How To Extract DNA

How To Extract DNA DNA or deoxyribonucleic acid is the molecule that codes genetic information in most living organisms. Some bacteria use RNA for their genetic code, but any other living organism will work as a DNA source for this project. DNA Extraction Materials While you can use any DNA source, some work especially well. Peas, such as dried split green peas,  are an excellent choice. Spinach leaves, strawberries, chicken liver, and bananas are other options. Dont use DNA from living people or pets, as a simple matter of ethics. 100 ml (1/2 cup) of a DNA source1 ml (â…› teaspoon) table salt, NaCl200 ml (1 cup) cold waterenzymes to denature protein (e.g., meat tenderizer, fresh pineapple juice,  or contact lens cleaning solution)30 ml (2 tablespoons) liquid dishwashing detergent70-90% rubbing alcohol or other isopropyl or ethyl alcoholblenderstrainercup or bowltest tubesstraws or wooden skewers Perform the DNA Extraction Blend together 100 ml of DNA source, 1 ml of salt, and 200 ml of cold water. This takes about 15 seconds on high setting. You are aiming for a homogeneous soupy mixture. The blender breaks apart the cells, releasing the DNA that is stored inside.Pour the liquid through a strainer into another container. Your goal is to remove the large solid particles. Keep the liquid; discard the solids.Add 30 ml liquid detergent to the liquid. Stir or swirl the liquid to mix it. Allow this solution to react for 5-10 minutes before proceeding to the next step.Add a small pinch of meat tenderizer or a squirt of pineapple juice or contact lens cleaner solution to each vial or tube. Swirl the contents gently to incorporate the enzyme. Harsh stirring will break the DNA and make it harder to see in the container.Tilt each tube and pour alcohol down the side of each glass or plastic to form a floating layer on top of the liquid. Alcohol is less dense than water, so it will float on the liquid, but you don t want to pour it into the tubes because then it will mix.  If you examine the interface between the alcohol and each sample, you should see a white stringy mass. This is the DNA! Use a wooden skewer or a straw to capture and collect the DNA from each tube. You can examine the DNA using a microscope or magnifying glass or place it in a small container of alcohol to save it. How It Works The first step is to choose a source that contains a lot of DNA. Although you can use DNA from anywhere, sources high in DNA will yield more product at the end. The human genome is diploid, meaning it contains two copies of each DNA molecule. Many plants contain multiple copies of their genetic material. For example, strawberries are octoploid and contain 8 copies of each chromosome. Blending the specimen breaks apart the cells so you can separate the DNA from other molecules. Salt and detergent act to strip away proteins normally bound to DNA. The detergent also separates the lipids (fats) from the sample. The enzymes are used to cut the DNA. Why would you want to cut it? The DNA is folded and wrapped around proteins, so it needs to be freed before it can be isolated. After you have completed these steps, the DNA is separated from other cell constituents, but you still need to get it out of solution. This is where the alcohol comes into play. The other molecules in the sample will dissolve in alcohol, but DNA does not. When you pour alcohol (the colder the better) onto the solution, the DNA molecule precipitates so that you can collect it. Learn More About DNA 10 Interesting DNA FactsDNA Versus RNADNA Facts Quiz

King Philip VI of France

King Philip VI of France King Philip VI  was also known as: in French,  Philippe de Valois King Philip VI was known for: Being  the first French king of the Valois dynasty. His reign saw the beginning of the Hundred Years War and the arrival of the Black Death. Occupations: King Places of Residence and Influence: France Important Dates: Born:  1293Crowned:  May 27, 1328Died:  , 1350 About King Philip VI: Philip was a cousin to kings: Louis X, Philip V, and Charles IV were the last of the direct line of Capetian kings. When Charles IV died in 1328, Philip became regent until Charles widow gave birth to what was expected to be the next king. The child was female and, Philip claimed, was therefore ineligible to rule under Salic Law. The only other male claimaint was Englands Edward III, whose mother was the late kings sister and who, due to the same restrictions of Salic Law regarding females, was also barred from succession. So, in May of 1328, Philip of Valois became King Philip VI of France. In August of that year, the count of Flanders appealed to Philip for help in putting down a revolt. The king responded by sending his knights to slaughter thousands at the Battle of Cassel. Not long after that, Robert of Artois, who had helped Philip secure the crown, claimed the countship of Artois; but a royal claimant did so, as well. Philip instituted judicial proceedings against Robert, turning his one-time supporter into a bitter enemy. It wasnt until 1334 that trouble began with England. Edward III, who didnt particularly like paying homage to Philip for his holdings in France, decided to flout Philips interpretation of Salic Law and lay claim to the French crown through his mothers line. (Edward was most likely spurred on in his animosity toward Philip by Robert of Artois.) In 1337 Edward landed on French soil, and what would later be known as the Hundred Years War began. In order to wage war Philip had to raise taxes, and in order to raise taxes he had to make concessions to the nobility, the clergy, and the bourgeoisie. This resulted in the rise of the estates and the beginning of a reform movement in the clergy. Philip also had difficulties with his council, many of whom were under the influence of the powerful Duke of Burgundy. The arrival of plague in 1348 pushed many of these problems to the background, but they were still there (along with the plague) when Philip died in 1350. More King Philip VI Resources: King Philip VI on the Web Philip VIConcise intro at Infoplease.Philippe VI de Valois (1293-1349)Very brief bio at the official website of France. The Hundred Years War Chronological Index Geographical Index Index by Profession, Achievement, or Role in Society The text of this document is copyright  ©2005-2015 Melissa Snell. You may download or print this document for personal or school use, as long as the URL below is included. Permission is not granted to reproduce this document on another website. For publication permission, please   contact  Melissa Snell. The URL for this document is:http://historymedren.about.com/od/pwho/fl/King-Philip-VI-of-France.htm

Strategy Implementation - Smart Water Research Paper

Strategy Implementation - Smart Water - Research Paper Example This brand is targeted to replace carbonated soft drinks, which are believed to have high calorie intake (Griffin & Moorhead 321). Smart Water is designed to address the needs of the customers who are concerned with their health status. This â€Å"Nutrient enhanced water† has imposed strong competition, not only against other bottled water, but also against other carbonated soft drinks, of which it acts as a perfect substitute (Griffin & Moorhead 322). The Smart Water packaging is designed to conform to the company’s policies and practices. The packaging is made out of sustainable and recyclable materials, which is consistence with the company’s sustainable packaging policy. Key performance indicators are often used to monitor sustainable packaging (Griffin & Moorhead 323). One of the company’s policies is to disclose the use of recycled materials in its products: a strategy that was successfully implemented in the production and packaging of Smart Water. Some of the company’s policies and practices that relate to the packaged water include; water recycling initiatives, water efficiency targets, water efficiency process, disclosed water conserved, reveal water use at Non-US Facilities, disclose normalized water use, policies to improve the efficiency of water use, and climate change policies that address water conservation and use (Griffin & Moorhead

This house believes international sporting events are beneficial to Essay

This house believes international sporting events are beneficial to the host country - Essay Example The most obvious appeal of hosting a large scale sporting event is that it creates a suitable platform for the host destination to market its facilities and culture to the world. The image portrayed during the event creates an influential impression on the viewers, which determines future visits to the destination (Solaf, 1998, p. 44). Since the inception of Olympic Games, the number of participants and viewers has been increasing. In 1984, only 140 countries participated in 221 events at the games. In the 2000 Olympic Games, the number of participating countries increased to 199 while the events rose to 300 (Shaffer, Alan and Celine 2003, p. 83). During the 2008 summer Olympic Games in Beijing, a record 204 nations who are members of National Olympic Committee participated in 302 events (Liauw, 2010, p. 28). These figures show that hosting Olympic Games is one of the largest tourism advertising opportunities that the host country and city can ever have. The wide media coverage of th e event promoted the image of the city in the international market by displaying the good infrastructural framework, diverse Chinese cultures and the excellent living conditions in the city (Campanella, 2008). Analysts explain that this effect occurs through the enhancement of both pull and push tourist factors (Hinch, and Higham, 2001, p. 70). According to Kearns and Philo (1993, p. 75), pull factors are the positive and tangible attributes of the host destinations. They include cultural and historical attractions, good infrastructure, security, facilities for leisure activities and other opportunities including favourable shopping amenities, accommodation and other supporting services. China has a rich historical and cultural background that includes the Chinese Great Wall. The media coverage during the event provided a valuable opportunity for marketing such scenic sites to the world. Push factors are intangible tourist motives, associated with stimulating the desire of people to travel to a particular destination for leisure activities (Solaf, 1998, p. 247). Six years before hosting the Olympic Games in 2008, the number of tourists arriving in China increased by about 6 percent annually (ETOA, 2010). In 2007, a year before the event, 132 million foreign tourists visited the country. Moreover, the event stimulated domestic tourism from 644 million in 1997 to over 1 billion tourists in 2007 (Zhang and Zhao 2007, p. 79). Hosting the Olympics games require heavy capital investment and critics argue that the anticipated benefits do not justify the cost. Construction of infrastructure associated with hosting of the event contributes the largest proportion of the costs (Preuss, 2000). There is hard evidence, however, which proves that hosting the Olympic Games does have a lasting and positive effect on the economy of the host region. In 2009, the number of tourist arrivals in Beijing increased and exceeded the 2008 arrivals (ETOA, 2010). The 1992 Olympic Games in Barcelona stimulated tourism industry in the city profoundly. Before the Olympics, tourism accounted less than 2 percent of the city’s gross domestic product (GDP). After conclusion of the event, tourism in Barcelona has been on an increasing trend and currently, it

History of education Essay Example for Free

History of education Essay â€Å"Give a man a fish, you feed him for a day, teach a man to fish and you feed for a lifetime. † This adage is completely true in its meaning and substance. It means that if you educate a person, you are showing him the way to the future. You are giving the necessary training that helps him earn his bread and lead a better life for himself and his children in future. Education is the only way which distinguish human from the animal. According to Aristotle, the distinguishing feature of man is his moral sense. Man can learn from his experiences and from his experiences of others; he knows what is good and what is bad. He is capable of revising his judgements whenever he doesn’t agree with the circumstances of life. It is because of this reason that education became a part of the training of man. We are the superior because we contain the knowledge and the education which has only bought us in this condition. Education is described as the training and instructions given to the human. It also gives a person ability to develop character and mental power. It is compared to light that light up the darkness. In other words, it means that people become more aware of things in life and they see things from different perspectives. It also leads a person from mental bankruptcy to enlightenment. Education can be obtained formally and informally. The education we get at schools and colleges is termed formal education and the education ewe get at homes regarding family values and social relationships is called informal education. A Chinese proverb says, â€Å"If you are planning for a year, sow rice, if you are planning of ten years plant trees nut if you are planning of hundred years, educate people. † Education is the backbone of a society. It holds the foundations of civilizations and development. If the system of educating people is good in a country, the country makes rapid progress. This is the reason why millions of dollars are earmarked for education in the developed countries. The real purpose of education lies in disciplining our reasoning and emotion. If our emotions are not properly channelised, we are reduced to the status of animals. If our reasoning is not properly controlled, it my go wrong. Similarly, emotion and reason should have their due share in determining the personality of a person; otherwise man becomes a lopsided creature. At last, education is the important thing which we should not discourage. The real purpose of education can be achieved if it is not tagged with any other motion expect education. We all have the right to study and gave as much information as we can so let gather the knowledge and be educated.

mortal kombat :: essays research papers

Mortal Kombat â€Å"According to Time magazine, September 27, 1993, violence in video games is on the rise especially with the release of Mortal Kombat. Over 50 million children all over the United States brought this violence into their homes. The parents and other adults of these children finally decided that the video games in the U.S. had gone too far.† Mortal Kombat was the first game that brought blood and gore into the video game world. Mortal Kombat started in the arcades it was such a hit, they made it into a game you could buy for personal use. Critics raved over it when it was first introduced, saying it was too violent for kids and it needed to be taken off the shelves. This game appealed to many people because of its real-life graphics, blood and gore. The game was also responsible for the video game rating system used today. The game was an instant hit, they made an endless amount of Mortal Kombat games, for every gaming system imaginable, there was even a movie made based on the game. This essay will illustrate how Mortal Kombat is violent, and take a critical point of view of this popular game.   Ã‚  Ã‚  Ã‚  Ã‚  Mortal Kombat is a video game based around hand-to-hand combat between two characters in the game. The person playing would control one-character and use combinations of punches, kicks and special moves to cause as much damage to the opponent as possible. This game is fun and very addicting; children would end up playing the game constantly trying to master the moves and techniques of the game. People found it fun because the characters and the worlds that you fight in seem like some fantasy, most people would fight their friends to see who would rein supreme; it was a constant challenge to be the best fighter. With the new game that came out not too, long ago you are able to plug an internet cord in the back of your gaming system and play anyone in the world. This game caught so much criticism that the makers had to take the blood out of the game, and they turned it in to white sweat, but little did the critics know that there were codes you could enter to bring the blood back to the game. There also were codes called â€Å"Fatalities† which were finishing moves where you could decapitate someone’s head, rip their arms off and burn them alive.

Super Project

The Super Project Case Study FIN 3717 Braden Eddy, Lauren Gear and Dakota Conravey The Super Project Case Study FIN 3717 Braden Eddy, Lauren Gear and Dakota Conravey Statement of Facts General Foods is a large corporation organized by product lines. They are evaluating Super Project, the manufacture of a new powdered dessert. Crosby Sanberg, a financial analysis manager, must determine the value in accepting the proposal, along with J. C. Kresslin, the Corporate Controller. The Super Project will increase profit with a payback period of less than ten years.The proposed capital investment for the project is $200,000 ($80,000 for building modifications and $120,000 for machinery and equipment) and production would take place in an already existing building in which Jell-O is manufactured using the available capacity of a pre-existing Jell-O agglomerator. Sandberg has analyzed the different investment proposals based on three different capital allocation techniques. The three different cash flow evaluation alternatives (Incremental, Facilities-Used, and Fully Allocated) differ in the way that the cost of existing facilities and future increases in overhead are allocated.The acceptance or rejection of the project relies on the project’s costs. As Sanberg looks to compare Super Project with current profit criteria, recent discussion has brought about what the proper evaluation technique is for their cash flows; specifically, in concern to the relevancy of sunk costs. The problem for General Foods is to decide what the best method for evaluating the Super Project was since each method produced drastically different returns. Issues General Foods has quite a few factors to consider when determining relevant cash flows in their analysis of the project.Multiple factors for consideration are whether or not to account for test market expense, the allocation of overhead expense, the allocation of charges for agglomerator and capacity use, and erosion of Jell-O sales. Under the analysis of an incremental basis, management included the incremental fixed capital of $200,000, which included packaging equipment. Sanberg also advocates that Super should be charged with the â€Å"opportunity loss† of agglomerating capacity and building space that could be used for future production of Jell-O or other products.Management also analyzed the project based on the amount of facilities-used. Recognizing that Super will use half of an exisiting agglomerator and two thirds of an existing building, Sanberg added Super’s pro rata shares of these facilities to the incremental capital. Overhead costs directly related to these existing facilities were also subtracted from incremental revenue on a shared basis. Sanberg felt this analysis was a useful was of putting various projects on a common ground for purposes of relative evaluation.Lastly, management included a fully allocated basis of the project in their projections. They recognized that individu al decisions to expand inevitably add to a higher overhead base and therefore an increase to the costs and investment base were added. Overhead expenses included manufacturing costs plus selling and general and administrative costs on a per unit basis equivalent to Jell-O. Overhead capital also included a share of the distribution system assets. AnalysisUpon review of management’s case, we broke down the relevant cash flows separately according to test-market expenses, overhead expenses, erosion of Jell-O contribution margin and allocation of charges for the use of excess agglomerator capacity. The four capital budgeting techniques appropriate for review are NPV, IRR, ARR and payback period. The accounting for test-market expense yielded the following results: Exhibit 1| Net Present Value| $671. 98 | Internal Rate of Return| 24. 73%| Average Rate of Return| 216. 34%| Payback Period. | 5. 4 years| The accounting for overhead expense yielded the following results: Exhibit 2| Ne t Present Value| $704. 30| Internal Rate of Return| 28. 83%| Average Rate of Return| 207. 70%| Payback Period. | 4. 55 years| The accounting for erosion of Jell-O sales yielded the following results: Exhibit 3| Net Present Value| $182. 33| Internal Rate of Return| 14. 63%| Average Rate of Return| 125. 62%| Payback Period. | 6. 39 years| The accounting for including the excess capacity expense yields the following results: Exhibit 4| Net Present Value| $375. 5| Internal Rate of Return| 16. 11%| Average Rate of Return| 71. 55%| Payback Period. | 5. 80 years| After review of the independent costs, we found that each one produces a positive NPV, an IRR above the discount rate and a payback period within the required ten years. However, it is unrealistic to consider these on an independent basis. For our realistic case, we included overhead expenses and the excess cost of capacity for the agglomerator. We did not include the erosion of Jell-O sales and the test market expense, as this is a sunk cost.Under these circumstances we produced the following results: Exhibit 6| Net Present Value| $350. 32| Internal Rate of Return| 15. 98%| Average Rate of Return| 58. 91%| Payback Period. | 5. 74 years| In this analysis, we included the overhead expense for 1972-1977 because as the project begins to gain a foothold in the market it will acquire a larger market share and will become a larger portion of General Foods’ overall dessert sales. Also, the agglomerator and excess capacity was charged as an incremental investment, which brought the initial investment to $653,000.Since 70% of the initial $200,000 was depreciated over the 10-year period, we applied the straight-line depreciation method to compute 70% of $453,000 that added an extra $32,000 of depreciation to each year. We did not include the erosion of Jell-O sales because an external competitor could easily acquire the 20% of market share currently held by Jell-O in the future. This would take away profit that would hinder Jell-O regardless of whether it is internal or external. Since we also believe this a mature market, it is a cost that seems to be irrelevant in this analysis.We did not include the test market expense as well since this was a sunk cost. It did not seem logical to include, because it was almost double the value of the initial investment of $200,000 and roughly half of our adjusted initial investment of $653,000. Since General Foods has a limited amount of product lines in the dessert market, the test market expense should not be accounted for. Conclusion Under our assumptions, we conclude that General Foods should accept the project due to its positive NPV, IRR above discount rate and the attractive payback period within six years (exhibit 6).When compared to Crosby Sanberg’s view (exhibit 5), which resulted in a negative NPV of -$575. 32, IRR of . 28% and a payback period of just about 10 years, our assumptions lead to a more accurate portrayal of the Super Pro ject. Although we do recommend that General Foods take on the Project, they must be cognizant of increasing test expenses and the initial impact that the addition of Super will have on Jell-O sales. The benefits will be an increase in overall sales for the company, and the chance for General Foods to become a leading producer in the dessert market.

Gary Klein and William Glasser Doctors Essay

Psychology, according to Webster’s Dictionary is the study of mind and behavior in relation to a particular field of knowledge or activity.   This is a wide open field, with hundreds of theories and practices. It’s daunting to compare them and utilize their benefits to an individual.   Psychologists based on patients needs have to decide what specific therapy would be advisable to use; some even develop they’re own therapy methods.   Two such doctors, Gary Klein and William Glasser did just that; researched developed and put into fruition they’re own.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gary Klein received his Ph.D. in experimental psychology from the University of Pittsburg, Pennsylvania, in l969.   He was an Associate Professor of Psychology at Oakland University, California, from l970 to l974.   Klein worked as a research psychologist for the United States Air Force from l974 to 1978.   He is a fellow of the American Psychological Association, has written over seventy papers and authored several books.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Klein, is Chief Scientist of the Klein Association, a group he established in l978, â€Å"to understand how to improve decision making in individuals and teams.†Ã‚   He is one of the founder’s n the field of â€Å"naturalistic decision making.†Ã‚   Dr. Klein’s extensive work on recognition decision making includes the design of new systems and interfaces, and decision training programs.   He has determined, through research that effective decision making is problem detection, option generation, and sense make planning and re-planning.  He and his associates use CTA methods to study decision making in more than â€Å"60 domains, including firefighting, command and control, software troubleshooting,   healthcare, and consumer purchasing.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Cognitive learning requires a different concept of the learning process. It depends profoundly on mental models, which is a â€Å"cluster of fundamental beliefs about how things happen.† We need to â€Å"revise our belief system as experience shows the inadequacy of our current ways of thinking,† Dr. Klein states (iscram.org).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Klein’s books detail his theories and highlight his research projects, they also provide the tools needed for individuals to practice competent decision making.   His most popular book is the â€Å"Source of Power,† published in l999.   This book discusses the theory Dr. Klein and his associates developed called, â€Å"naturalistic decision-making.† It essentially lends validity of scientific research to techniques that most of us use every day; intuition, â€Å"which is based on the rapid (perhaps even subconscious) interpretation of perceptual cues;† there’s mental simulation, â€Å"a finely honed method of visualization,† storytelling, and metaphor, which â€Å"enable decision -makers to devise meaningful frameworks and compare present situations to previous events.† Dr. Klein tells us that  no one is born with an inherent â€Å"mastery† of these techniques, but we are all born with the â€Å"capability† to develop them through experience. His book titled â€Å"Working Minds: A Practitioner’s Guide to Cognitive Task Analysis, in 2006, co-authored with   Beth Cramdall and Robert Hoffman, depicts how to collect data about cognitive processes and events; how to analyze CTA, and communicate findings.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"The Power of Intuition,† written in 2004 demonstrates that the expertise to recognize patterns and other cues that enables us, intuitively – to make right decisions, is a natural extension of experience.   Klien defines a three tiered process called the â€Å"Exceleration Program.†Ã‚   Readers are provided with the tools needed to help make â€Å"tough choices, notice potential problems, manage uncertainty, and size up situations quickly.† He professes how to communicate these decisions more effectively, how to coach others in the â€Å"art of intuition,† and recognize an â€Å"over dependence† on information technology (librarything.com).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dr. Klein is most known for his theory of Naturalistic Decision Making (NDM) the movement originated at a conference in Dayton, Ohio in l989, which resulted in a book with Caroline Zsambok, aptly titled â€Å"Naturalistic Decision Making,† in l996.   This book describes in detail there theory, and also put it in simple layman’s words; â€Å"naturalistic decision making, (NDW) is the way people use their experiences to make decisions.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Naturalistic Decision Making framework focuses on cognitive functions, such as decision making, sensemaking, situational awareness, planning – which emerge in natural settings and take forms that are not easily replicated in the laboratory; basically  real life situations and observations are used. NDM s components show experts how to make decisions in the real world using descriptive methods, stresses, and time pressures. Other related research areas include; behavioral decision theory, judgment decision making and organizational decision making (2).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The forms of NDM are: Recognition primed decision making.   Related theories methods: critical decision method, exploration based theory, and image theory.   NDM and teams are the most used aspect of this theory, based on studying teams in their natural environment – real teams performing real tasks in real settings.   Also, contextual focus as opposed to more general and abstract (9).   To break NDM down to the core, it is a method of making decision’s using real situations, not hypotheses.   Ã‚  Ã‚  Ã‚   Work Cited everything2com. â€Å"William Glasser.† 2 Mar 2002. 1 May 2008 http://everything2.com/   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   e2node/William%2520Glasser Glasser,William. â€Å"The Glasser Approach.† The William Glasser Insitute. 1 May 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://wglasser.com iscram.org. â€Å"Gary Klein.†   ISCRAM Community.   28 Nov 2007. 30 April 2008. http://   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   www.iscram.org/index.php?option=content&tast=view&id=1984&Itemid=2 librarything.com. â€Å"Descriptions.†   Library Thing. 1 May 2008 http://www.librarything.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   com/work/61019/descriptions/ ocw.mit.edu. â€Å"Naturalistic Decision Making.† 2 May 2008. http://ocw.mit.edu

Free Essays on Every Breath You Take

Thesis Statement Monitoring and surveillance in the workplace is virtually unregulated in the United States. Equitable company policies or â€Å"fair use† policies regarding the use of electronic media and better communication of these policies can resolve the possibility of unnecessary or unwarranted monitoring. It is my position that employees have little to no rights in the workplace and this inequity can be resolved with a sound â€Å"fair use† policy. Introduction â€Å"Employers want to be sure their employees are doing a good job, but employees don’t want their every sneeze or trip to the water cooler logged. That’s the essential conflict of workplace monitoring† (â€Å"Employee Monitoring: Is There Privacy,† 2002, para. 1). The right to privacy is one of the foundation blocks upon which America was built, and it is echoed in the Fourth Amendment of the United States Constitution. Employee privacy is perceived to be one of the key issues in the workplace, and employers are viewed as frequently infringing upon the rights of their employees. The prevalence of employer invasions of employee privacy is not isolated to the workplace. In some instances, employers monitor the nature of co-workers’ off-duty activities, and many companies routinely perform background checks. â€Å"In O’Connor v. Ortega the United States Supreme Court held that a public employee has a reasonable expectation of privacy concerning his or her office desk and filing cabinets. However, â€Å"a public employer may search an employee’s desk or drawers either for non-investigatory work-related purposes or for investigations of work-related conduct, so long as the search is conducted in a reasonable manner† (Anton and Ward, 1998, p. 898, para. 4). This means that suspicious activities, real or imagined in the eyes of the employer, are areas, which will enable employee’s privacy rights to be infringed upon. The ... Free Essays on Every Breath You Take Free Essays on Every Breath You Take Thesis Statement Monitoring and surveillance in the workplace is virtually unregulated in the United States. Equitable company policies or â€Å"fair use† policies regarding the use of electronic media and better communication of these policies can resolve the possibility of unnecessary or unwarranted monitoring. It is my position that employees have little to no rights in the workplace and this inequity can be resolved with a sound â€Å"fair use† policy. Introduction â€Å"Employers want to be sure their employees are doing a good job, but employees don’t want their every sneeze or trip to the water cooler logged. That’s the essential conflict of workplace monitoring† (â€Å"Employee Monitoring: Is There Privacy,† 2002, para. 1). The right to privacy is one of the foundation blocks upon which America was built, and it is echoed in the Fourth Amendment of the United States Constitution. Employee privacy is perceived to be one of the key issues in the workplace, and employers are viewed as frequently infringing upon the rights of their employees. The prevalence of employer invasions of employee privacy is not isolated to the workplace. In some instances, employers monitor the nature of co-workers’ off-duty activities, and many companies routinely perform background checks. â€Å"In O’Connor v. Ortega the United States Supreme Court held that a public employee has a reasonable expectation of privacy concerning his or her office desk and filing cabinets. However, â€Å"a public employer may search an employee’s desk or drawers either for non-investigatory work-related purposes or for investigations of work-related conduct, so long as the search is conducted in a reasonable manner† (Anton and Ward, 1998, p. 898, para. 4). This means that suspicious activities, real or imagined in the eyes of the employer, are areas, which will enable employee’s privacy rights to be infringed upon. The ...

Full Analysis of ACT Grammar Rules Which Are Most Important

Full Analysis of ACT Grammar Rules Which Are Most Important SAT / ACT Prep Online Guides and Tips When you are planning your study approach for ACT English, it’s important to know where your time is best spent. Which grammar rules are really the most important to learn? What can help you make the greatest improvement to your score? What kind of questions are on ACT English? ACT English is a passage based test. There are 5 multi-paragraph passages and 75 questions to go with them. The makers of the ACT break the test down into two main sections: Usage and Mechanics questions and Rhetorical Skills. Usage and Mechanics covers questions about punctuation (including internal and end of sentence punctuation and avoiding ambiguity), grammar and usage (including subject-verb agreement, pronoun-antecedent agreement, verb formation, pronoun case, comparative and superlative adjectives and adverbs, and idiomatic use), and sentence structure (including modifier placement and relationships between clauses). In the past, these questions have made up about 53% of the questions on the test. The second main category is Rhetorical Skills. These questions will ask about strategy (including understanding when to add or delete information and how to best revise writing for a certain audience), organization (including choosing effective openings, transitions, and conclusions), and style (including choosing correct words, tone, style, and avoiding wordiness). Also grouped with Rhetorical Skills are questions that ask about the author’s goal. These questions test your ability to recognize main ideas and understand what the passage is about, and understanding the scope of the passage. These questions usually compose about 47% of the questions on the test. Since the most recent updates to theACT, the test makers are not sticking as strictly to these percentages, butthey are still good guidelines. What concepts are tested? And why should you care? Almost as predictable as the question types are the grammar and style rules that ACT English will test you on. ACT English heavily favors a few main grammar and style rules, and lightly touches on a multitude of others. Why should this matter to you? This means that especially if you are aiming for a mid-range score, you should focus your studying on the main grammar and style rules that are covered. But if you are aiming for a high score, you should make sure you know all the concepts listed here. Since ACT English has so many questions, even concepts that appear a low percentage of the time will almost definitely be featuredand could affect your score. How did I find this out? I analyzed over 500 ACT English questions from seven official ACT tests that have been given in the past and wrote down the grammar and style concepts tested in each. Usually, it was easy to find the answer to a question just by knowing one style or grammar rule. But a couple of questions required knowledge of more than one rule. For these questions, I counted them for both concepts. And the winners are†¦ Usage and Mechanics For usage and mechanics questions, the overwhelming winner of the frequency test is correctly forming and joining sentences at 20.5% of the grammar questions. This covers all the concepts involved in understanding what a correct sentence is, including bothfragments and run-ons. This topic also covers correct use of semicolons in joining sentences. Not far behind in second place are questions dealing with correct uses of commas, dashes, and colons. These questions make up 17.7% of the grammar questions. Following in third and fourth places are correctly used non-essential clauses and relative pronouns with 10.2% of the questions, and correct verb tense and form, with 9.6% of the grammar questions. This topic involves, among other things, knowing what tense is necessary, and forming the tenses correctly. So, if you master these four concepts, you will have all the information you need to answer almost 60% of the grammar questions on ACT English. Here is the full breakdown This is my analysis of the most commonly-tested grammar concepts on ACT English, along with brief explanations of what each grammar rule means. #1: Correct Sentence Formation: 20.5% Recognizing fragments Recognizing run-ons, including comma splices Joining sentences correctly Incorrectly used semicolons #2: Use of commas, dashes, and colons: 17.7% No comma between subject and verb No comma before or after preposition When to use commas to separate adjectives No comma between adjective and noun Commas used after introductory words No commas between compound subjects or compound objects No commas around emphatic pronouns Colons used for a list or explanation Dashes used with non-essential clauses, as intro for a list, and with a deliberate pause #3: Correctly formed non-essential clauses andrelative pronouns: 10.2% Non-essential clause must be surrounded by commas Correct use of which vs. that; who vs. which; who vs. whom #4: Verb tense and form: 9.6% Correct and consistent tense usage When to use past tense instead of past participle Past participle needs a helping verb Incorrectly formed past participle Will vs. would When to use gerund and when to use infinitive #5: Misplaced and dangling modifiers and word placement: 9.2% Descriptive phrases must be next to the word they describe. Would a word make more sense elsewhere in the sentence? #6: Apostrophe use: 7.5% Correct formation of plural nouns Correct formation of possessive form of nouns Common contractions and their meanings (such as â€Å"it’s†) #6: Pronoun Use: 7.5% Consistent use of pronouns Pronoun-antecedent agreement (including singular or plural pronouns) Pronoun case Present and clear antecedents #8. Idioms: 5.1% Idiomatic use of prepositions #9: Parallel Structure and Word Pairs: 4.1% Use of matching prepositions Items in a list match Such as neither†¦nor, either†¦or, not only†¦but also, from†¦to, as†¦as #10: Subject-Verb Agreement: 3.8% Singular subjects need singular verbs; plural subjects need plural verbs Subject – non-essential clause – verb construction Subject – prepositional phrase – verb construction Verb before subject #: Adjectives vs. Adverbs: 2.4% Adjectives are used to describe nouns Adverbs are used to describe adjectives, adverbs, and verbs Correct use of the comparative and superlative forms #: Comparison words: 2.4% Correct use of comparison words such as more/less than, less vs. fewer, much vs. many, and that of/those of Rhetorical Strategy These questions are based on making the passages more smooth and logical to read. As in the grammar section, the ACT heavily favors some rules over others. The big winners for Rhetorical Strategy are†¦ Logical transitions. Unsurprisingly, in a section all about making passages more logical, transitions reign supreme. Over 18% of the questions will test your ability to create logical bridges within and between sentences and paragraphs. In second place is adding information with 16.7%. These questions test your ability to see if new information is relevant to the paragraph in question, and also ask students to explain how the paragraphs are changed by the addition of new information. And tied in third with 15.5% each are conciseness and replacing and re-wording information. Similar to the concepts above, replacing information questions ask student to tell if information is relevant to the paragraph in question, and if not, to replace it with different information. Conciseness questions test students’ abilities to see when the author has been unnecessarily wordy. Repetitive words, circular talking, and the passive voice are all put to the test in these questions! Let’s break it down completely #1. Logical Transitions: 18.4% Includes transitions within sentences, between sentences, and between paragraphs Transition words make logical sense for context #2. Adding Information: 16.7% Determining if new information is relevant to paragraph Understanding why new information is relevant #3. Re-wording or Replacing Information: 15.5% Replacing a word or phrase to add a certain emphasis to the passage Replacing irrelevant information with relevant information #3. Conciseness: 15.5% No using repetitive words to describe something General wordiness No passive voice when active voice is also correct and shorter #5. Deleting Information: .7% Is information irrelevant? If so, delete it. What information would be lost if sentence were deleted? #6. Diction: 8.4% Commonly confused words, such as then/than, have/of #7. Sentence Order/Placement and Paragraph Organization: 6.7% Does the placement of a sentence make sense in context? Does one sentence/paragraph logically follow from the last? Does a new paragraph start with a shift in topic? #8. Writer’s Goal: 5.4% Recognizing main ideas in the passage Recognizing specific and general passages #9. Formality: 1.5% Is the phrasing of an answer too casual or formal to match the rest of the sentence? So What Would a Perfect Test Look Like? If you took the ACT English and it broke down exactly according to these statistics, here is what you would expect to see: 8 questions on Forming Correct Sentences 7 questions on Commas, Dashes, and Colons 7 questions on Logical Transitions 6 questions on Adding Information 5 questions on Replacing or Re-wording Information 5 questions on Conciseness 4 questions on Verb Tense and Form 4 questions on Deleting Information 4 questions on Non-essential Clauses and Relative Pronouns 4 questions on Dangling and Misplaced Modifiers and Word Placement 3 questions on Diction 3 questions on Apostrophe Use 3 questions on Pronouns 2 questions on Idioms 2 questions on Parallel Structure and Word Pairs 2 questions on Sentence Order/Paragraph Organization 2 questions on Author Goal/Intent 1 question on Subject-Verb Agreement 1 question on Adjectives vs. Adverbs 1 question on Comparison Words 1 question on Formality †¦.for a total of 75 questions. Of course, it’s unlikely that any test will exactly follow these statistics, so don’t be surprised if you see a few extra (or fewer) questions of a certain type! How Should You Use This Information? Now that you know exactly what you can expect to find on ACT English, use this information to guide your studying. Here’s a study plan that will help you make the most of your study time to give you the best chance of improving your score. Take a diagnostic test. To do this, you should take a real ACT English test, because it’s best to work with realistic questions. You can find official ACT tests online, or you can get them from The Real ACT Prep Guide. After taking the test, score it to see how you've done. For every question that you either got incorrect or had to guess on, make a note of why you got it wrong, and what grammar concept it is testing. Compare your list of grammar mistakes with the â€Å"Perfect Test† list above. Which of your mistakes appears highest on the list? Focus your studying on the concept that is highest on the list. You’re likely to see that kind of question the most, and so mastering that grammar concept will give you the chance to improve your score by a few points. When you feel confident that you have mastered the highest concept on the list, move on to the next one. Keep working your way down the list. As you’re taking these steps, you should also consider what your target ACT score is. For example, if you're just looking to boost a mid-range score (around a 20) a bit higher (a 24), you’ll want to focus on the first 10 – 12 grammar concepts. If you can get these concepts down, you’ll have a great chance of hitting your target score, and you won’t need to worry about many of the less-frequently-tested concepts. On the other hand, if you're aiming for a high or perfect score, you should pay attention to every grammar and rhetorical point on the list. Missing even a few points could hurt your chances of getting the score you want. What’s Next? Now you know exactly what is on ACT English. Use the above links to master each topic. Know the concepts, but unsure of how to attack the questions? Read the best way to approach ACT English passages. Before you get studying, read our top 5 secrets to mastering the ACT English. Not sure if ACT English is for you? Read our comparison of ACT English and SAT Writing to see which is the best fit! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. 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Steve jobs Essay Example | Topics and Well Written Essays - 1250 words

Steve jobs - Essay Example While the later part will indicate how his life influenced mine in particular. Steve Jobs, the man and the innovator, was of a very buoyant character. Upon research, we realize that Job’s life was like a roller coaster ride in most meanings. He started out as a college dropout, who did not have the financial means to support education, worked his way up and became immortal. Baig and Aamir (2013) encapsulate Jobs’ desire, motivation and also his diligence, to rise from humble beginnings to the pinnacle of corporate success, in the following words, ‘In 1976, before Co-founding Apple Inc., Steve Job’s worked at Atari.’ He teamed up with his friend Steve Wozniak to establish the company that went on to be named Apple Computer. Apple computers, an essential part of many peoples' lives today; was initially an idea conceived in Jobs' garage. Having fallen out with his first financier, Jobs was forced to seek capital elsewhere. Following the success of Apple II in 1977, Wozniak left the project to go back to university while Jobs was fired by Scully (CEO at the time) from the company he had created from scratch Exploring alternatives every time he met a dead end, Jobs never let his circumstances hinder his ambitions. He was fired from his own company yet evolved as per the requirements and founded the production house which gave us the block buster Toy Story trilogy. "While Jobs was away from Apple, he founded NeXT Computer and developed Pixar out of the Computer Graphics." (Webster, 2013) Not only did Jobs completely revolutionize the world's perspective on household use of technology, but also made it much simpler and user friendly. This view is endorsed by Aziz (2013) as he states, ‘His vision for the next generation computer was so far ahead that it was mind boggling for everyone.’ There was a time when, in order to use a computer, you had to be a computer genius; not anymore.Jobs’ Graphical User Interface made sure that folders looked like folders and files like files, making computers viable for people other than brain surgeons and rocket scientists, with no need of coding knowledge (Webster, 2013). This transition of computers, from being a novelty, exclusive only to the smartest minds, was truly the hallmark of Jobs’ innovation. Who else better to personify his yearning for change, transition and the evolution of technology, than Jobs himself. As he’s cited by Anderson (2011), â€Å"Here’s to the crazy ones, the rebels, the troublemakers, the ones who see things differently. While some may see them as the crazy ones, we see genius because the people who are crazy enough to think they can change the world are the ones who do.† After 1991 Microsoft's Windows was rising fast while Apple went into decline as managerial politics caused disturbances. ‘Jobs was invited back to Apple when the company was in trouble having lost huge market shares roughly from 1 2 per cent of PC use in countries where Macs were available, to fewer than 3 per cent.’ (Webster, 2013). Although Jobs was reluctant at first, he accepted the offer under certain conditions and went on to make Apple an example of glowing success as we see it today. Spinelli Jr. (2011) summarizes Jobs’ second-coming in the following words, ‘He knew how to think constructively about hardware and software, beautiful design and great function, the new ways to provide