The Curse Of Right And Wrong :: essays research papers

THE CURSE OF RIGHT AND WRONG Many people treat ethics like a good set of dishes, something to be saved just for special occasions. A monitor poll shows that most Americans think that their country's moral standards are falling and that stronger families must be the solution. Widespread evidence of moral decay can be found in nearly every American city. Things such as sleazy movies, vulgar TV shows, neglected children, and broken families are the type of things most people oppose. In every major region in the country, a majority of people polled agreed that the Nations values have weakened since the 1950's. That view is particularly evident in the South and West. However, there is evidence that shows morality could have also been a problem in our Nations history, especially in politics. President Thomas Jefferson faced longstanding rumors about sexual involvement with one of his slaves, Sally Hemings. President Grover Cleveland laid to rest accusations about fathering an illegitimate child by taking responsibility for that child. In recent years politicians have been caught with prostitutes and survived. Others have admitted to infidelity and seen their political careers plummet. The fact that morality seems to be in decline may be, in large part, due to the media. Advancements in technology have made it possible for peoples lives to be quickly and more widely known; therefore, making the public more aware of what is happening.   Ã‚  Ã‚  Ã‚  Ã‚  When Americans look for something to blame for declining morals, they point straight at the media, particularly the entertainment media, and especially TV. Jason Sines of Chase, Md., says 'the worst is television.'; He notes that TV is readily available in the home, and harder to avoid. Other sources like magazines, movies and other media require a trip to the store or the theater. Sines views are widely shared. More than 3 out of 4 Americans say that the values portrayed on television are getting worse. Because of this, children are much more aware of things they shouldn't know about until later in life.   Ã‚  Ã‚  Ã‚  Ã‚  'Effects of the 'moral climate' also show up with children, who often reflect both physical and emotional neglect,'; says Ann Echard, a second grade teacher, 'in part because their parents are struggling to keep their heads above the water, and in part simply because some parents are just being selfish.'; When Americans search for answers to moral problems, they often look to the family.

Find out whether or not congestion zones are a good idea

Are Congestion Zones A Good Idea? In this report I will be finding out whether or not congestion zones are a good idea, using researched data, charts and tables to back up my ideas. The conclusion of this matter relies on how accurate and reliable the information is. Congestion Zones are used in hope that traffic gets reduced. The mayor of London has recently put congestion zones into place in hopes they will reduce traffic by 15%. Critics of the scheme however, say that it is unworkable and unfair. They also claim it will probably lead to more congestion as people try to avoid the charging areas. Central London has had a dramatic cut in traffic since the introduction of the congestion charge. 40 000 less people are driving through the zone each Some people agree with the congestion charge, and can produce many facts to support their view. My source one can also provide many facts and figures. Source one says that since the congestion zone was put into place, traffic had been cut by 18%, and delays were down by 30% since the congestion zone has been bought in, the advantage of congestion zone was clear as the traffic was rapidly decreasing after the introduction of congestion zones. If the traffic is reduced then there will be no delays so not that much pollution released in to the atmosphere; which leads to climate effects for example global warming. The public transport in the city has improved dramatically by 20%, with 29,000 more people using the service- which will mean much more money towards its improvement. This also contributes to the protection of our planet against climate changes which can have social effects. If more people chose to use the bus or taxi then this would improve their health as they would walk and always go on separate cars. Source one also says that the streets of London were ‘clogged' and the heavy traffic on the roads were costing businesses approximately i2 million a week. Congestion zones are good because people only use them if they really have to, the evidence to this point is in source 1 when it states â€Å"there are 65,000 fewer car trips†, and so this means a cut down on gases being emitted into the air. So, less pollution. Source 1 also states that the costs that people pay are going towards the environment, new more environmentally friendly buses. As i50m is contributed mainly through quicker and more reliable journeys for road and bus users. This is also an advantage as the money is not going to the government but is used to help our transport. The news article declares that, Research, polls and surveys also shows that 75% of Londoners supported the scheme ‘because it works'. That factor that it really helps us as all of the congestion charge is kindly contributed to improving the public transport. Source 2 goes on saying that there research have shown that there was much urgently street works done with the help of this money, such as replacing ancient leaking water pipes. If congestion zones are reducing traffic by 21 per cent and 70,000 cars every day then it must really work. On the other hand congestion zones can also become a disadvantage. For my second source, I have a newspaper article from London Evening Standard news to support my point. In this source, Angie Bray sates that the rate of traffic rose to 2. 6 and 2. 7 minutes per kilometre. This is a disadvantage as if there is a high traffic rate then the will be more pollution caused than cars at normal speed. The number of cars that was entering the congestion zone has rapidly increased from previous years. The newspaper clearly states that â€Å"surely now is the time to start thinking about an alternative way to tackle congestion†. Evidently, the congestion charge did not really work out as the number of cars has risen. The local newspaper gave me evidence that congestion charge was a failure as it states that earlier this month their research has told them that traffic in the morning rush hour was running more slowly than before the scheme began. Angie Bray speaks that the charge has lost its main justification. Which is truly concerning as there is no change in climate. Congestion charge has a knock on effect on the environment and economically. Not many people will want to pass through the zone unless it's necessary, so they would find other alternative ways to pass the area causing more congestion in other roots. This effects the people around that area as they live in an atmosphere filled with bio-products. Thus, many would use buses to travel instead of their own cars. This again results in a disadvantage of congestion zones as there is more buses equals' huge amount of pollution made by one bus against 10 cars. Congestion charges can affect people and also businesses. This is because businesses have lost profits after the congestion zones were placed. As businesses need stock delivery which might need to cross the charging area which trails to extra costs, leading to lower profits. The workers might have to cross the congestion zone to go to work every day, resulting in quitting that job. This again affects the businesses to lose their workers. The evidence from source 1 supports my point as it states that 68% of retail businesses said the scheme would have been better without the charge. Source reliability can make all the difference, which is why I have picked three very reliable sources. My Source one is a report by BBCNEWS. I feel this makes it very reliable. This is because the BBC is a well-known and trusted organisation, backed by the government. The Source also includes exclusive interviews for the BBC by the mayor of the time, Ken Livingstone. This report was published on the 17th February 2004. Though this source is a lot years old, I think it is still reliable, because the evidence is still valid. The Source is very relevant to the question, as it provides facts supported and given by the government, but also includes opinions of Londoners. The Source also has validity, as it addresses all the factors that it claims to. My source 2 is as reliable as source one as it is a report from the local newspaper for London readers. It is well known in London so it is trusted a lot. This report contains exclusive interviews with Angie Bray. However it was published in 22th November 2007 as this means it are a couple of years old, so it is not reliable as this data is not up to date and might not be the case now. My source three holds a great importance of the reliability as it is reliable. This is because facts and figures form the article is as relevant and reliable. As it comes from a trust worthy newspaper article. Because the stats are from the government, they are going to be very reliable indeed, as they will contain no gossip, rumours or assumptions. Out of all my Sources; I feel that my Source two is most reliable. This is due to age, validity, fact, bias, author and the exclusive interviews. This Source shows both positive and negative points about the congestion charge. The congestion charge also has an impact on many other things, which I can place under Social, Economic and Environmental. The social effects are that the people that will be affected by this are local. It will mainly affect local, seeing as those in the area will either have to pay the charge, or they will be facing probable delays on alternate routes, due to the number of people trying to avoid the area. They will also benefit from the cleaner, safer air if they live around the congestion zones. If a person is caught up in heavy traffic their journey times will be unreliable, impacting on all sorts of thing such as family, work, health appointments etc. The economic effects are that for those that have no choice but to pass through the zone it is just adding to their payments. Not only do they have bills and road tax, but now they have to pay i8. 00 every time they need to get somewhere essential, such as my research shows some businesses are being affected by things such for instance stock delivery, which now costs the business more because of the charge. Finally the environmental effects are, obviously pollution plays a big part in the charge. My data shows that the pollution levels inside the zones are decreasing massively. With toxic nitrogen levels dropping quicker but still maintaining a normal level, it seems to be like the charge is working. As for the environment, if a vehicle is moving slowly or stationary, it produces more carbon emissions than if it moves at a normal speed. Thus, more global warming and other climate change which affect animals and humans. The other gases are released like sulphur dioxide, this will cause acid rain and damage the marble and other materials which costs a lot to repair. One of the negative effects of the congestion charge is its knock-on effect on the wider community; with people looking for new routes, surrounding areas could become clogged with congestion, and we would have the same problem all over again. To conclude, after considering all the evidence for both sides, I think that overall congestion charges are a good idea. That's not to say that it doesn't have its negative points though, because it does. The information that most helped me reach my decision was the data I found, and my source 1, BBCNEWS report. This is because I feel the health of the people will be improving, and you can't really argue with that. Also, the fact that the money is being spent on the public- which I think is a brilliant idea. However, like I have said, the congestion charge does not come without its negative points, such as: people paying a ‘double tax' when they have no choice, delays and congestion being created on alternate routes due to drivers trying to avoid the congestion charge area, and also, the fact that some businesses are suffering is something that I find quite unacceptable. So yes, the system does need some tweaking, but overall think it is a good idea that initially solves a problem. I think my conclusion is valid because I have considered all of the evidence and made an educated decision.

The Effects of Warm up in Learning Second Language

The Effects of Warm up in Learning Second Language Abstraction One of the ways to larn the linguistic communication better is holding a good warm up activity. This paper aims to look into the effects of warm up as a category room activity in larning 2nd linguistic communication. It is traveling to hold a critical survey, and over position of some books and essays about this activity. This paper attends to supply the definition of warm up as an activity before the lesson. Then, it is traveling to detect that how could warm up impact the acquisition procedure? It is likely traveling to happen that holding a good warm up activity helps pupils to put for the new lesson. Cardinal words: Warm up activity, 2nd linguistic communication, larning procedure Introduction Warm up is one of the good methods for ESL pupils to larn the 2nd linguistic communication better. This paper introduces the construct of warm up as an activity which attracts pupil ‘s attending and helps them to concentrate on the subject. Literary reappraisal An interesting manner of get downing a lesson could be utilizing activities called warm-up activities or ice-breakers ( Robertson & A ; Acklam, 2000 ) . Teacher could get down warm up activity by utilizing some games, inquiring inquiries and holding treatments which all should be related to the subject or lesson. A warm up activity could assist a instructor to acknowledge the different types of pupil ‘s learning manner. Harmonizing to Cardenas ( 2001 ) , â€Å" Students learn best when they can turn to cognition in ways that they trust. They will larn best through making instead than reflecting † . Therefore, instructor could utilize different manners like drama, presentation, treatment, and wholly we could state by action. A warm up activity helps pupils to set aside any distractions which are in their head and focal point on subject, and it helps ESL pupils to believe in mark linguistic communication. Harmonizing to Peterson ( 2010 ) , â€Å" Get downing your lesson programs with a five minute warm up can function to concentrate your pupils on the subject, open up originative thought and aid to use the acquisition in new ways † . Purpose of the survey This paper assesses the impact of warm up on ESL pupils and purposes to analyze the effects of this activity on the acquisition procedure. It is traveling to analyze these inquiries: 1 ) what are the effects of warm up activity? , and 2 ) how could warm up impact the acquisition procedure? Which offers two hypotheses: 1 ) this activity may assist ESL pupils to believe in mark linguistic communication ( English ) and concentrate on the language,2 ) this activity may merely assist ESL pupils to set aside any distractions and possibly after awhile they will bury whatever they learned. Therefore, this paper is traveling to research the replies of these two inquiries and so it will detect which hypotheses are right. Method In progress this paper mentions two inquiries which are traveling to explicate in this subdivision. This paper by utilizing critical reappraisal about warm up provides the following replies to these inquiries ; 1 )What are the effects of warm up activity? This paper propounds five of import effects for warm up which are explained below. 1 ) Make a friendly environment. A brief warm up activity can construct a relationship between the pupils and the acquisition stuffs ( Hasan & A ; Akhand, 2013 ) .Warm up plants as an ice ledgeman ; it helps pupils to be comfy with the environment and their schoolmates. 2 ) Attract pupil ‘s attending. Walqui ( 2006 ) provinces, â€Å" by concentrating pupil ‘s attending on the chief thoughts, teacher first prepares the pupils for prosecuting them in synergistic undertakings to pattern † ( p.169 ) . A five or ten minute warm up attracts the pupil ‘s attending toward the lesson and besides being physically in the category it helps them being mentally in the schoolroom, excessively. 3 ) Activate the pupil ‘s background cognition. Rumelhart ( 1980 ) provinces, â€Å" we comprehend something merely when we can associate it to something we already know-only when we can associate the new experience to an bing cognition construction † ( as cited in Carrell, 1983, p.82 ) . Students might bury the things which they have learned from the last category or session. Hence, a warm up activity could trip their background cognition ; things they already know or learned. 4 ) Think in English and concentrate on the subject. Kay ( 1995 ) claims that warm ups are different types of activities which help the pupils begin to believe in English, reappraisal antecedently introduced stuffs and go interested in the lesson ( as cited in Velandia, 2008, p. 11 ) . A warm up activity could assist ESL pupils to get down believing in 2nd linguistic communication and bury any distractions and concentrate on the new subject or lesson. 5 ) Increase pupil ‘s engagement. Warm-up activities like gag, game, and perplex set up a positive acquisition environment and do the pupils comfy to take part in the schoolroom ( Joshi, 2006 ) . When a instructor uses warm up, because of its gratifying and interesting characteristic, pupils attends to take part or take topographic point in that activity. Students like to be involved in such an astonishing warm up activity ; it builds a sense of community inside them. Now this paper answers the 2nd inquiry which is: 2 )How could warm up impact the acquisition procedure? Learning procedure is facilitated through constructing a positive relationship with the pupils. A merriment or interesting category mostly depends on the instructors as their personality and learning method actuate the pupils to raise a positive attitude towards larning ( Krishnan & A ; Hoon, 2002 ) . Because of all those effects that warm up activity has on ESL pupils, it is obvious that warm up undertaking could impact the acquisition procedure, excessively. Following is a diagram which displays the effects of warm up undertaking briefly. Diagram: effects of warm up activity Discussion/conclusion This paper, in the intent of the survey, states two hypotheses: 1 ) this activity may assist ESL pupils to believe in mark linguistic communication ( English ) and concentrate on the language,2 ) this activity may merely assist ESL pupils to set aside any distractions and possibly after awhile they will bury whatever they learned. The first 1 is acceptable because it is right and existent, but the 2nd 1 is reject able because it could assist pupils to set away any distractions but when we use warm up activity, it is a reappraisal of what they learned. Hence, they could non bury whatever they learned. In amount up, this paper gets to the point that warm up activity is the best manner for believing in mark linguistic communication, puting for the new lesson, concentrating on the subject, and pulling the attending. Therefore, it should be short, interesting, related to the subject, and be at the pupils level or somewhat above ( i+1 ) to hold their consequence in larning the 2nd linguistic communication. Mentions Akther, A. ( 2014 ) .Role of Warm-up Activity in Language Classroom: A Tertiary Scenario. Retrieved from hypertext transfer protocol: //dspace.bracu.ac.bd/bitstream/handle/10361/3553/10303010.pdf? sequence=1 Hasan, M. K. , & A ; Akhand, M. M. ( 2013 ) .Schemes for Enhancing the Use of Textbooks in Language Classrooms at the Tertiary Level. ABAC Journal, 33 ( 2 ) , 1-14. Retrieved from hypertext transfer protocol: //www.abacjournal.au.edu/2013/may2013/01_StrategiesforEnhancing.pdf Pakdel Estaikhbijari, Z. & A ; Khodareza, M. ( 2012 ) .The Effects of Warm-up Tasks on the Persian EFL Students ‘ Writing Ability. Retrieved from hypertext transfer protocol: //www.ccsenet.org/journal/index.php/ies/article/viewFile/11691/10636 Peterson, D. ( 2010 ) .Warm-Up Exercises. [ Online ] Available: hypertext transfer protocol: // www.TeachingJobs.com ( September 17, 2010 ) Velandia, R. ( 2008 ) .The Role of Warming Up Activities in Adolescent Students’ Involvement During the English Class. Profile Journal, 10, 9-26. Retrieved from hypertext transfer protocol: //www.redalyc.org/pdf/1692/169214143002.pdf Walqui, A. ( 2006) . Scaffolding Instruction for English Language Learners: A Conceptual Model. The International Journal of Bilingual Education and Bilingualism, 9 ( 2 ) , 159- 180. Retrieved from hypertext transfer protocol: //www.educacion.gob.es/exterior/centros/losangeles/es/series/201003-Scaffolding- Walqui.pdf Joshi, M. ( 2006 ) .Diverseness in Lecture-Delivery. Journal of NELTA, 11 ( 1-2 ) , 1-151. Retrieved from hypertext transfer protocol: //nelta.org.np/uploads/files/2006.pdf Krishnan, L. A. , & A ; Hoon, L. H. ( 2002 ) .Diaries: hearing to ‘voices’ from the multicultural schoolroom. ELT Journal, 56 ( 3 ) , 227-239. Retrieved from hypertext transfer protocol: //eltj.oxfordjournals.org/content/56/3/227.full.pdf+html? sid=c6d03ada-4f81-4786- 819c-78335f7f594a Cardenas, M. L. ( 2001 ) .Reacting to Children ‘s Learning Styles. How, 8, 17-22. Robertson, C. , & A ; Acklam, R. ( 2000 ) .Action Plan for Teachers a usher to learning English. London, UK: BBC World Service. Kay, C. ( 1995 ) .Scott Foresman English series. Baltimore, Maryland: Scott Foresman. Carrell, P. L. ( 1983 ) .Some Issues in Analyzing the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Reading in a foreign linguistic communication, 1 ( 2 ) , 81-92. Retrieved from hypertext transfer protocol: //nflrc.hawaii.edu/rfl/PastIssues/rfl12carrell.pdf

The Stupidest Angel Chapter 11

Chapter 11 A SLUG TRAIL OF GOOD CHEER He might have been made of polished mahogany except that when he moved, he moved like liquid. The stage lights reflected green and red off his bald head as he swayed on the stool and teased the strings of a blond Stratocaster with the severed neck of a beer bottle. His name was Catfish Jefferson, and he was seventy, or eighty, or one hundred years old, and not unlike Roberto the fruit bat, he wore sunglasses indoors. Catfish was a bluesman, and on the night before the night before Christmas, he was singing up a forlorn twelve-bar blues fog in the Head of the Slug saloon. Caught my baby boning Santa, Underneath the mistletoe (Lawd have mercy). Caught my baby boning Santa, Underneath the mistletoe. Used to be my Christmas angel, Now she just a Christmas ho. â€Å"I hear dat!† shouted Gabe Fenton. â€Å"Sho-nufF, sho-nuff. True dat, my brutha.† Theophilus Crowe looked at his friend, just one in a whole line of awkward, heartbroken men at the bar, rocking almost in rhythm to the beat, and shook his head. â€Å"Could you possibly be any whiter?† Theo asked. â€Å"I gots the blues up in me,† Gabe said. â€Å"She sho-nuff did me wrong.† Gabe had been drinking. Theo, while not quite sober, had not. (He had shared a toothpick-thin spliff of Big Sur polio weed with Catfish Jefferson between sets, the two of them standing in the back parking lot of the Slug, trying to coax fire out of a disposable lighter in a forty-knot wind.) â€Å"Didn't think you muthafuckas had weather here,† Catfish croaked, having sucked the joint so far down that the ember looked like the burning eye of a demon staring out of a cave of dark finger and lip. (The calluses on the tips of his fingers were impervious to the heat.) â€Å"El Ni;o,† Theo said, letting loose a blast of smoke. â€Å"Say what?† â€Å"It's a warm ocean current in the Pacific. Comes up the coast every ten years or so. Screws up the fishing, brings torrential rains, storms. They think we might be having an El Nià ±o this year.† â€Å"When will they know?† The bluesman had put on his leather fedora and was holding it fast against the wind. â€Å"Usually after everything floods, the wine crop is ruined, and a lot of cliffside houses slide into the ocean.† â€Å"And dat because the water too warm?† â€Å"Right.† â€Å"No wonder the whole country hate your ass,† said Catfish. â€Å"Let's go inside fo' my narrow ass gets blowed back to Clarksville.† â€Å"It's not that bad,† said Theo. â€Å"I think it'll blow over.† Winter denial – Theo did it, most Californians did it – they assumed that because the weather was nice most of the time, it would be nice all of the time, and so, in the midst of a rainstorm, you'd find people outdoors without an umbrella, or when nights dipped into the thirties, you'd still see someone dip-pumping his gas in surfer shorts and a tank top. So even as the National Weather Service was telling the Central Coast to batten down the hatches, as they were about to get the storm of the decade, and even though winds were gusting to fifty knots a full day before the storm made landfall, the people of Pine Cove carried on with their holiday routine like nothing out of the ordinary could happen to them. Winter denial: therein lay the key to California Schadenfreude – the secret joy that the rest of the country feels at the misfortune of California. The country said: â€Å"Look at them, with their fitness and their tans, their beaches and their movie stars, their Silicon Valley and silicone breasts, their orange bridge and their palm trees. God, I hate those smug, sunshiny bastards!† Because if you're up to your navel in a snowdrift in Ohio, nothing warms your heart like the sight of California on fire. If you're shoveling silt out of your basement in the Fargo flood zone, nothing brightens your day like watching a Malibu mansion tumbling down a cliff into the sea. And if a tornado just peppered the land around your Oklahoma town with random trailer trash and redneck nuggets, then you can find a quantum of solace in the fact that the earth actually opened up in the San Fernando Valley and swallowed a whole caravan of commuting SUVs. Mavis Sand even indulged in a little California Schadenfreude, and she was a Californian born and raised. Secretly, she wished for and enjoyed the forest fires every year. Not so much because she liked watching the state burn down, but because for Mavis's money, there was nothing better than watching a burly man in rubber handling a hefty hose, and during the fires, there were plenty of those on the news. â€Å"Fruitcake?† Mavis said, offering a suspicious slice on a dessert plate to Gabe Fenton, who was drunkenly trying to convince Theo Crowe that he had a genetic predisposition toward the blues, using some impressively large words that no one but he understood, and periodically asking if he could get an ;amen; and â€Å"five up high,† which, as it turned out, he could not. What he could get was fruitcake. â€Å"Mercy, mercy, my momma done made a fruitcake look just like that,† Gabe howled. â€Å"Lawd rest her soul.† Gabe reached for the plate, but Theo intercepted it and held it out of the biologist's reach. â€Å"First,† Theo said, â€Å"your mother was an anthro professor and never baked a thing in her life, and second, she is not dead, and third, you are an atheist.† â€Å"Can I get an amen?!† Gabe countered. Theo raised an eyebrow of accusation toward Mavis. â€Å"I thought we talked about no fruitcake this year.† The prior Christmas, Mavis's fruitcake had put two people into detox. She'd sworn that it would be the last year. Mavis shrugged. â€Å"This cake's nearly a virgin. There's only a quart of rum and barely a handful of Vicodin.† â€Å"Let's not,† Theo said, handing the plate back. â€Å"Fine,† Mavis said. â€Å"But get your buddy off his blues jag. He's embarrassing me. And I once blew a burro in a nightclub and wasn't embarrassed, so that's saying something.† â€Å"Jeez, Mavis,† Theo said, trying to shake the picture from his mind. â€Å"What? I didn't have my glasses on. I thought he was a hirsute insurance salesman with talent.† â€Å"I'd better get him home,† Theo said, nudging Gabe, who had turned his attention to a young woman on his right who was wearing a low-cut red sweater and had been moving from stool to stool all night long, waiting for someone to talk to her. â€Å"Hi,† Gabe said to the woman's cleavage. â€Å"I'm not involved in the human experience and I have no redeeming qualities as a man.† â€Å"Me either,† said Tucker Case, from the stool on the other side of the red-sweater woman. â€Å"Do people keep telling you that you're a psychopath, too? I hate that.† Tucker Case, under several layers of glibness and guile, was actually quite broken up over his breakup with Lena Marquez. It wasn't so much that she had become a part of his life in the two days he had known her, but that she had begun to represent hope. And as the Buddha said: â€Å"Hope is merely another face of desire. And desire is a motherfucker.† He'd gone out seeking human company to help dilute the disappointment. In another time, he'd have picked up the first woman he encountered, but his man-slut days had left him lonelier than ever, and he would not tread that lubricious path again. â€Å"So,† Tuck said to Gabe, â€Å"did you just get dumped?† â€Å"She led me on,† Gabe said. â€Å"She tore my guts out. Evil, thy name is woman!† â€Å"Don't talk to him,† Theo said, taking Gabe by the shoulder and unsuccessfully trying to pull him off his bar stool. â€Å"This guy's no good.† The young woman sitting between Tuck and Gabe looked from one to the other, then to Theo, then at her breasts, then at the men, as if to say, Are you guys blind? I've been sitting here all night, with these, and you're going to ignore me. Tucker Case was ignoring her – well, except for inspecting her sweater cakes as he talked to Gabe and Theo. â€Å"Look, Constable, maybe we got off on the wrong foot –  » â€Å"Wrong foot?† Theo's voice almost broke. As upset as he appeared, he appeared to be talking to the woman in the red sweater's breasts, rather than to Tucker Case, who was only a foot beyond them. â€Å"You threatened me.† â€Å"He did?† said Gabe, angling for a better look down the red sweater. â€Å"That's harsh, buddy. Theo just got thrown out of the house.† â€Å"Can you believe guys our age can still fall so hard?† Tuck said to Theo, looking up from the cleavage to convey his sincerity. He felt bad about blackmailing Theo, but, much like helping Lena hide the body, sometimes certain unpleasantries needed to be done, and being a pilot and a man of action, he did them. â€Å"What are you talking about?† Theo asked. â€Å"Well, Lena and I have parted ways, Constable. Shortly after you and I spoke this morning.† â€Å"Really?† Now Theo looked up from the woolly mounds of intrigue. â€Å"Really,† Tuck said. â€Å"And I'm sorry things happened the way they did.† â€Å"That doesn't really change anything, does it?† â€Å"Would it make a difference if I told you that I absolutely did not harm this alleged Dale Pearson, and neither did Lena?† â€Å"I don't think he was alleged,† said Gabe, slurring at the breasts. â€Å"I'm pretty sure he was confirmed Dale Pearson.† â€Å"Whatever,† said Tuck. â€Å"Would that change anything? Would you believe that?† Theo didn't speak right away but appeared to be waiting for an answer from the decolletage oracle. When he looked up at Tuck again he said, â€Å"Yeah, I believe you.† Tuck nearly aspirated the ginger ale he was drinking. When he stopped sputtering he said, â€Å"Wow, you suck as a lawman, Theo. You can't just believe a strange guy who tells you something in a bar.† Tuck wasn't accustomed to being believed by anyone, so to have someone take him at face value†¦ â€Å"Hey, hey, hey,† said Gabe. â€Å"That's uncalled for –  » â€Å"Well, fuck you guys!† said the woman in the red sweater. She jumped up from her stool and snatched her keys off the bar. â€Å"I am a person, too, you know? And these are not speakerphones,† she said, grabbing her breasts underneath and shaking them at the offenders, her keys jingling cheerfully as she did, completely defusing the effect of her anger. â€Å"Oh – my – God,† said Gabe. â€Å"You can't just ignore a person like that! Besides, you're all too old and you're losers and I'd rather be alone on Christmas than spend five minutes with any of you horn dogs!† And with that she threw some cash on the bar, turned, and stormed out of the bar. Because they were men, Theo, Tuck, and Gabe watched her ass as she walked away. â€Å"Too old?† Tuck said. â€Å"She was what, twenty-seven, twenty-eight?† â€Å"Yeah,† Theo said. â€Å"Late twenties, maybe early thirties. I didn't think we were ignoring her.† Mavis Sand took the money off the bar and shook her head. â€Å"You were all paying her proper attention. Woman's got some issues when she's jealous of her own parts.† â€Å"I was thinking about icebergs,† said Gabe. â€Å"About how only ten percent of them show above the surface, yet below lies the really dangerous part. Oh, no, I got the blues on me again.† His head hit the bar and bounced. Tuck looked to Theo. â€Å"You want some help getting him to the car?† â€Å"He's a very smart guy,† said Theo. â€Å"He has a couple of Ph.D.s.† â€Å"Okay. Do you want some help getting the doctor to the car?† Theo was trying to get a shoulder under Gabe's arm, but given that he was nearly a foot taller than his friend, things weren't working very well. â€Å"Theo,† Mavis barked. â€Å"Don't be such a friggin' wanker. Let the man help you.† After three unsuccessful attempts at hefting the bag of sand that was Gabe Fenton, Theo nodded to Tuck. They each took an arm and walked/dragged the biologist toward the back door. â€Å"If he hurls I'm aiming him at you,† Theo said. â€Å"Lena loved these shoes,† said Tuck. â€Å"But you do what you feel like you need to.† â€Å"I have no sex appeal, a rum-pa-pa-pum,† sang Gabe Fenton, in spirit with the season. â€Å"My social skills are nil, a rum-pa-pa-pum.† â€Å"Did that actually rhyme?† asked Tuck. â€Å"He's a bright guy,† said Theo. Mavis creaked ahead of them and held the door. â€Å"So, I'll see you pathetic losers at the Lonesome Christmas party, right?† They stopped, looked at one another, felt camaraderie in their collective loserdom, and reluctantly nodded. â€Å"My lunch is coming up, a rum-pa-pa-pum,† sang Gabe. Meanwhile, the girls were running around the Santa Rosa Chapel, putting up decorations and preparing the table settings for a Lonesome Christmas. Lena Marquez was making her third circumnavigation of the room with a stepladder, some masking tape, and rolls of green and red crepe paper the size of truck tires. (Price Club in San Junipero only sold one size, evidently so you could decorate your entire ocean liner without making two trips.) The act of serial festooning had taken Lena's mind off her troubles, but now the little chapel was starting to resemble nothing more than the nest of a color-blind Ewok. If someone didn't intervene soon the Lonesome Christmas guests would be in danger of being asphyxiated in a festive dungeon of holiday bondage. Fortunately, as Lena was moving the ladder to make her fourth round, Molly Michon snaked a foot inside and pulled the chapel's double doors open; the wind from the growing storm swept in and tore the paper from the walls. â€Å"Well, fuck!† said Lena. The crepe paper swam in a vortex around the middle of the room, then settled into a great wad under one of the buffet tables Molly had set up to one side. â€Å"I told you a staple gun would work better than masking tape,† Molly said. She was holding three stainless-steel pans of lasagna and still managed to get the oak double doors closed against the wind with her feet. She was agile that way. â€Å"This is a historical landmark, Molly. You can't just go shooting staples into the walls.† â€Å"Right, like that matters after Armageddon. Take these downstairs to the fridge,† Molly said, handing the pans to Lena. â€Å"I'll get you the staple gun out of my car.† â€Å"What does that mean?† Lena asked. â€Å"Do you mean our relationships?† But Molly had bounded back out through the double doors into the wind. She'd been making more and more cryptic comments like that lately. Like she was talking to someone in the room besides Lena. It was strange. Lena shrugged and headed back to the little room behind the altar and the steps that led downstairs. Lena didn't like going into the basement of the chapel. It wasn't really a basement; it was more of a cellar: sandstone walls that smelled of damp earth, a concrete floor that had been poured without a vapor barrier fifty years after the cellar had been dug and so seeped moisture and formed a fine slime on top in the winter. Even when the stove was cranked and an electric heater turned on, it was never warm. Besides, the old, empty pews stored down there cast shadows that made her feel as if people were watching her. â€Å"Mmmm, lasagna,† said Marty in the Morning, your drive-time dead guy in the a.m. â€Å"Dudes and dudettes, the little lady has certainly outdone herself this time. Get a whiff of that?† The graveyard was abuzz with moldy anticipation of the Lonesome Christmas party. â€Å"It's highly inappropriate, that's what it is,† said Esther. â€Å"I suppose it's better than that horrible Mavis Sand woman barbecuing again. And how is it that she's still alive, anyway? She's older than I am.† â€Å"Than dirt, you mean?† said Jimmy Antalvo, whose faceprint was still embedded in a telephone pole on the Pacific Coast Highway, where he'd hit it at age nineteen. â€Å"Please, child, if you must be rude, at least be original,† said Malcolm Cowley. â€Å"Don't compound the tedium with cliche.† â€Å"My wife used to put a layer of hot Italian sausage between every layer of cheese and noodles,† said Arthur Tannbeau. â€Å"Now, that was some good eatin'.† â€Å"Sort of explains the heart attack, too, doesn't it?† said Bess Leander. Being poisoned had left a bitter taste in her mouth that seven years of death could not wash away. â€Å"I thought we agreed not to talk about COD guilt,† said Arthur. â€Å"Didn't we agree on that?† COD was shorthand of the dead for Cause of Death. â€Å"We did agree,† said Marty in the Morning. â€Å"I do hope that they sing ‘Good King Wenceslas, † said Esther. â€Å"Shut the fuck up about ‘Good King Wenceslas, would you? No one knows the words to ‘Good King Wenceslas, no one ever has.† â€Å"My, my, the new guy is cranky,† said Warren Talbot, who had once been a painter of landscapes but after liver failure at seventy was fertilizing one. â€Å"Well, it's gonna be a great party to listen to,† said Marty in the Morning. â€Å"Did you hear the constable's wife talking about Armageddon? She's definitely taking a cruise down the Big Nutty.† â€Å"I am not!† shouted Molly, who had come down to the basement to help Lena clear space in the two refrigerators for the salads and desserts that they had yet to unload. â€Å"Who are you talking to?† said Lena, a little frightened at the outburst. â€Å"I think I've made my point,† said Marty in the Morning.

An Outline of the Cell Theory

Chapter 2 IB Biology 2. 1 Cell Theory 2. 1. 1 Outline the cell theory (2). †¢All organisms are composed of one or more cells †¢Cells are the smallest units of life †¢All cells come from preexisting cells †¢TOK: cell theory replaces the former ideas of spontaneous generation or abiogenesis in which inanimate matter assembles itself into living forms †¢Exception: muscle cells- more than 1 nucleus, very long; (fungal cells) hyphae roots- not a single unit; protoctista- not specialized to single function; subcellular things like organelles 2. 1. Discuss the evidence for the cell theory (3). †¢Robert Hooke first described cells in 1665 while observing cork with a microscope he built. Coined the term â€Å"cell†Antoine van Leeuwenhoek observed the 1st living cells and referred to them as animalcules. â€Å"microscope† †¢In 1838, botanist Mathias Schleiden stated that plants are made of independent separate being called cells. Later, Theoder Schwann made a similar statement about animals. †¢The 2nd principle continues to gain support because we have not been able to find any living entity that is not made of at least one cell. Louis Pasteur in the 1860s performed experiments to support the last principle. After sterilizing chicken broth by boiling, Pasteur showed that living organisms would not ‘spontaneously’ reappear. â€Å"biogenesis† †¢Only after exposure to preexisting cells was life able to re-establish itself in the chicken broth. †¢Eukaryotes- mitosis; prokaryotes- binary fission; thus all cells have a common ancestor- original ancestral form 2. 1. 3State that unicellular organisms carry out all the functions of life (1). †¢Functions include: Metabolism- chemical reactions that occur within an organism †¢Growth- may be limited but is always evident in some way †¢Reproduction- hereditary molecules that can be passed to offspring †¢Response- to environment is imperative to survival †¢Homeostasis- maintain a constant internal environment ex: temp †¢Nutrition- provide a source of compounds with many chemical bonds which can be broken to provide the organism with the NRG and the nutrients necessary to maintain life CHNOPS 2. 1. 4 Compare the relative sizes of molecules, cell membrane thickness, viruses, bacteria, organelles and cells, using the appropriate SI unit (3). Cells- 100 micrometers (plant) †¢Organelles- < 10 micrometers †¢Bacteria- 1 micrometer †¢Viruses- 100 nanometers†¢Membranes- 10 nanometers thick †¢Molecules- 1 nanometer †¢Animal cell- 10 micrometers †¢cm = 10-2 m †¢mm = 10-3 m †¢um = 10-6 m †¢nm = 10-9 m †¢A = 10-10 m 2. 1. 5 Calculate the linear magnification of drawings and the actual size of specimens in images of known magnification (2). †¢Magnification = size of image divided by the size of specimen †¢Magnification = measured length / scale ba r level †¢Actual size = measured length / magnification 2. 1. Explain the importance of the surface area to volume ratio as a factor limiting cell size (3). †¢In the cell, the rate of heat and waste production and rate of resource consumption are functions that depend of its volume. †¢Most of the chemical reactions occur in the interior of the cell and its size affects the rate of these reactions.†¢The surface of the cell, the membrane, controls what materials move in and out of the cell. †¢Cells with more surface are per unit volume are able to move materials in and out of the cell, for each unit volume of the cell. As the width of the object increases, the surface area also increases but at a much slower rate than the volume. †¢This means that a large cell has less surface area to bring in needed materials and to rid the cell of waste than a small cell. †¢Because of this, cells are limited to the size they can attain and still be able to carry ou t the functions of life. Large animals have more cells not larger ones. †¢A large surface area to volume ratio means the cell can act more efficiently: for every unit of volume that requires nutrients or produces waste, there is more membrane to serve it. But this is not always an advantage- cell can lose heat quickly.†¢As organisms grow, cells divide. 2 small cells are more efficient than one. †¢Alveoli in lungs maximize surface for gas exchange. 2. 1. 7 State that multicellular organisms show emergent properties (1). †¢Different things come together to make process †¢Cells-tissues-organs-etc. †¢Ability to reproduce themselves. Allows possibility of growth and for replacement of damaged or dead cells. 2. 1. 8 Explain that cells in multicellular organisms differentiate to carry out specialized functions by expressing some of their genes but not others (3). Start out as single cell that reproduces at a rapid rate then the resulting cells go through a dif ferentiation (different cells- different functions- to run an organism) process to produce all required cell types that are necessary for organism. †¢Every cell in a multicellular organism contains all the genes of that organism. However, the genes that are activated vary from cell to cell. †¢Differentiation- when we break something complex into its component pieces, they each appear to be simple. Combined, they can perform a whole new function.Cells within a multi cellular organism specialize their function. †¢Examples: muscles cells, cardiac cells †¢This differentiation process is the result of the expression of certain specific genes but not others †¢Genes allow for the production of all different cells in the organism †¢Each cell contains all the genetic info for the production of the complete organism †¢Each cell becomes a specific type of cell dependent of which DNA segment becomes active 2. 1. 9 State that stem cells retain the capacity to d ivide and have the ability to differentiate along different pathways (1). Retain ability to divide and differentiate into various cell types †¢Embryonic stem cells retain the ability to form any type of cell in an organism and can even form a complete organism †¢When stem cells divide to form a specific type of tissue, they also produce some cells that remain as stem cells. This allows for the continual production of a particular type of tissue.†¢Pluripotent- give rise to any type of cell †¢Treating diseases? 2. 1. 10 Outline one therapeutic use of stem cells (2). †¢Replace differentiated cells lost due to injury Therapeutic cloning- implanted stem cells replace lost cells †¢Tissue- specific stem cells- these cells reside in certain tissue types and can only produce new cells of that particular tissue †¢For example, stem cells have been introduced to humans to replace the damaged bone marrow of some leukemia patients †¢Bone marrow transplants are one of the many therapeutic uses of stem cells. Stem cells found in the bone marrow give rise to the red blood cells, white blood cells and platelets in the body. These stem cells can be used in bone marrow transplants to treat people who have certain types of cancer.When a patient has cancer and is given high doses of chemotherapy, the chemotherapy kills the cancer cells but also the normal cells in the bone marrow. This means that the patient cannot produce blood cells. So before the patient is treated with chemotherapy, he or she can undergo a bone marrow harvest in which stem cells are removed from the bone marrow by using a needle which is inserted into the pelvis (hip bone). Alternatively, if stem cells cannot be used from the patient then they can be harvested from a matching donor.After the chemotherapy treatment the patient will have a bone marrow transplant in which the stem cells are transplanted back into the patient through a drip, usually via a vein in the chest or the arm. These transplanted stem cells will then find their way back to the bone marrow and start to produce healthy blood cells in the patient. Therefore the therapeutic use of stem cells in bone marrow transplants is very important as it allows some patients with cancer to undergo high chemotherapy treatment.Without this therapeutic use of stem cells, patients would only be able to take low doses of chemotherapy which could lower their chances of curing the disease. †¢Ethical issues- embryonic stem cells come from embryos obtained from labs doing IVF. involves death of embryo. 2. 2 Prokaryotic Cells 2. 2. 1 Draw and label a diagram of the ultrastructure of Escherichia coli (E. coli) as an example of a prokaryote (1). †¢Plasmid is circular thing not on diagram. Refer to book. †¢Size of cell: 1-2 um †¢Absence of membrane bound organelles Prokaryote examples: (look at notes for pictures) †¢straight rod- Escherichia †¢Club shaped rod- corynebacterium â⠂¬ ¢Spore forming rods- bacillus †¢Coccus Staphylococcus 2. 2. 2 Annotate the diagram with the functions of each named structure. †¢Cell wall: Protects the cell from the outside environment and maintains the shape of the cell. It also prevents the cell from bursting if internal pressure rises. †¢Plasma membrane: Semi-permeable membrane that controls the substances moving into and out of the cell. It contains integral and peripheral proteins.Substances pass through by either active or passive transport. †¢Cytoplasm: Contains many enzymes used to catalyze chemical reactions of metabolism and it also contains the DNA in a region called the nucleoid. Ribosomes are also found in the cytoplasm. †¢Pili: Help bacteria adhere to each other for the exchange of genetic material. Involved in transfer of DNA in a process called conjugation (direct contact between bacterial cells in which plasma DNA is transferred between a donor and a recipient cell) †¢Flagella (s ingular flagellum): Made of a protein called flagellin.Helps bacteria move around (mobility) †¢Ribosomes: They are the site of protein synthesis. Contributes to protein synthesis by translating messenger RNA. free in cytoplasm (70s) †¢Nucleoid: Region containing DNA; involved with cell control and reproduction †¢Plasmid- small, circular DNA not connected to main chromosome; replicate independently of chromosomal DNA; not required by cell under normal conditions but it may help the cell adapt to unusual circumstances; normal to find at least one anti-biotic resistance gene within a plasmid †¢Slime capsule- sticky layer outside of cell wall, sticks cells together . 2. 3 Identify structures from 2. 2. 1 in electron micrographs of liver cells (2). 2. 2. 4 State that prokaryotic cells divide by binary fission (1). †¢Binary fission- simple division process in which DNA is copied and 2 daughter chromosomes become attached to different regions on plasma membrane and cell divides into 2 genetically identical daughter cells. Process elongation of cell 2. 3 Eukaryotic Cells 2. 3.1 Draw and label a diagram of the ultrastructure of a liver cell as an example of an animal cell (1). . 3. 2 Annotate the diagram with the functions of each named structure. †¢Ribosomes: Found either floating free in the cytoplasm or attached to the surface of the rough endoplasmic reticulum and in mitochondria and chloroplast. Ribosomes are the site of protein synthesis as they translate messenger RNA to produce proteins. †¢Rough endoplasmic reticulum: Can modify proteins to alter their function and/or destination. Synthesizes proteins to be excreted from the cell. Lysosome: catalyze the breakdown of proteins, nucleic acids, lipids and carbs, fuse with old or damaged organelles so recycling can occur, breakdown of materials that are brought in by phagocytosis †¢Golgi apparatus: Receives proteins from the rough endoplasmic reticulum and may further modify t hem. It also packages proteins before the protein is sent to it’s final destination which may be intracellular or extracellular. †¢Mitochondrion: Is responsible for aerobic respiration. Converts chemical energy into ATP using oxygen. †¢Nucleus: Contains the chromosomes and therefore the hereditary material.It is responsible for controlling the cell. Extra: †¢Smooth ER- production of membrane phospholipids can cellular lipids, production of sex hormones, detoxification of drugs in liver, storage of calcium ions needed for muscle contractions, transportation of lipid based compound, to aid in liver in releasing glucose into bloodstream when needed †¢Centrosome- a pair of centrioles at right angles; involved in assembling microtubules which are important in providing structure and allowing movement and cell division †¢Vacuole- storage organelle; store potential food to provide nutrition, metabolic wastes and toxins to be expelled, and ater; enables cells to have a higher surface area to volume ratios even at larger sizes; in plants, uptake of h2o provides rigidity 2. 3. 3 Identify structures from 2. 3. 1 in electron micrographs of liver cells (2). 2. 3. 4 Compare prokaryotic and eukaryotic cells (3). Prokaryote Eukaryote DNA in a ring form without proteinDNA with proteins as chromosomes/chromatin DNA free in the cytoplasm- no nucleusDNA enclosed within a nuclear envelope No mitochondriamitochondria 70S ribosomes80S ribosomesNo internal compartmentalization to form organellesinternal compartmentalization present to form many types of organelles Size less than 10 micrometersSize more than 10 micrometers †¢also: unicellular vs. multicellular †¢no membrane bound organelles vs. membrane bound organelles †¢binary fission vs. mitosis †¢asexual reproduction vs. asexual and sexual reproduction †¢similarities: both cells have some sort of outside boundary that always involves a plasma membrane, both carry out all fun ctions of life, DNA is present in both . 3. 5 State 3 differences between plant and animal cells (1). Plant Animal Outer cell wall with a plasma membrane just insideOnly a plasma membrane Chloroplasts No chloroplasts Large centrally located vacuolesNo vacuoles/ or small ones Store carbs as starchStore carbs as glycogen Do not contain centrioles within a centrosome areaContain centrioles within a centrosome area Fixed, often angular, shape because of a rigid cell wallCell is flexible and more likely to be a rounded shape . 3. 6 Outline 2 roles of extracellular components (3).†¢The plant cell wall gives the cell a lot of strength and prevents it from bursting under high pressure as it is made up of cellulose arranged in groups called microfibrils. It gives the cell its shape, prevents excessive water up take by osmosis and is the reason why the whole plant can hold itself up against gravity. Prevents entry of pathogens. Allows turgor pressure/ high pressure to develop inside the cell. The animal cell contains glycoproteins in their extracellular matrix (ECM) which are involved in the support, movement and adhesion of the cell. Cell to cell interaction, strengthens plasma membrane, allows attachment between adjacent cells, directs stem cells to differentiate 2. 4. 1 Draw and label a diagram to show the structure of membranes (1). 2. 4. 2 Explain how the hydrophilic and hydrophobic properties of phospholipids help to maintain the structure of cell membranes (3). One area of membrane is water soluble and polar and is hydrophilic †¢The other area isn’t water soluble and is non polar- hydrophobic†¢These hydrophobic and hydrophilic regions cause phospholipids to always align as a bilayer if there is water present and there is a large number of phospholipid molecules †¢Membrane is flexible since fatty acid tail do not strongly attract one another †¢What maintains the overall structure of membrane is the tendency water has to form hydroge n bonds †¢In hydrophobic region (fatty acid tails) in animal cells these are cholesterol molecules- determine membrane fluidity (changes temp) †¢Proteins are embedded in fluid matrix of phospholipid bilayer (mosaic effect) †¢Integral proteins have both hydrophobic and hydrophilic regions in the same protein †¢Hydrophobic region (mid section of phospholipid membrane) holds protein in place †¢Hydrophilic region is exposed to water solutions on either side of membrane †¢Peripheral proteins do not protrude into the middle hydrophobic region but remain bound to the surface of the membrane 2.4. 3 List the functions of membrane proteins (1). †¢Hormone binding sites- have specific shapes that fit shape of specific hormone †¢Enzymatic action- catalyze chemical reactions †¢Cell adhesion- proteins hook together to form connections †¢Cell to cell communication- provide identification †¢Channels for passive transport- high to low concentrati on †¢Pumps for active transport- proteins shuttle a substance from one side of membrane to another by changing shape; ATP 2. 4. 4 Define osmosis and diffusion (1). †¢Diffusion is the passive movement of particles from a region of high concentration to a region of low concentration.Osmosis is the passive movement of water molecules, across a partially permeable membrane, from a region of lower solute concentration to a region of higher solute concentration (hypo-osmotic solution to hyperosmotic solution). †¢Facilitated diffusion- involves a membrane with specific carrier proteins that are capable of combining with the substance to and its movement 2. 4. 5 Explain passive transport across membranes by simple diffusion and facilitated diffusion (3). †¢Simple diffusion- substances other than water move between phospholipids molecules or through proteins which possess channels †¢Facilitated diffusion- nonchannel protein carriers change shape to allow movement of substances other than water. No NRG.Polar molecules need help. †¢Substances that move passively across membrane are influenced by size and shape †¢Small substances and nonpolar move with ease; large, polar, or both do not †¢Channel proteins- create a hydrophilic pore in membrane through which small changed particles (ions) can diffuse into cell †¢Transport proteins- help move substances (glucose) into cell. Substrate binds to protein which carries molecules across membrane and releases it inside cell 2. 4. 6 Explain the role of protein pumps and ATP in active transport across membranes (3). †¢Active transport involves the movement of substances through the membrane using NRG from ATP.The advantage of active transport is that substances can be moved against the gradient, meaning from low to high concentration †¢This is possible because the cell membrane has protein pumps embedded it which are used in active transport to move substances using ATP †¢E ach protein pump only transports certain substances so the cell can control what comes in and goes out †¢Transport or carrier proteins †¢Ex: Na +/ K + pump. Sodium moved out of cell, potassium moved in (important for nerve cells) 2. 4. 7 Explain how vesicles are used to transport materials within a cell between the rough ER, Golgi apparatus, and plasma membrane (3). †¢Materials are transmitted between rough ER, Golgi app, and plasma membrane †¢Nucleus contains chromosomes that contain genes for coding proteins.RNA passes from nucleus to cytoplasm †¢Rough ER contains ribosomes which make proteins intended for export †¢Protein goes into lumen of Golgi app for processing before it leaves through the cell surface membrane by exocytosis 2. 4. 8 Describe how the fluidity of the membrane allows it to change shape, break and reform during endocytosis and exocytosis (2). †¢The phospholipids in the cell membrane are not solid but are in a fluid state allowin g the membrane to change its shape and also vesicles to fuse with it. †¢This means substances can enter the cell via endocytosis and exit the cell via exocytosis. The membrane then returns to its original state. †¢In exocytosis the vesicles fuse with the membrane expelling their content outside the cell.The membrane then goes back to its original state. Endocytosis is a similar process which involves the pulling of the plasma membrane inward so that a vesicle is pinched off it and then this vesicle can carry its content anywhere in the cell. †¢Cell takes up substance by surrounding it with membrane, ATP †¢2 types: †¢pinocytosis (substance is liquid) †¢phagocytosis (substance is solid) †¢endocytosis and exocytosis- active transport that requires ATP; common in unicellular organisms Summary of processes: ATP requiredConcentration gradient DiffusionNoDown (high to low) Facilitated diffusionNoDown OsmosisNoDown Active transport with carrier proteinsYes Against is possible EndocytosisYesAgainst is possible 2. 5 Cell Division 2. 5. Outline the stages in the cell cycle, including interphase (G1, S, G2), mitosis, and cytokinesis (2). †¢The first stage of cell division is interphase which is divided into 3 phases; G1, S and G2. The cell cycle starts with G1 (Gap phase 1) during which the cell grows larger. This is followed by phase S (synthesis) during which the DNA is replicated. Finally, G2 (gap phase 2) is the second growth phase in which organelles increase in number, cell grows and preps for mitosis, DNA begins to condense form chromatin to chromosomes and microtubules begin to form. †¢? The fourth stage is mitosis, which is divided into prophase, metaphase, anaphase and telophase.During mitosis the spindle fibers attach to the chromosomes and pull sister chromatids apart, providing the same genetic material to each of these locations. This stage separates the two daughter genomes. †¢Finally, cytokinesis is the last stage during which the cytoplasm divides to create two daughter cells. In animal cells the cell is pinched in two to form a cleavage furrow while plant cells form a plate between the dividing cells. 2. 5. 2 State that tumors (cancer) are the result of uncontrolled cell division and that these can occur in any organ or tissue (1). †¢Proto-oncogenes are genes that produce proteins, which stimulate growth (cell division). If mutation occurs, a tumor will form. Mutations: radiation, viruses, chemicals that are carcinogenic, EM radiation 2. 5.3 States that interphase is an active period in the life of a cell when many metabolic reactions occur, including protein synthesis, DNA replication, and an increase in the # of mitochondria and/or chloroplasts (1). 2. 5. 4 Describe the events that occur in the 4 phases of mitosis (2). †¢During prophase, chromatin becomes chromosomes, nuclear envelope disintegrates, the spindle microtubules begin to form, centrosomes move toward opposite poles of cell due to lengthening microtubules. Each chromosome consists of 2 identical sister chromatids held together by a centromere. During metaphase, the chromatids move to the equator and the spindle microtubules from each pole attach to each centromere on opposite sides. †¢During anaphase, the spindle microtubules pull the sister chromatids apart splitting the centromeres. This splits the sister chromatids into chromosomes. Each identical chromosome is pulled to opposite poles. Chromatids of each duplicated chromosome separate and become unduplicated chromosome†¢During telophase, the spindle microtubules break down and the chromosomes uncoil and so are no longer individually visible. Also the nuclear membrane reforms. Chromosomes become chromatin (shapeless). Centrioles replicate in animal cells. The cell then divides by cytokinesis to form two daughter cells with identical genetic nuclei. 2. 5. Explain how mitosis produces 2 identical nuclei (3). †¢During proph ase, the chromosomes become visible. The nuclear envelope disintegrates and the spindle microtubules grow and extend from each pole to the equator. †¢At metaphase the chromatids move to the equator. The sister chromatids are two DNA molecules formed by DNA replication and are therefore identical.†¢These sister chromatids are then separated in anaphase as the spindle microtubules attaches to centromere and pulls the sister chromatids to opposite poles. As the sister chromatids separate they are called chromosomes. This means that each pole has the same chromosomes (same genetic material). Finally the microtubules break down, the chromosomes uncoil and the nuclear membrane reforms. The cell then divides into two daughter cells with genetically identical nuclei. †¢4 chromosomes in parent cell = 4 chromosomes in each daughter cell †¢duplicated chromosome with 2 strands connected by centromere and chromosome is 1 strand 2. 5. 6 State that growth, embryonic development , tissue repair, and asexual reproduction involve mitosis (1). †¢Growth- production of similar cells †¢Embryonic development- allows zygote to grow into multicellular organism †¢Tissue repair- wounds need identical replacement cells †¢Asexual reproduction- allows for a rapid and significant increase in number of individuals

Medieval vs Renaissance Art Essay

There were no notions of real-life techniques and proportion. Figures, which were more prominent, were drawn larger than the others. All figures are motionless, they sit or stand and there are no attempts to depict movement. There is little in the way of nude bodies, erotic scenes and sexual connotations. People were painted with stoic, serious expressions; the lack of emotions was obvious. Pictures were not voluminous; they were flat and stable. The background was painted with one color. Artists used ordinary basic colors. Paintings weren’t very realistic, but the artists did not necessarily want them to be so. The art was treated as the means of connection with God, and the main purpose of it was to foster the spiritual development of the people. The Early Renaissance starts in Italy in fourteenth century AD due to a number of reasons. According to Jim Lane, perhaps the biggest factor contributing to the rise of the Renaissance was money. He states â€Å"when it became economically feasible to enclose an entire city in fortress walls, then those with money could begin to relax and enjoy it, which meant a craving for beauty that meant art. The city of Florence, Italy, is a classic exampleâ€Å"(Lane, 1998). The church was no longer the only institution with the resources to commission works of art. Religion was not able to serve as the only reason for creativity any more. While religious imagery still dominated many works of art during this period, secular and humanistic themes began to emerge as well. People were in the focus of this art period. They were depicted the way they looked in their real life. It was not uncommon for a wealthy merchant to commission a portrait of himself. People were interested in the anatomy of the human body. The knowledge of anatomy was reflected in the new art. Bodies looked not only real, but attractive for viewers. Most of them were depicted in motion, and appeared much more lifelike. This interest in anatomy precipitated the appearance nude images in paintings and sculpture. An emphasis on natural beauty, and the human form began to emerge. All figures were placed on the canvas considering the perspective. Painters paid attention to light; they started using the technique of shadows and lights in their paintings. Artists were interested in the way people express their emotions and did their best to render the emotional expressions on the faces of people on the paintings. The same features occurred in sculpture as well. It is obvious that art develops in relation to the prior art periods. Some periods build upon the tone and style of earlier periods, while others strike out in new ways in reaction to the earlier period. There are clear examples of how Renaissance art continued the traditions of medieval art. However, the combinations of new styles, techniques, subjects, and philosophies leads to the conclusion the Renaissance developed in reaction to the medieval era. The Renaissance served as the transitional period between the medieval art and the new period in human history. The Renaissance brought significant change to the world of art. Artists started creating art for the sake of art, and not necessarily for the sake of god. They created new art forms, and mastered their skills in order to make things look as they are in real life on the canvas. God was not the only point of depiction. The Renaissance Art is much closer to the conception of art which is common now. It uses mixed colors, shades, real sizes, and perspective. Unlike Renaissance art, medieval art is more primitive. The pieces of art were representations of crucial spiritual content. These differences are best explained by examining a few examples. For instance, the medieval Virgin Mary is rather specific (Duccio, 1300). She is depicted only with the upper part of her body. She holds the infant in her arms. Her face is cold and reserved. The background is static. All objects are two-dimensional; there is no volume or change in colors. The picture lacks dynamics. At the same time, it is a classical representation of Virgin Mary. It was created for the purpose of religious worship. The Virgin Mary is the main figure at the picture. In this respect, the infant on her hands is smaller than he should be in reality. Madonna is the representation of Virgin Mary in Renaissance art. Madonna Litta by da Vinci (1490) shows the tendencies of how the art developed. First of all, both Madonna and her child look lifelike. They appear much more human in their facial complexion, proportions and positions. They are not static. The child holds his finger in his mouth. He is playful and alive. Madonna holds him in her hands and looks at him carefully. Viewers can notice the feelings of comfort and pleasure in the way she looks at her baby. This transition from expressionless, some may say emotionless, depictions of humans to lifelike, active characters can be seen throughout Renaissance art. The Renaissance artists wanted to depict realism in their art. They strived to have the images correspond in some way to the real world. In this respect, they tried to learn how to paint the world they have, not only the world which belongs to Saints. This shift in philosophy during this period created the necessity to create art in a different manner. People became interested in themselves. This may be the most obvious reason why these two art periods are so different. At the same time, Renaissance art is the logical continuation of the development of art in human history. People do not stay the same; the world is changing, so the art changes too. It is hard to imagine that the Renaissance period would have developed in the manner that it did without the foundation laid during the medieval period. It’s clear that later periods built extensively off the techniques and philosophies developed during the Renaissance. The Renaissance served as the greatest transitional period from earlier, more primitive styles, and set the stage for modern art as we know it. References Duccio di Buoninsegna. (1300) Madonna and Child [Picture]. Retrieved from: http://www. metmuseum. org/toah/works-of-art/2004. 442 da Vinci, L. (c. 1490) Madonna Litta. [Picture]. Retrieved from: http://www. abcgallery. com/L/leonardo/leonardo13. html Lane, J. (1998). Renaissance (1400 – 1600). Retrieved from: http://www. humanitiesweb. org/spa/gil/ID/35

Group and team dynamics personal experience Essay

Group and team dynamics personal experience - Essay Example It came to my attention that for the teams within the organization to perform effectively, it was imperative that the organization had to comprehend the concept of teams, their working, the advantages and disadvantages of employees working in teams. My responsibility as a corpsman required that at times I had to work and coordinate my services by networking with various battalions. The duties and responsibilities I was tasked with required cross battalion coordination to ensure that the goals were attained. Working with various teams required appropriate leadership and team management skills for the organizational resources to be exploited adequately. As a leader of a team, I was increasingly dependent on the cross battalion teams for knowledge, expertise and skills to ensure that the goals of the organization were achieved. The teams I worked with from various battalions were differentiated through geographic boundaries and the diverse cultural backgrounds of the employees. Nonethel ess, the organization managers within the battalions necessitated integration mechanisms, which ensured that the differences among the employees were understood and coordinated well. As a result, the teams we worked with were well-structured to realize long-term goals and objectives of the Marine and Naval operations. My personal experience in group and team dynamics during my career experience is discussed and evaluated critically with an emphasis on my current employment position. Section I: Workplace Experience In my career path, I have had an exemplary experience working with and leading approximately 1300 Marines in delivering medical care and services. My responsibilities and duties were inclined towards leading a team of five junior Corpsmen and Medics to ensure that medical care was delivered to the employees within the camps as scheduled and required by the organization. The team was tasked with the responsibility of ensuring that all immunizations within the camp were up t o date. This was important as it was a prerequisite for the Marines to be deployed or combat ready. Failure to update all immunizations would hamper the activities of the camp severely because Marines would not be combat ready. Personally I was tasked with the responsibility of writing annual and biannual evaluation reports for the team I was in charge of, which consisted of five junior Corpsmen. As a leader, I had an obligation to lead and motivate my team members and other employees within the camps. In addition, my responsibilities called for collective coordination and exchange of ideas through which I had to keep in touch with the senior Marines, the platoon Sergeants. It was essential to work with the senior Marines during the coordination of all junior Marines into the Battalion aid station to update their immunization. Accomplishing such responsibilities effectively demanded for elements of leadership in me because at times the schedules of various Marines did not coincide, and this implied that the Battalion would be out of immunization. As a leader, I had the responsibility of visiting other employees in different battalion aid stations to plan and harmonize the schedules for immunization. I worked in the Navy for eight years of which I had the opportunity to lead