s nucleus for division by condensing it tightly together. If a visual representation of what happens during each phase of mitosis is more helpful to you than another mnemonic device, try memorizing the quick hand trick demonstrated in this YouTube video! You could also combine the descriptive words from the mnemonic above with the hand trick for a double whammy. 3 Resources for Further Learning About Mitosis If you need some extra help answering the question, â€Å"What is mitosis?† on your own or want to build on your current mitosis definition, check out the three resources below that provide more information about mitosis! Nature Journal Maybe you’re feeling pretty ambitious and you want to dive into peer-reviewed, academic research articles on mitosis. One of the best places you can turn for that is Nature, an international science journal, and one of the most reputable in its field. If you need to do research on mitosis that’s going to be up to, say, a college professor’s expectations, any search you do in Nature’s archives will get you the kind of sources you need. The big drawback of most academic research journals is that the subscription fees are hefty. A one-year subscription to Nature for students is $119. Don’t lose heart, though. A lot of times, schools and universities buy subscriptions to reputable journals, so it’s likely you could access articles or issues on mitosis through your school library’s online databases. If you’re in doubt, just ask a research librarian! Scitable by Nature Education If a full-fledged, peer-reviewed scientific journal is a bit much for you at this point, Nature Education provides a tapered down resource for students looking for credible overviews of science-related topics, called Scitable. Scitable focuses specifically on key genetic concepts, so they definitely provide content that covers mitosis. When you search a concept on Scitable, the results pop up conveniently categorized based on type of content. So, if you search â€Å"mitosis† from the Scitable homepage, you’ll get results categorized as â€Å"articles,† â€Å"concept pages,† â€Å"definitions,† â€Å"images,† and â€Å"blog posts.† We recommend exploring Scitable on your own, but we’ve also linked to a few resources on mitosis that Scitable provides below: Mitosis definition page Concept page explaining replication and distribution of DNA during mitosis Video showing a timelapse of mitosis occurring under a light microscope If you’re looking for a variety of scientist-authored educational resources on mitosis in one place, Scitable is a great place to go. iframe width="560" height="315" src="https://www.youtube.com/embed/f-ldPgEfAHI" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen/iframe The Amoeba Sisters’ YouTube Videos on Mitosis If some jazzy music and creative visuals help you get focused to learn something new, try checking out the Amoeba Sisters’ set of YouTube videos on mitosis. Their content is lively, accessible, and relatable, which is always a welcome way to learn more about (or frantically review) science-y things! The Amoeba Sisters have several videos that will help you answer the question, â€Å"What is mitosis?†, but we especially recommend â€Å"Mitosis: The Amazing Cell Process that Uses Division to Multiply!† and â€Å"Mitosis vs. Meiosis: Side by Side Comparison.† And they don’t just provide video content: if you look right under all of their videos on YouTube, you’ll find that they provide a link to a page with tons of handouts that you can use to study and review what you’ve learned from their videos about mitosis. If you’re still asking yourself, â€Å"What is mitosis?†, these videos and handouts can help you answer that question. One more cool thing about their videos: they update them periodically to ensure their content stays up-to-date with scientific research and what’s being taught in formal education settings pertaining to mitosis, so you know you’re getting credible information. What’s Next? Are you still a little confused about what happens during mitosis? Or do you need a more in-depth resource to help you study? Here’s a step-by-step guide to mitosis that breaks every phrase down in detail (coming soon). Once you read this article, you’ll be on the way to becoming a mitosis expert! If you think biology is amazing, you might be a good candidate for taking AP Biology classes in high school. Here’s a guide to help you decide if an AP Bio class is right for you. (You can also take a sneak peek at the AP Biology syllabus to give you an inside look at what taking the class would be like!) Maybe you’re already taking AP or IB Biology and are looking for more study resources. We’ve got you covered there, too. Here’s a complete AP Biology review and a comprehensive list of the best online IB Biology SL/HL study notes, too.

Comparesion pepsi and coca cola Assignment Example | Topics and Well Written Essays - 2250 words

Comparesion pepsi and coca cola - Assignment Example Often the treatment received by these multinational corporations in the foreign land is similar to that of the host country. In order to find new markets and resources, companies expand their business operations in the potential markets of the third world countries. However, for sustaining in the new markets, they are often compelled to formulate a new set of strategies that is completely different from that of their home countries. In the course of their operations in foreign market, multinational companies face various impediments in the form of alien culture, varied buyers’ taste & preferences, different political, legal and economic conditions. To sail through these menaces, the foreign companies often undergo mergers with their national counterparts as the latter is more equipped in dealing with local issues. This paper will attempt to analyse the behaviour patterns of multinational companies in the light of different strategies implemented by them in different countries. For this purpose, Pepsi and Coca-Cola have been selected as they are respected names in the world of MNCs. A brief introduction will be given in the beginning of the project which will attempt to analyse its objectives and organisational structures. It will be followed by a discussion on their global business and internal analysis which will not only help to identify their basic nature but will also provide an overall idea of their situation in the world market. The rapid change in lifestyle has suddenly made the beverage industry one of the most profitable in the global market. The two undisputable rulers are PepsiCo and Coca-Cola especially in the ‘cola soft drinks’ section. PepsiCo is a celebrated brand in the international beverage industry. Formed in 1890s by Celeb Bradham, its main objective was to develop digestive syrup that would be delicious as well. Though it has

Democracy In The Network Age Term Paper Example | Topics and Well Written Essays - 1000 words

Democracy In The Network Age - Term Paper Example Some users will download it â€Å"crack† it and have access to premium features. While they undoubtedly know this is illegal they are also aware it is almost impossible to be prosecuted due to the anonymity the internet allows. This is not to mention the many that download such content and share it. They are also part to the crime but, unfortunately, not very many users are cognizant of the extent to which they should use some of the software and file sharing facilities. Moreover, while there exist laws against pirating of content; for example, peer to peer violations attract fines of up to 500,000 dollars; a survey showed that 93 percent of the respondents illegally download material nevertheless (Liberacki). The music and movie industries are some of the casualties of the lack of restrictive policies and /or enforcing of the same. With the availability of high speed digital duplication software and hardware, pirated content can be reproduced with no degradation from the auth entic material (Intellectual Property Rights). Most of this occurs through file sharing or peer to peer networks, here, the content is availed free of charge. Companies like YouTube are forced to remove some of the content uploaded by users due to copyright issues, for instance a just as someone may buy an original copy of a newly released movie and upload it on YouTube. While YouTube will remove this, there are hundreds of websites that specialize in selling or giving way this content. Publishers and software manufactures stood to make a killing from the online market through selling of premium software and EBooks. Nevertheless, due to the technology of file sharing, when someone downloads any premium content, they can give it out or resell it at will, notwithstanding copyright issues. Currently, the existing policies and legislation are not capable of dealing with these issues because they latter are changing so fast and new concepts developed every day leaving a lot of grey areas , which cyber criminals exploit to the maximum. Former French president Nicholas Zarkozy is on record having said that governments are duty bound to set rules limiting misusing of the internet more so in issue of privacy and piracy. Besides, even when policies do exist inside the USA the same may be unheard of or lax in other countries where the software may end up. As such, new and updated policies need to be formulated, and they should be explicit pertaining to the crimes, furthermore; governments should have the ability to enforce this legislation. Democracy, while benefiting from the internet and social networking especially from an action has also suffered major blows. Take for instance the situations in Egypt and Syria. The internet was used bring about democracy through a peoples’ revolution mostly planned online through social networks. While recognizing the crucial role played by social networks in this, the danger therein must also be considered. In Liberia, the sam e was done, but there was a plethora of emerging issues including that it may have been politically instigated by western powers that had interests in the countries resources. Thousands died in the ensuing protests, and what started as online activism lead to civil war. Thus, while justifying the need to give people a chance for self expression online. It is incumbent of us to examine the extent to which the internet can be used in the quest to obtain democracy without disregarding the