first aid - 2113 Words

1.1 Describe the common types of fractures There are two types of fracture called open and closed. A closed fracture is where the skin is unbroken, but the internal damage to surrounding tissue can be seen as swelling. An open fracture has a wound. The bone may or may not be protruding. There is also internal damage to surrounding tissue. 1.2 Describe how to manage a fracture. A casualty with a fracture needs to keep still and not move the injured part. The treatment for a closed fracture is to reduce the risk of further injury by preventing the casualty from moving the fracture and to get medical help. You need to: 1. Support the injured limb 2. Immobilise the affected part 3. Dial 999 or 112 for an ambulance 4. Treat for shock. The†¦show more content†¦Compression of the brain Compression of the brain – a condition called cerebral compression – is very serious and almost invariably requires surgery. Cerebral compression occurs when there is a build-up of pressure on the brain. This pressure may be due to one of several different causes, such as an accumulation of blood within the skull or swelling of injured brain tissues. Cerebral compression is usually caused by a head injury. However, it can also be due to other causes, such as stroke, infection, or a brain tumour. The condition may develop immediately after a head injury, or it may appear a few hours or even days later. For this reason, you should always try to find out whether the casualty has a recent history of a head injury. Recognition †¢ Deteriorating level of response – casualty may become unconscious. There may also be: †¢ history of a recent head injury †¢ intense headache †¢ noisy breathing, becoming slow †¢ slow, yet full and strong pulse †¢ unequal pupil size †¢ weakness and/or paralysis down one side of the face of body †¢ high temperature; flushed face †¢ drowsiness †¢ Noticeable change in personality or behaviour, such as irritability or disorientation. Your aim †¢ To arrange urgent removal of the casualty to hospital. Treatment †¢ Dial 999 for an ambulance. If the casualty is conscious: †¢ keep them supported in a comfortable resting position and reassure them †¢ Regularly monitor and record vital signs – level of response, pulse, and breathing – untilShow MoreRelatedFirst Aid1435 Words   |  6 PagesINTRODUCTION First aid is the immediate assistance or treatment given to someone injured or suddenly taken ill before the arrival of an ambulance, doctor, or other appropriate qualified persons. It is a skill, based on knowledge, training and experience. First aid training is important as it is relevant at home, work place or industries and any other place. The term â€Å"FIRST AIDER† is usually applied to someone who has completed a theoretical and practical instruction course, and passed a professionallyRead MoreFirst Aid2010 Words   |  9 Pages  first aid kit  is a collection of supplies and equipment for use in giving  first aid.[1]  First aid kits may be made up of different contents depending on who has assembled the kit and for what purpose. It may also vary by region due to varying advice or legislation between governments or organisations. |Contents | |  [hide] | |1  Format Read MoreFirst Aid Essay2939 Words   |  12 PagesPart One # - Assessment Task: PEFAP 001 Paediatric Emergency First Aid (1.1) Identified the responsibilities a of a paediatric first aider. The responsibilities of a paediatric first aider is to make sure that every person you attend to you have to make sure that you have comforted the individual, making sure that they are as calm as possible. This is to ensure that you can treat that individual as best as you can, it is important to act quickly and efficiently as possible. (1Read MoreThe Abc Of First Aid Essay1472 Words   |  6 PagesINTRODUCTION This coursework requires me to explain about the concept of ABC, how it’s applied in casualty management as well as the unconscious patient, the causes of unconsciousness and many others. My first approach I will define ABC then I will do other requirements. The ABC of first aid is a mnemonic designed to help people remember how to respond to an emergency situation in which someone is injured. There are many other mnemonics and variants, but it is probably the most useful one for layRead MoreFirst Aid Study Notes1390 Words   |  6 PagesFirst Aid Notes Q. Why is first aid important? A. It is better to know first aid and not need it than to need it and not know it. Q. What is first aid? A. First aid is the immediate care give to an injured or suddenly ill person. Q. What is Duty of Care? A. While providing first aid you have a duty of care which requires you to assess and treat the casualty within the confines of your training and expertise i.e. you must only do what you are trained to do. Q. What is CPR A. CPR stands for CARDIOPULMONARYRead MoreEffectiveness Of Integrating First Aid Education Essay1507 Words   |  7 PagesTitle: Effectiveness of integrating first-aid education in school curricula at Wenzhou-Kean University. Description: The timely first-aid provided by bystanders is critical to minimize deaths or permanent injuries resulting from accidents. Although the first-aid training programs have been systemically integrated into undergraduate curricula in most advanced countries, little recognition for first-aid education is currently given in most non-medical universities in China. Therefore, the aims of thisRead MoreWhy Cpr and First Aid Are Important746 Words   |  3 Pagesmaster the skills of CPR (Cardio-Pulmonary Resuscitation) and first aid training. You can learn CPR and first aid training by taking a training course that teaches vital skills people can use, so they can handle and cope with emergencies, such as a chocking child, burns or scalds, or someone who has stopped breathing. Learning CPR and first aid is the simplest and most important skills anyone can learn. You can learn CPR and first aid in as little as 4.5 hours. Taking this time to learn these skillsRead MoreEssay about First Aid in the Workplace2125 Words   |  9 PagesFirst Aid is extremely important in the work place. Sudden injuries or illnesses, some of which may be life-threatening, occur at work. It can be something that is often overlooked in the workplace because of its simplicity. First Aid can be as simple as treating a small scrape so it does not become infected to keeping a person alive by performing CPR. OSHA describes the definition of first aid as medical attention that is usually administered immediately after the injury occurs. This attentionRead MoreTraining Plan Proposal: First Aid and Cpr Training1447 Words   |  6 Pagesstakeholders, including patients and employees. In order to discover the strengths and weaknesses of first aid and CPR training in our office, a needs assessment was conducted during a period of several months prior to the development of this training program. The needs assessment revealed that the current staff is unfamiliar with the concepts and skills needed to properly assess and administer first aid. A pre-training assessment administered by the American Red Cross revealed that the potential traineesRead MoreLevel 2 Paediatric Emergency First Aid Essay3947 Words   |  16 PagesCU1514 Paediatric Emergency First Aid 20 pages 1.1 Identify the responsibilities of a paediatric first aider. I should aim to preserve life, prevent the condition worsening, and promote recovery. Responsibility Description -Remain calm at all times Appear confident and reassuring -Conduct a scene survey Assess the situation without Endangering my own life. -Conduct a primary survey Identify and assess the extent of the Illness, injury or condition of the casualty

Essa Free Essays

Homework – EARNINGS MANAGEMENT – due Monday, 4/8/13 (read bring Sec. 6) (answers are in Section 6 material) 1. What does the term Managing Earnings refer to? †¢ The use of accounting methods to produce financial information that present an overly positive image of the company’s financial performance 2. We will write a custom essay sample on Essa or any similar topic only for you Order Now What is SAB 99 and 108 about? SAB 99 – is about materiality SAB 108—is about quantifying financial statement misstatements What is the FASB codification reference for SAB 99? 250-10-S99-1 3 What were some of the things Sunbeam did wrong? Improper restructuring reserves and other â€Å"cookie-jar† reserves †¢ Improper â€Å"bill and hold† sales †¢ Deleted corporate records to conceal pending returns of merchandize †¢ Misrepresented company’s performance and future prospects in press releases and meetings 4. What would make an accounting standard high quality? †¢ Relevant and reliable are the two characteristics that make an accounting standard high quality 5. Who has to provide a statement under oath about exchange act filings? †¢ Chief Executive Officer †¢ Chief Financial Officer 6. SEC FR 65 discusses â€Å"non-GAAP financial reporting measures. † What does the SEC mean by this term? †¢ A numerical value of a company’s financial performance that i) excludes amounts that are included in the comparable measure calculated using GAAP or ii) includes amounts that are excluded in the comparable measure calculated using GAAP. 7. In September 2010, the FASB issued Con. #8 of the conceptual framework on Objectives and Qualitative Characteristics. What is the objective of financial reporting and what makes financial information useful? There are three main objectives of financial reporting o It should provide information that is useful to present and future users in making rational decisions o It should provide information that helps users assess the amounts, timing, and uncertainty of prospective net cash flows o It should provide information about economic resources of an entity and claims to those resources †¢ Relevance and reliability are the two characteristics that make a financial information useful Name Belene ShiferawDate: April 8, 2013NO. 35 How to cite Essa, Papers Essa Free Essays Reasons for people to attend college or university are enormous and depend on one’s attitudes. But the three most important ones that make people choose college or university as the gate to their future are Job opportunities, increased knowledge and essential skills preparation for future life. First and foremost, I think the most important reason is that people can get a good job if they have a certificate, especially the one of famous college or university. We will write a custom essay sample on Essa or any similar topic only for you Order Now Practically, the final purpose after a long process of study for almost people is to improve their life by getting good Job. What proves that point of view, obviously, is the act that most of certificates are used to support Job application. Second, this maybe the last chance for people to study in such an academic environment where professor teach them plenty of knowledge in may aspects; as a rule, they try their best to collect as good as possible in the subject the like. This also helps them to gain an abundant knowledge for future life. Last but not least, people want to prepare a certain skills which cannot lack in the developed society namely competitive experience, group work†¦ Those skills will be efficient weapons for them to compete with others in order to get the Job they want. Beside this, people who tend to apply what they learned in college or university choose the best way to reach success. What is more, this the chance for people to live apart from their family; consequently, they can develop their independent characteristics. In a word, all people are encouraged to attend college or university. The more people attend college or university, the more develop society is. As long as background knowledge and experience decide one’s Job opportunities, people who attend college or university are constructing their future by the best materials. How to cite Essa, Papers

In the film Romeo and Juliet Essay Example For Students

In the film Romeo and Juliet Essay In the film Romeo and Juliet, we see Shakespeares talents captured amazingly by Luhrmann, he takes the original and re-reveals it to enable the people of today to experience the romance for themselves in the style of a modern film. This film targets a wide audience; Lurhmann cleverly allows variety of different themes to widen his variety of different people. He provides a continuos supply of intensity for anyone experiencing it. The people of the modern world can easily adapt to this, in all its aspects of love, conflict, tragedy, and romance. The film echoes recognisable genres, but to make it more conventional to the modern audience he brings, action scenes, modern music, and it blends in with Shakespeares world. Firstly Lurhmann introduces where the film is set, this introduction comes across very powerful and dramatic which emphasises what is later to come. We are now informed of where the film is set, as setting creates the atmosphere and plays a crucial part in the film itself. What better place than fair Verona the country of such Romance but also existing conflict between the two gangs. This reinforces Romeos life, as we know its full both of love and hatred. We are intrigued to this film because of its strong message conveyed at the opening scene, the quick bold images that appear on the screen have such effect. Lurhmanns cleverly done this purposely to receive and capture our full attention, also to increase our eager minds wanting to watch the film. The ballroom scene is one of the most important scenes, as this is where Romeo and Juliets eyes met and the falling of love took place. Lurhmann cleverly uses costume to reflect the individuality of each character. We can see this technique being used for example Romeo and Juliets simplicity of their costumes; they reflect the garishness of the party. Romeo is wearing sliver armour, dressed as a knight we have the perception of Romeo being heroic, and owns loyal, honourable characteristics. Juliets outfit is a simple plain white gown with angel wings that signify her innocence. The white symbolises her purity and even a subtle reference to imminent death. Lord Capulet is dressed as a well-known powerful leader; he is a Tyrant rule with aggression and violence. This character is very much like Lord Capulets, a dominating figure and extremely aggressive. Lady capulets figure is also the well known Cleopatra, lady capulet relates to this character, as her characteristics are very similar to Cleopatras, a self obsessed woman very egotistical and only interested on keeping up her appearances. Tybalts costume creates excellent contrast with the remaining guests at the party, as his costume contains red devil horns, red glitter obviously a conflict maker this differs to the purity of the capulets. This threatening personality contrast with the good perception we have of the hero Romeo. Another scene, which seems very significant, is the way Romeo and Juliet meet. Its a private scene therefore it seems very meaningful and comes across as a very strong message about the danger for these star-crossed lovers to be together. Use of silence between the two main characters conveys the struggle to come when trying to disguise their relationship in fear of their lives. Also use of cinematography helps Lurhmann to create this intensity and determines the importance of their painful, unacceptable love. He creates this effect by use of close ups indicating clearly their feelings for one another, these close shots reinforce the emotional intensity they share between eachother. We are constantly reminded about the barriers in Romeo and Juliets relationship with use of the fish tank separating them from physical contact. .u5e3d2183cb105bef10edf66f2404e4ce , .u5e3d2183cb105bef10edf66f2404e4ce .postImageUrl , .u5e3d2183cb105bef10edf66f2404e4ce .centered-text-area { min-height: 80px; position: relative; } .u5e3d2183cb105bef10edf66f2404e4ce , .u5e3d2183cb105bef10edf66f2404e4ce:hover , .u5e3d2183cb105bef10edf66f2404e4ce:visited , .u5e3d2183cb105bef10edf66f2404e4ce:active { border:0!important; } .u5e3d2183cb105bef10edf66f2404e4ce .clearfix:after { content: ""; display: table; clear: both; } .u5e3d2183cb105bef10edf66f2404e4ce { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5e3d2183cb105bef10edf66f2404e4ce:active , .u5e3d2183cb105bef10edf66f2404e4ce:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5e3d2183cb105bef10edf66f2404e4ce .centered-text-area { width: 100%; position: relative ; } .u5e3d2183cb105bef10edf66f2404e4ce .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5e3d2183cb105bef10edf66f2404e4ce .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5e3d2183cb105bef10edf66f2404e4ce .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5e3d2183cb105bef10edf66f2404e4ce:hover .ctaButton { background-color: #34495E!important; } .u5e3d2183cb105bef10edf66f2404e4ce .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5e3d2183cb105bef10edf66f2404e4ce .u5e3d2183cb105bef10edf66f2404e4ce-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5e3d2183cb105bef10edf66f2404e4ce:after { content: ""; display: block; clear: both; } READ: Miller Creates Dramatic Tension in this final act EssayFinally to end this scene we see their own simple world contrasted with rest of the party, good camera work is used here to reinforce the brash, loud, vibrant location, compared to their world of love and romance. Lurhmann cleverly uses camera shot skills throughout the film, which helps show true feeling within different individuals involved in the scene. He shows how this works when he manipulates camera shots to reinforce fine detail of the atmosphere between characters. For example when Juliet defies her father, here Lurhmann introduces our; the audiences feelings, we have sympathy for Juliet as her father is aggressive with her. We feel for Juliet at this stage, as we are able to see her fear of her fathers violence is being acted upon her. There is a sense of victimisation here, and the viewer picks up on it almost immediately, this emphasises our intimidation of Lord Capulet, as he continues to threaten Juliet. Jerky shots help this scene portray the violent, aggressive Father Juliet has. Instantly we see how fearful Juliet is of this man, Lurhmann cleverly uses camera shots to enhance this fear and also makes the camera go on Juliets side. With shots often used looking up to Lord Capul ets face, and at times the camera pans out to leave us with the shot of Lord Capulet overpowering Juliet this helps showing the relationship between them. Good visual imagery is used later on to show the audience more characteristics about Juliet, we see Juliet in her room by herself. This scene seems peaceful, soft, placid, and reinforces that angel like image we have of Juliet. We see colours surrounding her mostly blue and White this suggests that just like the Virgin Mary Juliet also shares the same qualities of purity, religion, and innocence. We can clearly see from this scene that Juliet is not embarrassed of who she is, her wealth and religious values. Luhrmann introduces mise en scene to us in the next important scene. This has a great impact from the way that the scene is portrayed to the viewer. We have a better understanding thanks to the props and arrangement of actors. The scene is set on Verona beach, at the start of this scene we dont suspect the action, which is quick to come. This is because the scene starts off with a relaxed laid back atmosphere, and then our understanding is influenced by havoc turning up; the Capulets. Everything kicks off and we understand whats going on because of Lurhmanns clever technique to capture our full attention so our understanding of the story is clear. A fight breaks out and takes place on a stage on Verona beach. At first this seems out of place, but Luhrmann has purposely done this to evoke our curiosity, it reminds us of the original Lurhmann goes back to the basics to blend in this clever idea with Shakespeares world. We immediately relate to this because of our common knowledge of th e original being set as a play on a stage. Straight after this a storm breaks out this is significant because we know how fiendish they feel towards each other. The atmosphere of wind and rain reinforces the conflict to come between the two families. Lurhmanns editing is sophisticated. He tries out putting different scenes and images together rather than having one scene. This reinforces the plot using different sequences not necessarily in chronological. An excellent example used by Lurhmann of montage is when Friar Lawrences feelings are conveyed. This is the scene where he reacts dramatically to the planned marriage. There are a number of images we see that symbolise what Friar Lawrence is feeling, we see a scared heart which bursts into a firework, this tells us that he knows there is a love between Romeo and Juliet, but also knows of a danger. The wired fence we see reminds the audience of the separation between the two lovers. Lurhmann cleverly uses a white dove to symbolise purity and Juliet. He focuses on both montages; the capulets shaking hands reflects friendship. This entire well put together images gives us a range of ideas about Friars decision and his discomfort about the marriage. We can see that montage expresses many feelings that characters can not say or act out, so this is an excellent way of expressing them. .u10b0b2b6c5698862dc35412b892a052d , .u10b0b2b6c5698862dc35412b892a052d .postImageUrl , .u10b0b2b6c5698862dc35412b892a052d .centered-text-area { min-height: 80px; position: relative; } .u10b0b2b6c5698862dc35412b892a052d , .u10b0b2b6c5698862dc35412b892a052d:hover , .u10b0b2b6c5698862dc35412b892a052d:visited , .u10b0b2b6c5698862dc35412b892a052d:active { border:0!important; } .u10b0b2b6c5698862dc35412b892a052d .clearfix:after { content: ""; display: table; clear: both; } .u10b0b2b6c5698862dc35412b892a052d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u10b0b2b6c5698862dc35412b892a052d:active , .u10b0b2b6c5698862dc35412b892a052d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u10b0b2b6c5698862dc35412b892a052d .centered-text-area { width: 100%; position: relative ; } .u10b0b2b6c5698862dc35412b892a052d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u10b0b2b6c5698862dc35412b892a052d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u10b0b2b6c5698862dc35412b892a052d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u10b0b2b6c5698862dc35412b892a052d:hover .ctaButton { background-color: #34495E!important; } .u10b0b2b6c5698862dc35412b892a052d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u10b0b2b6c5698862dc35412b892a052d .u10b0b2b6c5698862dc35412b892a052d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u10b0b2b6c5698862dc35412b892a052d:after { content: ""; display: block; clear: both; } READ: Absolon in Chaucer's The Miller's tale EssayA powerful tool used creating background conversation, voices, and special effects is sound. Lurhmann cleverly manipulates sound in each scene to enhance mood and atmosphere. Sound is essential to target his wide audience. An example of sound being used well is when Romeo and Juliet first meet and a love song is sung in the background, this reinforces atmosphere of romance and emphasises the deep love between the two. Lurhmanns film was highly successful and a massive break out for all romance, comedy and tragedy lovers. He successfully reached his ambitions. The main reason Baz Lurhmann decided to go ahead and make the film was to retell what Shakespeare had already done years and years ago and release a fantastic romance to todays modern audience. We adapted so well to this new film because it reflected the fact of an all rounded film, and we can also relate to the inspiration Lurhamnn once felt in the making of the film. I have many opinions about the film but to conclude my perception of this brilliant released version, I would say that hes reached his ultimate goal of recapturing Shakespeares qualities and the magic of this film. He should be proud of letting his audience experience something with such deep meaning and such a powerful message to todays modern world.

Romeo And Juliet With West Side Story Essays (1590 words)

Romeo And Juliet With West Side Story Andy Warhol once said, "They say that time changes things, but actually you have to change them yourself." Two hundred fifty years passed between the original Romeo and Juliet and the premiere of West Side Story on Broadway in 1957. However, time did not change the message of the story, simply the creators' unique visions evolved. Shakespeare's delivery of the timeless tale of desperate love in his classic Romeo and Juliet proves to only intensify through retelling and modern interpretation. Audiences cherish Romeo and Juliet as one of the most beloved plays of all time from the Elizabethan Age to the present. Romeo and Juliet have attained the role as the quintessential lovers, and the noun, "a Romeo," is synonymous with " lover." Shakespeare's Romeo and Juliet is closely based on Arthur Brooke's tale, The Tragicall History of Romeus and Juliet. The language, attitudes, and customs detailed in the play are generally English, in spite of Brooke's original Italian setting. In 1949, choreographer Jerome Robbins decided to retell Brooke and Shakespeare's romantic tragedy using song and dance, elements of racism and nationalism, and a modern vernacular. Robbins called upon the musical talents of composer Leonard Bernstein and the words of Arthur Laurents for the script and book. The love story proved to have universal appeal throughout all artistic forms, as it had already been adjusted for opera and ballet. The contemporary adaptation of this timeless classic alters details and deepens the message of hatred, but maintains Brooke and Shakespeare's vision. The relationships between the characters, plot sequence, and theme of hatred in West Side Story and Romeo and Juliet intertwine resulting in two similar, yet varying versions of the most famous love story of all time. The relationships between the characters of West Side Story and Shakespeare's Romeo and Juliet are reflective of their respective time periods and the original story. Maria and Juliet represent a slightly practical counterpart to both Tony's and Romeo's idealistic nature. Maria's brother Bernardo and Juliet's cousin Tybalt portray impulsively stubborn and violent characters who both die from wounds inflicted by the male lead. Lieutenant Schrank is similar to Prince Escalus, although Schrank is unfair in his treatment and attitude towards one gang- the Sharks. Anita and Nurse both take on the role as Juliet's confidant and trusted friend, often tampering with their roles as messengers. The mischievously tomboyish Anybodys, who desperately wants to be a Jet, would best fit into the role of Balthasar, since it was she who aided Tony in escaping after the rumble, as well as later informing the other Jets that Tony was being hunted. Finally, the character of Doc appears to fulfill the role of Friar Laurence because both possess somewhat of a peacekeeping nature. Doc attempts to get through to Tony by dramatically pleading, "Why do you live like there's a war on? Why do you kill?" (2.5). All of the characters are consistent to the heart and soul of the story as well as the slightly differing plots. West Side Story maintains Romeo and Juliet's intricate and exciting plot using appropriate adaptations to accommodate mid-twentieth-century pop culture. For instance, both artistic forms portray mutual disrespect between the parties. At the dawn of Romeo and Juliet, Capulet's cohorts harass Montague's. "I will bite my thumb at them; which is a disgrace to them, if they bear it," boasts Sampson (1.1.42-43). In the opening scene of West Side Story, several members of a Puerto Rican gang insult A-rab, a member of the opposing gang. It is here where Lieutenant Schrank becomes aware of the potential rumble. In Romeo and Juliet Escalus, Prince of Verona, threatens, "If ever you disturb our streets again, your lives shall pay the forfeit of the peace" (1.1.103-104). In West Side Story, Schrank mediates in his own way when he declares, "I got a hot surprise for you: you hoodlums don't own the streets"(1.1). Later, another similarity takes place. Riff convinces Tony to attend the dance at the gym just as Benvolio persuades Romeo to attend the Capulets' masquerade. Tony confesses to Riff that he's "reachin' out for something"(1.2), just what, he doesn't know. Riff encourages Tony by proposing, "Maybe what you're waitin' for'll be twitchin' at the dance!" (1.2). Shakespeare and director Jerome Robbins choose to draw the audience's attention to the dramatic lovers by giving them unique and eminent qualities. At the Capulet ball in Shakespeare's Romeo and Juliet, all of the characters speak in blank verse, but when Romeo and Juliet converse, they speak in sonnet form. Throughout the

The Case for Beta Readers

The Case for Beta Readers More authors are beta-ing their books than ever before. But many writers are asking the question, Why should I use beta readers? This question is usually followed To answer those questions, Id like to share some examples of how authors are utilizing betas as a key component of their authorial career. Market Feedback When you run a beta read, you receive the story feedback you need to help you spot problems and polish your story to fit your target market. Authors who have a beta-ready manuscript, give clear instructions, and engage with their readers, end up getting great feedback that they can incorporate into their edits, branding, and career development. Its the same idea as the test-screenings that are common in Hollywood, getting reactions from readers before you publish gives you a better chance of producing a bestseller. Building Your Brand   Beta readers in your target audience know what that audience wants and likes. Learning what your beta readers do and dont enjoy in your work gives you valuable insight into how to promote your books, target your ads, and develop your brand in a way that best speaks to your potential fans. Building Community A key part of building a fan base is making your readers feel like they are part of a community beyond themselves. The process of inviting a group of your most dedicated fans to give early feedback on a book ties them to you, but more importantly ties them to each other and lets them know their love of your work is something they share with other people. Building Buzz Thousands of books are published a month. Hundreds of reviews are written. Dozens of launch ads flash before readers eyes. The thing that reliably cuts through all that noise is personal recommendation. People talk about projects they helped with. Your beta readers are a part of your launch story, and they will share that story, building excitement for and awareness of your book. Selling Copies Smart authors not only develop strong groups of beta readers who make substantive comments on their book and help them produce better work, they thank them in their books. Those readers are often the first people in line when those books go on sale. They want to see what they helped create. Many leave reviews, especially if you encourage it. Who doesnt want an eager audience who has already read the book bumping your numbers on launch day and leaving honest reviews? My partner Andrew and I built BetaBooks, the first reader management software for professional authors. Since our launch in summer 2016, we have helped more than one thousand authors beta their books. BetaBooks lets authors privately share their book with their trusted readers, track their progress, collect feedback, and collate and sort that feedback for easy editorial passes. This saves authors time, making what used to be an organizational headache easy and fun. If you are looking for a better way to organize your betas, visit  BetaBooks.co  to try out our free demo tier and use the coupon code hopeclark to get 10 percent off when you upgrade to one of our paid plans. If you have any questions or want to tell us about your betas, get in touch at  hello@betabooks.co

The History of the Taxi

The History of the Taxi A taxicab or taxi or cab is a car and driver that can be hired to carry passengers to a requested destination. What Did We Hail Pre-Taxi? Before the invention of the car, the practice of vehicles for public hire was in place. In 1640, in Paris, Nicolas Sauvage offered horse-drawn carriages and drivers for hire. In 1635, the Hackney Carriage Act was the first legislation passed that controlled horse-drawn carriages for hire in England. Taximeter The name taxicab was taken from the word taximeter. The taximeter is the instrument which measures the distance or time a vehicle travels and allows an accurate fare to be determined. The taximeter was invented by the German inventor, Wilhelm Bruhn in 1891. Daimler Victoria Gottlieb Daimler built the worlds first dedicated taxi in 1897 called the Daimler Victoria. The taxi came equipped with the newly invented taxi meter. On 16 June 1897, the Daimler Victoria taxi was delivered to Friedrich Greiner, a Stuttgart entrepreneur who started the worlds first motorized taxi company. First Taxi Accident On September 13, 1899, the first American died in a car accident. That car was a Taxi, there were about one hundred taxis operating on New Yorks streets that year. Sixty-eight-year-old Henry Bliss was helping a friend from a street car when a taxi driver lost control and fatally hit Bliss. Yellow Taxi Historical Facts Taxi company owner, Harry Allen was the first person to have yellow taxis. Allen painted his taxis yellow to stand out. Taxi Dreams: By the end of the 19th century, automobiles began to appear on city streets throughout the country. It was not long before a number of these cars were hiring themselves out in competition with horse-drawn carriages.Vance Thompsons Cab Drivers: Vance Thompson (1863-1925) published five articles on horse cab drivers in Paris, London, Dublin and New York and on gondoliers in Venice.Taxi! A brief history of the London Taxi: The first motorized London taxi, the 1897 Bersey, was electrically powered and was called the Hummingbird because of its sound.In 1922, the Checker Cab Manufacturing Company was founded in Joliet, IL, and production was set for three taxis a day

OCA2 Gene - Hair Color Essay Example | Topics and Well Written Essays - 750 words

OCA2 Gene - Hair Color - Essay Example I will analyze the Oculocutaneous Albinism gene type 2 (OCA2) and its effect on color change of the hair and how different individuals of diverse ethnic backgrounds are affected. Oculocutaneous Albinism Type II and Hair Color Changes Identification of OCA2 may have the following implications on a child or individual: A change in the color of the hair or an elevated color levels in hair, the iris is normally translucent, dancing eyes that may lead to impaired vision, or a general eye complication that makes it difficult to have a normal vision. OCA is normally diagnosed in a child or an adult with poor vision or reduced visual contact. In addition, these individuals often have a change in skin complexion and a different hair color that is considered not normal. In dark skinned affected individuals, it is easier to identify OCA2 because the skin may lighten and the color of the hair changed. In light-skinned individuals however, it may be more difficult; hence, there is need to conside r the other symptoms like a change in iris color. Albinism does not discriminate and affects all races. Our case type 2 is mostly evident in individuals in African and African American population. It however affects both male and female sexes with it being more evident in male persons female because albinism is sex linked. Albinism is often more evident in individuals during childhood stage where the characteristics mostly witnessed are a change in skin pigments and a change in hair color (Peracha). Individuals having Oculocutaneous albinism because of mutation in the OCA2 gene often depict traits of blond, light brown or light yellow hair. There is often reduced coloring in the skin, hair and the eyes sometimes impaired vision. The key cause of these traits is always a reduction in the production of melanin that is responsible for the normalcy in the color of these components. Several mutations exist in individuals with OCA2, some of which I have listed above. The commonly found mu tation is the complete absence of the gene responsible for normal coloring. This is usually evident among occupants in sub- Saharan Africa where extreme cases of albinism are witnessed, among African Americans and in Native Americans. These genes are inherited from our parents and mostly are not noticeable in the carrier parents until passed on to the children where they are now more evident. In OCA2, individuals from European Ethnic origin often experience a light yellow color change often evident during birth. In some cases, the hair may have white pigments and may darken with time. This group of Oculocutaneous albinism normally shows much lighter symptoms as compared to the first group. Caucasians with OCA2 have red hair in place of blonde while in most Africans and African Americans, the hair color is light brown complemented by light skin. In another instance, individuals from Asian and northern European origins are found to have a normal skin and hair complexion and only stand out when they are compared to their family members. Their skin complexion is normally lighter when compared to that of individual members of their family who are unaffected. It is evident that the skin color in OCA2 is not as affected as the one in Oculocutaneous albino group one that has a very sharp distinction in pigment alteration. This is evidence that the melanocytes in this

Blended learning Essay Example | Topics and Well Written Essays - 2000 words

Blended learning - Essay Example This process enables students and their course facilitators to engage in learning activities that are convenient and effective which would otherwise not be possible under normal classroom environment (Bersin 2004 pg74). In many cases in learning experience, blending brings in more student experience and output, it also facilitates efficient teaching and better management of course contents. The development in technology has provided opportunities for lecturers to design and deliver their course content in a Chunnel that enhances effectiveness of a teacher’s role to his students. Blended learning has enabled broadening of space and opportunities for learning, effective supports course management, it can deliver information and recourses to students promptly and effectively, through collaboration and interactive learning students are able to motivate each other. Blended learning is not just about technology, it is about being creative in finding better ways of supporting learners in achieving their goals. It should also aim as far as possible to provide students with the best learning experience while in school. Blended learning should also address fully support of teachers role to students these includes management and administration of learning materials and resources. The blended learning module will vary with student characteristic, level of study, discipline, needs, academics approach to learning, course learning objectives as well as experience in using technology. Blended learning spans a range of activities between face-to-face interaction and those that are completely online. This learning strategy has three modes of operation to demonstrate the level of use of technology in learning and teaching environment. The first mode indicates that technology is used to improve course management and learning materials for learners support. For

Industrial Relations Case Essay Example for Free

Industrial Relations Case Essay Of all the case studies and ethical dilemmas that students are asked to consider, this weeks is the most relevant to current challenges facing the manufacturing sector. The Oz Clothing case relates to clothing and textile but is could equally relate to automotive, white goods and even construction sectors. This weeks case asks that you consider the role of a number of key stakeholders in Industrial Relations and importantly the role of Fair Work Australia (FWA) does or could play in industrial relationships and strategic directions for companies OC to Oz clothing Question 5 To discuss the effect of FWA on industrial relations at Oz Clothing can entry with the element of IR. Firstly industrial relations have covered several aspects of industrial life as trade unionism, collective bargaining, workers’ participation in management, discipline and interpretation of labor rules and code of conduct (Christopher 2012). As the globalization, economic downturn and legislative change raised all these contributors have shaped the IR outlook with a re-examination of way it placed. Fair Work Australia is the national workplace relations tribunal that was established under the Fair Work Act 2009 which carries out a range of functions relating to norm of wage and employment conditions, enterprise bargaining, industrial action, termination of employment and other workplace matters. From one side it set out series of legislation and regulations transition about dismissal applications. Once the employee was dismissed for the reason of draining payroll accounting which was harsh and unjust, if there was no case of genuine redundancy the FWA may get involved to deal with that for general protection (Scott 2009). This mean the strategic direction for Oz is tough to make over its manufacturing sectors and dismiss the rest of workers. Also in the case study Oz Clothing intend to shut down the low-skilled, labor-intensive manufacturing industry. This would hard to implement as forced by FWA function of facilitating collective bargaining and enforcing good faith bargaining (Stone 2010). Federal government agreement as prescribed by international trade treaties and free trade protection is going to slash the advantage of local textile industry that there is no rely  on any assistance such as tariff protection (Nelson 1997). So the manager had to handle the higher company tax and maintain operation of manufacture by their own force. On the other hand according to Roberts (2005) stated the Rudd labor government arrangements with a greater priority provided for trade union interests. For the Clothing Worker Union against the risk of employment turn-off that will prevent agreements ending and Transport Workers Union can stop Oz form business sell off to the other trading nation. The remuneration politics is difficult to handle and would influence organizational strategy Meanwhile in terms of awards and award modernization program, the FAW has the authority to adjust minimum wages and award condition with Fair Work Ombudsman. By making and varying awards in workplace relations system, this function would impact Oz Clothing on their cutting operation of Australian manufacturing because the massive remuneration package cannot been covered by executive decision. Reference Christopher C, Steven R 2012 ‘Industrial Relations a Journal of Economy and Society’, Regent of the University of California, vol 51. Issue 4 Nelson, L.G 1997 ‘Managers and enterprise bargaining’ Asia pacific journal of Human Resources, 35 p.54 Roberts, C. 2005 ‘Me Inc’s challenge’, BRW, 20-25 oct, pp.16 Scott, S 2009 ‘Gillard gets tough with states on IR’, Australian Financial Review, 29 January, p.7 Stone, R J 2010, Managing Human Resources, 3rd edn, John Wiley Sons Australia Ltd, Milton QLD

Communication Accomodation Theory Essay -- Communication

The Communication Accommodation Theory states when people interact they alter their speech to fit in or accommodate for other. CAT describes the psychological, social, and linguistic behaviors that people exhibit when communicating with each other (Coupland, Coupland, Giles, Henwood, 1988). Each individual has his or her own personality and motivation when involved in a conversation, this attribute are reflected in how the individual speaks, listens and then responds to the other person involved in the conversation. According to this theory, communication between two people can at any time be adjusted by either party in response to actual, perceived, or stereotyped expectations of the other person (Coupland, et al., 1988). This means that either party can change their communication style based on what they feel or pick up on during the conversation. The CAT theory can help understand how humans interact with one another while communicating. CAT is based on the premise that speakers and listeners unconsciously and mutually modify their linguistic (e.g., language choice, vocabulary) and/or paralinguistic (e.g., dialect, tone of voice, speech rate) behaviors to become more similar to (convergence) or different from (divergence) their interactional partners (Giles, Mulac, Bradac, & Johnson, 1987). Convergence strategies signal interactants' positive attitudes toward each other, such as increasing attractiveness and approval or showing solidarity, whereas divergence strategies accentuate differences between interactants (Giles et al., 1987). CAT is based on the idea that people with unknowingly modify their language to become more similar or from the person they are communicating with. Convergence usually occurs when the sp... ....), Language and social psychology. (pp.45-65) Hordila - Vatamanescu, E., & Pana, A. (2010). The Application of the Communication Accommodation Theory to Virtual Communities: A Preliminary Research on the Online Identities. International Journal Of Interdisciplinary Social Sciences, 5(4), 279-290. Jones, E., Gallois, C., Callan, V., & Barker, M. (1999). Strategies of accommodation: development of a coding system for conversational interaction. Journal of Language and Social Psychology, 18(2), 123-152. Krippendorff, Klaus (2004). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage. Myers, P., Giles, H., Reid, S. A., & Nabi, R. L. (2008). Law Enforcement Encounters: The Effects of Officer Accommodativeness and Crime Severity on Interpersonal Attributions are mediated by Intergroup Sensitivity. Communication Studies, 59(4), 291-305.

Literary Context Essay

1. What happens if you carefully consider the surrounding context of a passage, but ignore its literary genre? When you are reading the Bible, understanding and interpreting the true meaning is one of the most crucial things we must do. In the text, Hays and Duvall say that â€Å"we would go so far as to say that the most important principle of biblical interpretation is that context determines meaning.† If we make the mistake of ignoring the context, it often leads to misinterpretation and confusion of what the scriptures are really trying to say. It is important to know the historical-cultural context as well as the literary context in order to properly understand what is being said. 2. Besides those examples cited in this chapter, what are some instances of interpreting a biblical passage apart from its immediate context? I think it is always important to really understand what you are reading in the Bible; because sometimes when we are reading the Bible, in hopes of finding an answer to a question, it could be easy to twist the text to make it fit your situation. I think a lot of times this happens in very unfortunate ways, like when people are trying to use the word against one another. I have personally seen people use Bible verses against a person or a group of people to bring them down, or to make themselves seem superior to another group of people. I do not believe the Bible should be used to harm one another, or to persecute people. One of my favorite quotes from Hays & Duvall is â€Å"misreading the Bible ultimately hurts people by enslaving them, rather than setting them free with truth.† 3. When is topical preaching contextually valid? When does it disregard and violate context? Topical preaching can be vaild when the various passages are understood in context and the overall message doesn’t violate those individual contexts (Duvall & Hays, 2008). However, often topical preaching distorts the meaning of Scripture because it disregards the literary context. Topical preaching often disregards and violates context because it jumps from one passage to another, when this happens unrelated thoughts are strung together. It is like picking thoughts at random in order to shape your own conclusion, this is a violation of the context. References: Duvall, J., & Hays, J. (2008). Journey into God’s Word. Grand Rapids, MI: Zondervan.

Hkcee Past Paper

hk FOR TEACHERS’ USE ONLY HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION PRACTICE PAPER MATHEMATICS COMPULSORY PART PAPER 1 ( ) PROVISIONAL MARKING SCHEME This marking scheme has been prepared by the Hong Kong Examinations and Assessment Authority for teachers’ reference. Teachers should remind their students NOT to regard this marking scheme as a set of model answers. Our examinations emphasise the testing of understanding, the practical application of knowledge and the use of processing skills.Hence the use of model answers, or anything else which encourages rote memorisation, will not help students to improve their learning nor develop their abilities in addressing and solving problems. The Authority is counting on the co-operation of teachers in this regard. Hong Kong Examinations and Assessment Authority All Rights Reserved 2012 PP-DSE-MATH-CP 1? 1 Â © , , , , , ,? , , , FOR TEACHERS’ USE ONLY , , ? ? ? ? ? , ? ? ? ? ? ? ? ? ? ? ? ? ? , ? ? ? ? ? ? ? ? ? ? ? ? ? ?, ? ? ? ? ? ? , ? ? ? ? ? ? ? ? , ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? , ? ? ? ? ? ? ? ? ?, ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? : , , , , , , , , ? ) ? ? ? ? ? ? ( ? ? ? ? ? ? ? ? ? ? , ? ? ? ? ? ? ? ? ? ? ? , , , , ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ; ? ; ? , ? ? ? ? ? ? ? ? ? ? ) ? ? ? ? ? ? ? ? ? ? ? ? ( ? ? ? ? ? ? ? ? ? , , , , , , , ;? , , , , a. M A (u) 1 PP-DSE-MATH-CP 1? 2 8. 1. 3. 4. 7. 5. 2. 6. c. d. b. u-1 pp-1 M (1) 1 A (pp) M (2) u FOR TEACHERS’ USE ONLY FOR TEACHERS’ USE ONLY pp 1 1 1 (1) (1) A (2) (2) (m 5 n ? 2 ) 6 m 4 n ? 3 m 30 n ? 2 FOR TEACHERS’ USE ONLY 1. = = m 4 n ? 3 m30 ? 4 n12 ? 3 1M 1M 1A ———-(3) m 26 = n9 2. 1M 1M 1A 3ab = 2b ? 5 2b ? 5 a= 3b 1M 1M 1A ———-(3) 3. (a) 9 x 2 ? 42 xy + 49 y 2 1A (b) 9 x 2 ? 42 xy + 49 y 2 ? 6 x + 14 y 1M 1A ———-(3) PP-DSE-MATH-CP 1? 3 FOR TEACHERS’ USE ONLY = (3x ? 7 y ) 2 ? 2(3x ? 7 y ) = (3x ? 7 y )(3 x ? 7 y ? 2) = (3x ? 7 y ) 2 ? 6 x + 14 y = (3x ? 7 y ) 2 5+b 3b 3b ? (5 + b) a= 3b 2b ? 5 a= 3b a = 1? ? 5+b = 3b 1? a 5 + b = 3b(1 ? a) ? 5+b = 3b 1? a 5 + b = 3b(1 ? a) 5 + b = 3b ? 3ab 3b(1 ? a) a 3b(1 ? a) a (a) ? ap = a p ? q a ? (ab) p = a pb p (a p )q = a pq ap 1 = q? p q a a ? ? ? ? 4. $x x (80%) = 360 (1 + 30%) 360(1. 3) x= 0. 8 x = 585 FOR TEACHERS’ USE ONLY pp? 1 1M + 1M 1M+1M+1A 1A u? 1 = 1M+1M+1A 1M + 1M 1A u? 1 ———-(4) 5. x y pp? 1 ?x 4 ? = ? y 3 ? 7 x + 9 y = 11 ? 1A+1A 1A u? 1 x pp? 1 1A+1M+1A 1A y= u? 1 ———-(4) PP-DSE-MATH-CP 1? 4 FOR TEACHERS’ USE ONLY , ? , x= 4 5 1A 0. 8 4 5 ? ? ? 3x ? 7 x + 9 ? ? = 11 ? 4 ? 4 5 ? ? ? ? 3x ? 7 x + 9 ? ? = 11 ? 4 ? 4 x= 5 1M 0. 8 ? ? 360 (1 + 30%) 80% = $ 585 ? ? $ 585 x (80%) 360 (1 + 30%) 360 (1 + 30%) 80% ? ? ? ? , ? , , , ? x y 3x + 1M 4 7 x + 9 y = 11 6. (a) ? AOC = 337Â ° ? 157Â ° = 180Â ° A O FOR TEACHERS’ USE ONLY 1M C 1A (b) BO ? AC ? ABC = 1 (13 + 15)(14) 2 = 196 1M 1A ———-(4) 7. 180Â ° ? 36Â ° 2 ? ABC = 72Â ° ? ABC = 1A u? 1 180Â ° ? 36Â ° 2 ? ACB = 72Â ° ? BCD = 90Â ° ? ACB = ?ACD = 90Â ° ? 72Â ° = 18Â ° ? ABD = ? ACD = 18Â ° 1A u? 1 ———-(4) PP-DSE-MATH-CP 1? 5 FOR TEACHERS’ USE ONLY ? ? BAC = ? BDC = 36Â ° AB = AC ? ACB = ? ABC 1M 1M 1A ?ABD = ? ABC ? CBD = 72Â ° ? 54Â ° = 18Â ° ? ? ?BCD = 90Â ° ? CBD = 180Â ° ? 90Â ° ? 36Â ° = 54Â ° ? BAC = ? BDC = 36Â ° AB = AC ? ACB = ? ABC 1A 1M 1M ? AOC ? ? ? , ? , , ? , ? , , ? ? ? ? , ? ? ? 8. (a) FOR TEACHERS’ USE ONLY 1A pp–1 1A P pp–1 (b) ( x , y) ( x ? 3) 2 + ( y ? 4) 2 = ( x ? 5) 2 + ( y ? (? 2)) 2 1M+1A 1A A? B ? ? 3 + 5 4 + (? 2) ? =? , ? 2 ? 2 ? = (4 , 1) 1M A? B? 4 ? (? 2) = 3? 5 = ? 3 1A 1A ———-(5) 9. (a) =5? 5 =0 2? 2 1M 1A = 5? 2 =3 (b) 1A 1A ———-(5) PP-DSE-MATH-CP 1? 6 FOR TEACHERS’ USE ONLY ? , ? ? ? , ? , ? , r =9 9 + 8 > 12 + s s 12 1A ———-(2) PP-DSE-MATH-CP 1? 8 FOR TEACHERS’ USE ONLY ? , , ? , , ? 16 ? 2 2 = 7 km/h 7>6 = 12 2 = 6 km/h x 12 = 78 120 x = 7 . 8 78 : 120 = 63 ? 32 = 31 1M 1A u? 1 ———-(2) ? ? , ? ? 13. (a) FOR TEACHERS’ USE ONLY pp? 1 n 6 3 = n 20 n = 40 1M k = 40 ? 6 ? 11 ? 5 ? 10 =8 (b) (i) 1M 1A ———-(3) 1M 1A u? 1 = (ii) m pp? 1 1M 1A ———-(4) PP-DSE-MATH-CP 1? 9 FOR TEACHERS’ USE ONLY , 5 + m (45)(2) = 40 + m 360 20 + 4m = 40 + m 3m = 20 20 3 5 (360Â °) 40 = 45Â ° 5+m n+m ? ? ? ? 14. (a) ? BCD ~ ? OA D FOR TEACHERS’ USE ONLY 2A ———-(2) 1M 1M (b) (i) (b) 1M AD CD ( 0 , 4) pp–1 1M 1M (ii) AC OABC (3 , 2 ) OABC OABC k1 k2 ?0 + 0 + k1 (0) + k 2 (0) + k3 = 0 ? ? 2 2 ? 6 + 0 + k1 (6) + k 2 (0) + k3 = 0 ? 2 2 ? 0 + 4 + k1 (0) + k 2 (4) + k 3 = 0 ? 2 2 1M 1A ———-(7) OABC x + y ? 6x ? 4 y = 0 PP-DSE-MATH-CP 1? 10 FOR TEACHERS’ USE ONLY 2 2 k1 = ? 6 k 2 = ? 4 k3 = 0 ? ? ? ? , x + y + k1 x + k 2 y + k3 = 0 k3 2 2 ? ( x ? 3) 2 + ( y ? 2) 2 = 13 ? (3 ? 0) + (4 ? 2) 2 = 13 2 1A x 2 + y 2 ? 6x ? 4 y = 0 1M ? ? ? ? ? ? ? , , ? , ? ? , ? ? , ? , ) ( h 2 ? 24h + 80 = 0 h=4 h = 20 C 1A ( ) ? ? ? 12 ? h ? ? 2 2 ? 6 + 12 ? ? = 16 ? 45 ? 2 ? , ? ? ? C (0 , h) 16 ? CD ? ? ? = 45 ? AD ? 2 ? ? 15. (a) FOR TEACHERS’ USE ONLY s 36 ? 48 = ? 2 s s=6 1M 66 ? 48 6 =3 = 1A ———-(2) (b) 1 ———-(2) PP-DSE-MATH-CP 1? 11 FOR TEACHERS’ USE ONLY 1M 1A ? , , , ? ? , , ? ? 16. (a) FOR TEACHERS’ USE ONLY = 1M 1A = 1A ———-(2) 0. 112 (b) 1M 1A = = = 30 C4 1M 1A 1M 1A 1M 1A ———-(2) = 530 609 PP-DSE-MATH-CP 1? 12 FO R TEACHERS’ USE ONLY ? 18 12 11 10 ? ? 18 17 12 11 ? ? 18 ? ? 17 16 ? ? 12 ? = 4 ? ? + 6 ? ? + 4 ? ? ? ? ? ? ? 30 29 28 27 ? ? 30 29 28 27 ? ? 30 ? ? 29 28 ? ? 27 ? ? 68 ? 2 11 10 9 ? ? ? ? 609 ? 30 29 28 27 ? 530 = 609 = 1? 530 609 18 12 18 12 18 12 C1 C3 + C 2 C2 + C3 C1 530 609 ? = 1? 12 68 C4 ? 30 609 C 4 1 – (a) – p1 0. 870 3 0. 870 1 – (a) – p2 0. 870 14 0. 870 , ? ? 18 17 16 15 ? = ? ? ? 30 29 28 27 ? 68 = 609 1M 68 609 0. 112 ? r r ? 1 r ? 2 r ? 3 ? ? ? n n ? 1 n ? 2 n ? 3 ? ? ? ? 18 C4 30 C4 r 9 000 000 1 ? 0 . 8 (0. 8) n < 0. 1 n log 0. 8 < log 0. 1 n> log 0. 1 log 0. 8 n > 10. 31885116 11 n 1M 1A (ii) 1A (iii) = ( ( ) 1M )( ) 1M 1A ———(10) PP-DSE-MATH-CP 1? 16 FOR TEACHERS’ USE ONLY ? 2 000 000 (1 ? (0. 8) m ) 4 000 000 (1 ? (0. 64) m ) ? 0 m (0. 8) ? 1 < 0 m ? 2 000 000(1 ? (0. 8) m ) 4 000 000(1 ? (0. 64) m ) ? 1 ? 0 . 8 1 ? 0. 64 10 ? ? = 10 000 000 ? (1 ? (0. 8) m ) ? (1 ? (0. 64) m ) ? 9 ? ? 10 ? ? = 10 000 000 ? (1 ? (0. 8) m ) ? (1 ? (0. 8) 2m ) ? 9 ? ? 10 000 000 m 2 m = 10 ((0. 8) ) ? 9(0. 8) ? 1 9 10 000 000 = 10 (0. 8) m + 1 (0. 8) m ? 1 9 m (0. 8) m > 0 (0. 8) m < 1 1M < 2 000000 + 2 000000(1 ? 20%) + 2 000000(1 ? 20%)2 + L 2 000 000 = 1 ? 0. = 10 000 000 $ 10 000 000 1M 2 000000 + 2 000000(1 ? 20%) + L + 2 000000(1 ? 20%)n? 1 > 9 000000 $ 9 000 000 ? ? ? , , , ? , , ? , ? ? FOR TEACHERS’ USE ONLY 1. 2. 3. 4. 5. A C A D D 31. 32. 33. 34. 35. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. C B D A B D A A B C D C A D C C B C D B D B A B C 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. FOR TEACHERS’ USE ONLY D B C D A B A C A C B A B D C

Free Essays on Winter Dreams

The Dream and the Reality Lavish parties, twirling dresses, dapper men, and illegal alcohol fill the roaring times of the 1920s. F. Scott Fitzgerald’s story â€Å"Winter Dreams† reflects on this overzealous period. The tale tells how sometimes even with great motivation dreams cannot turn into reality. Fitzgerald does this by showcasing the life of Dexter Green. The story begins with fourteen-year-old Dexter caddying at the Sherry Island Golf Club, where he meets Judy Jones, the owner of the club’s daughter. Judy makes such an impact on Dexter that he quits his job that day. She continues to influence him for the rest of his life. He has many dreams that keep him from doing some things and force him to do others, even if they are irrational. Within a few years, Dexter acquires great wealth and gets involved as one of Judy Jones’ many affairs. Years later Dexter calls off his engagement to a woman named Irene Scheerer because of his obsession of Judy Jones. In the end, Dex ter, alone, finds out that Judy, married with children, has moved on with her life. In addition, a man tells him her beauty has faded. This news crushes Dexter’s dream, and he does not know how to get back what he had had. In â€Å"Winter Dreams† Fitzgerald creates a complicated character, uses paradoxes to describe the relationships present in the story, and produces a person who molds his life around his dreams. F. Scott Fitzgerald creates a complicated and manipulative character named Judy Jones, the daughter of Mortimer Jones, the wealthy owner of Sherry Island Golf Club, who always gets her way. Even as a ten-year-old little girl she has superiority over the staff. One day at the golf course she has a tantrum. Fitzgerald describes the scene by writing, â€Å"Miss Jones and her retinue†¦became involved in a heated conversation, which was concluded by Miss Jones taking one of the clubs and hitting it on the ground with violence† (Fitzgerald,... Free Essays on Winter Dreams Free Essays on Winter Dreams Lavish parties, twirling dresses, dapper men, and illegal alcohol fill the roaring times of the 1920s. F. Scott Fitzgerald’s story â€Å"Winter Dreams† reflects on this overzealous period. The tale tells how sometimes even with great motivation dreams cannot turn into reality. Fitzgerald does this by showcasing the life of Dexter Green. The story begins with fourteen-year-old Dexter caddying at the Sherry Island Golf Club, where he meets Judy Jones, the owner of the club’s daughter. Judy makes such an impact on Dexter that he quits his job that day. She continues to influence him for the rest of his life. He has many dreams that keep him from doing some things and force him to do others, even if they are irrational. Within a few years, Dexter acquires great wealth and gets involved as one of Judy Jones’ many affairs. Years later Dexter calls off his engagement to a woman named Irene Scheerer because of his obsession of Judy Jones. In the end, Dex ter, alone, finds out that Judy, married with children, has moved on with her life. In addition, a man tells him her beauty has faded. This news crushes Dexter’s dream, and he does not know how to get back what he had had. In â€Å"Winter Dreams† Fitzgerald creates a complicated character, uses paradoxes to describe the relationships present in the story, and produces a person who molds his life around his dreams. F. Scott Fitzgerald creates a complicated and manipulative character named Judy Jones, the daughter of Mortimer Jones, the wealthy owner of Sherry Island Golf Club, who always gets her way. Even as a ten-year-old little girl she has superiority over the staff. One day at the golf course she has a tantrum. Fitzgerald describes the scene by writing, â€Å"Miss Jones and her retinue†¦became involved in a heated conversation, which was concluded by Miss Jones taking one of the clubs and hitting it on the ground with violence† (Fitzgerald, F. Scott, â€Å"Winter Dreams,ï ¿ ½... Free Essays on Winter Dreams â€Å"Winter Dreams† – Dexter Green and the American Dream Dexter Green, the main character of the short story â€Å"Winter Dreams†, is striving for the American Dream. His goal to achieve this dream affects the way he lives his life, and the consequences that come with the choices his makes. Dexter’s desire for the American Dream- which includes status, wealth, and ability- is what ultimately leads to the demise of his winter dreams. One’s status is almost essential to make one feel important and loved. Those are exactly the feelings that Dexter is searching for in trying to gain a healthy status. He feels that if he stepped â€Å"from a Pierce-Arrow automobile, like Mr. Mortimer Jones, he [would be able to] stroll frigidly into the lounge† (p. 1026) of a popular club. One of the ways Dexter tries to strive for an admired status is through Judy Jones. Judy is the epitome of the success that Dexter is trying to gain, and status comes along with success. The fling he had with Judy, at the moment, made him feel like he was living in a dream, but without Judy, he was greatly unhappy. â€Å"Succeeding Dexter’s first exhilaration came restlessness and dissatisfaction.† (p. 1035) Dexter’s relationship with Judy made him feel like he was just one of her many flings- and indeed he was! Realizing this, he decides to join the army, and â€Å"he†¦ [became]†¦ one of those young thousands who greeted the war with a certain amount of relief, welcoming the liberation from webs of tangled emotion.† (p. 1040) An American Dream without wealth is just not an American Dream. Dexter’s dream of wealth comes from his observations of the rich at the golf club of which he worked. Dexter’s quest for wealth serves for the purpose of showing it, which makes him feel like he is superior. â€Å"He wanted not association with glittering things and glittering people- he wanted the glittering things themselves.† (p. 1029) He took the ... Free Essays on Winter Dreams The Dream and the Reality Lavish parties, twirling dresses, dapper men, and illegal alcohol fill the roaring times of the 1920s. F. Scott Fitzgerald’s story â€Å"Winter Dreams† reflects on this overzealous period. The tale tells how sometimes even with great motivation dreams cannot turn into reality. Fitzgerald does this by showcasing the life of Dexter Green. The story begins with fourteen-year-old Dexter caddying at the Sherry Island Golf Club, where he meets Judy Jones, the owner of the club’s daughter. Judy makes such an impact on Dexter that he quits his job that day. She continues to influence him for the rest of his life. He has many dreams that keep him from doing some things and force him to do others, even if they are irrational. Within a few years, Dexter acquires great wealth and gets involved as one of Judy Jones’ many affairs. Years later Dexter calls off his engagement to a woman named Irene Scheerer because of his obsession of Judy Jones. In the end, Dex ter, alone, finds out that Judy, married with children, has moved on with her life. In addition, a man tells him her beauty has faded. This news crushes Dexter’s dream, and he does not know how to get back what he had had. In â€Å"Winter Dreams† Fitzgerald creates a complicated character, uses paradoxes to describe the relationships present in the story, and produces a person who molds his life around his dreams. F. Scott Fitzgerald creates a complicated and manipulative character named Judy Jones, the daughter of Mortimer Jones, the wealthy owner of Sherry Island Golf Club, who always gets her way. Even as a ten-year-old little girl she has superiority over the staff. One day at the golf course she has a tantrum. Fitzgerald describes the scene by writing, â€Å"Miss Jones and her retinue†¦became involved in a heated conversation, which was concluded by Miss Jones taking one of the clubs and hitting it on the ground with violence† (Fitzgerald,... Free Essays on Winter Dreams Winter Dreams The story Winter Dreams is the epitome of the saying â€Å"opposites attract†. Just take a look at two of the main characters of the story; Dexter Green and Judy Jones. Judy who was born into wealth has had everything hand fed to her, for her entire life. And on the other hand you have Dexter, a boy from black bear, Minnesota with a dad that owns the second most successful grocery store in area. Dexter is a boy that comes from an upper class family, yet still knows the importance of working for riches and is fully prepared to do so. Two different people that are still drawn together by two things, Judy’s loveliness and Dexter’s gullable personality. First, let’s look at Judy’s personality. She is snobby yet refined, with an innocent demeanor that can be down right evil. She is also with out a care in the world. This personality of hers is best potrayed at the golf course when the gentlemen are playing a round of golf and all of th e sudden here â€Å"fore†. Mr. Hedrick is struck in the stomach with a golf ball that was hit by Judy. As she approaches the men Mr. Hedrick blurts out that her wild shot had hit him in the stomach, and Judy merely replies â€Å"Did I?† â€Å"I’m sorry. I yelled ‘fore!’ â€Å" (p 673) as nothing that had just occurred was out of the ordinary. Then she continued to look for her ball as she carelessly walks by the gentlemen, and after all that had just occurred she asked if they had seen where it went after striking Hedrick. Dexter on the other hand is completely different than Judy. He is a hard working boy, that is known and respected as one of the top caddies of the golf course in Black Bear. Dexter is a confident yet modest boy that has been schooled by the finest schools of the east. Meaning an ivy league school. He is smart and savvy yet extremely gullible to beauty, thus the reason for his obsession with Judy. His personality is best portraye d when he does not like the idea of the s...

How to get the best severance package

How to get the best severance package So†¦it happened. You’ve gotten the bad news that you’re fired, or laid off. It may feel like the world is ending- or you may just feel shock. Whatever you’re feeling, the fact remains the same: you’re leaving your job, and not by your own choice. While you do need to embrace that reality, you don’t necessarily have to take the severance package that was initially offered to you. When the worst happens, take these considerations into account to see if you can improve your severance.Talk to a lawyer.An employment attorney can help you navigate the waters after you’ve been terminated, particularly if you feel like you weren’t fired for proper cause or you were marched out of the office quickly without the chance to take stock of the situation. This doesn’t mean â€Å"sue the bastards,† but it does mean you should get a professional’s advice on whether you do have grounds for a potential suit. An attorney can also help you figure out if you have any wiggle room for negotiation.Negotiate yourself.Even if you do have an attorney, it’s usually the best course to do the negotiating yourself (unless you are likely to file a lawsuit- then it’s best to have your attorney either present or speaking on your behalf). Having someone negotiate for you can escalate the tension, so be careful to keep the tone civil if you’re hoping to get a better deal.Ask for more.At this point, you have little to lose, so you should request a higher severance payment. You should definitely be realistic- the payment is unlikely to double or triple from an initial offer, but you may be able to negotiate a lump sum payment vs. continued salary or an increase in the total payment.Nail down insurance information.One of the trickiest parts of unemployment can be insurance coverage, especially if you’re used to having solid coverage through your job. The Consolidated Omnibus Budget Reconciliation Ac t of 1995 (a.k.a. COBRA) means you can likely continue your insurance coverage for up to 18 months, but at your own expense. If coverage is a concern, this is a point to raise with the company. You may be able to get the company to keep paying for your insurance for a period of time after you leave.Ask about unused benefits.Some companies may offer a check in exchange for unused vacation or personal time, so be sure to see what’s on the table and fully understand what your company’s policies are on that front.Be clear on what’s in the severance agreement.Always, always, always read the fine print. Some severance agreements contain â€Å"non-compete† language, which limits your ability to go work for a competitive company. Others contain a non-disparagement clause, which means you may have to forfeit your total severance package if you’re busted saying anything negative about the company after you leave (even if it’s true). Make sure you unde rstand what the conditions are if you accept the severance package.Once you get the bad news, the important thing is†¦don’t panic. Or if you do panic, try to get it out of your system and then settle in for the next phase of talking through the logistics of your leaving. Just like negotiating a salary, you may have the chance to improve your package- if you ask for it.

Lying v. Misleading Essay Example | Topics and Well Written Essays - 1750 words

Lying v. Misleading - Essay Example Philosophers have not only tried to characterize the difference between lies and misleading statements, but also have debated over the moral significance of each kind of utterance. Therefore, the two main question s are what speech act is required for lying, as opposed to being misleading; and what is the moral difference between the two acts of speech. One theory, from a linguistic point of view, according to Stokke (2), is that there are different ways of conveying information, which means, in turn, that there is a difference in the speech acts involved in both misleading and lying. When one is lying, the mode of communication is saying. This means that lying requires saying something, and being misleading is conveying information without coming right out and saying it. The example that Stokke (1) gave was a person who is looking forward to going to a party that evening after work. Another person, a co-worker, comes up and says that she doesn't want to go to the party unless person A is going. To which, person A simply says â€Å"I have to work.† But person A is actually going to be going to the party. This is misleading, because A implies that she wouldn't be going to the party by her statement. But she wasn't lying – she did have to work that day. Lying would mean that person A would come right out and say â€Å"no, I am not going to go the party tonight,† when she really is. As it was, the scenario was an example of merely misleading person B. Green (160) makes the distinction between lying and misleading by stating that lying is telling a false statement, while misleading involves stating something that is true, but is calculated to draw the inference of a lie. Stokke (348) further makes distinctions between lying and misleading, and the ethical implications of each. Someone might lie without the intent to deceive. This is because there are reasons for lying that do not have to do with deception. For instance, a person can lie on the witness stand because he fears reprisals, not that he wants to deceive everybody. This is especially true when it is clear that he did see the murder, or whatever it is that he is lying about on the witness stand. He knows that he isn't deceiving anybody, and that was never his intent. Rather, his intent was to simply secure his own safety or the safety of others who he might be protecting as well. Therefore, some philosophers have attempted to craft categories of lying where there is not an intent to deceive, such as the case above. In this definition, a lie is a lie even if there is not an attempt to deceive, as long as there is a warrant for the truth (Stokke, 349). Since one can warrant for the truth, while knowing that the statement is false, even if that person did not intend to deceive, then this would still be considered to be a lie. Therefore, there does not necessarily have to be an intent to deceive for the statement to be considered to be a lie (Stokke, 349). This would contradict the basic formula which is put in place by Stokke (348), which is that a person lies a person A makes a knowing false statement to person B, and there is also an intention to deceive person B. This somewhat complicates the ethical consequences of a lie, according to Stokke (350). this is because there is one traditional school of thought that lying is morally wrong when one intends to deceive. But, if there is not an attempt at deception, is this lie morally wrong? Stokke (350) states that it still is morally wrong, even if the person does not intend to deceive, and, in fact, deceives nobody (such as the witness to the murder, when that witness was caught on tape actually witnessing the murder. He doesn't intend to deceive

Video case Study Example | Topics and Well Written Essays - 250 words

Video - Case Study Example The sponsors of the project brought together US army, US navy requirements for a fighting plane into a single design. They demanded supersonic, single-engine, single-seat that is stealth, short take-off, multirole features and vertical landing (Rinaldi, 2001). At the top of the requirement list is efficiency in cost while assembling all features from the predecessor plane into one. The top-level requirement was to land vertically, take-off at shorter runways and remain invisible to enemies in war. JSF program came into being under a program structure that had a basis of a complicated set of association that brings together government Department of Defense (DOD) and industry players Boeing and Lockheed Martin. In addition, on board were eight other partners including Canada, UK, and Australia. The development was shaped in a competition outfit given to Boeing and Lockheed-Martin for a period of four years, which took the government a total of $200 billion. The SJF program in design focused on coming up with a solution to the challenges the partners explained they faced in air combat planes. The focus by Boeing included improving on affordability, the capability to perform while it remains a fighter machine. The design focused on takeoff and landing approaches to a superior war-based machine. The takeoff was to be a short runway and a vertical landing. They came up with refined empennage that had horizontal tails to enhance control power. They maintained the leading-edge sweep of the delta wing for speeds and stealth merits. Moreover, they came up with an aft-sweeping chin inlet, which is regarded lighter with superior aerodynamic performance for the attack. From the earlier F-22 raptor, F-16 version, the decided to maintain wing sweep, vertical tail, fore-body and wingspan with addition of diagonal fins. They also adopted the low weight and simple machine for a direct lift design (Rinaldi,

Technical Report Essay Example | Topics and Well Written Essays - 1000 words

Technical Report - Essay Example This study utilized six variables. The first two were ethnicity and education both being measured in a scale of 1 to 6. MOMs specific variables were, physical health motive sub-scaled into health orientation and weight concern, achievement motive sub-scaled into goal achievement, and competition. Recognition and affiliation were sub-scales of social motives. Psychological coping, life meaning, and self-esteem measured psychological motive. All the specific MOMs variables were nominal variables measured in a scale of 1 to 7. A mean score for each variable was computed across the items for the subscale and a mean of 3.5 and above was considered important motivators. The variables included in this analysis-included gender measured as a categorical variable. The variable gender was taken from a forced-choice question where participants were required to state whether they were male or female. Weight, BMI, age and height were all continuous variables. Weight of the participants was measured in pounds, and height was measured in inches. Marital status and ethnicity were forced-choice questions where the participants were required to choose any of the five categories for marital status and six categories for ethnicity. Marital status was categorized into single, married/partnered, divorced, separated, and widowed and ethnicity was categorized into Asian/Pacific Islander, black, multiracial, white, other, and prefer not to answer. The rest of the variables measured MOMs motivators in health orientation, weight concern, goal achievement, competition, recognition, affiliation, psychological coping, life meaning, and self -esteem. Health orientation and weight concern measured physical health motive. Goal achievement and competition measured achievement motive. Sample descriptive statistics were conducted on Gender, Weight (lbs.), BMI, height (inches), Marital status, age, ethnicity, and education. The frequency was to

Assessment of Plant Tissue Culture

Assessment of Plant Tissue Culture Plant tissue culture, the growth of plant cells outside an intact plant, is a technique essential in many areas of the plant sciences. Cultures of individual or groups of plant cells, and whole organs, contribute to understanding both fundamental and applied science. It relies on maintaining plant cells in aseptic conditions on a suitable nutrient medium. The culture can be sustained as a mass of undifferentiated cells for an extended period of time, or regenerated into whole plants.   Designing a strategy to culture cells from a plant for the first time can still seem like a matter of trial and error, and luck. However, the commercial production of valuable horticulture crops by micropropagation, which relies on tissue culture, shows that it exists in the routine, as well as experimental, world. In the School of Biological Sciences at the University of Liverpool, we have experience over many years with the techniques and applications of plant cell culture. What is Plant Tissue Culture? Plant cells can be grown in isolation from intact plants in tissue culture systems. The cells have the characteristics of callus cells, rather than other plant cell types. These are the cells that appear on cut surfaces when a plant is wounded and which gradually cover and seal the damaged area. Pieces of plant tissue will slowly divide and grow into a colourless mass of cells if they are kept in special conditions. These are: initiated from the most appropriate plant tissue for the particular plant variety presence of a high concentration of auxin and cytokinin growth regulators in the growth media a growth medium containing organic and inorganic compounds to sustain the cells aseptic conditions during culture to exclude competition from microorganisms The plant cells can grow on a solid surface as friable, pale-brown lumps (called callus), or as individual or small clusters of cells in a liquid medium called a suspension culture. These cells can be   maintained indefinitely provided they are sub-cultured regularly into fresh growth medium. Tissue culture cells generally lack the distinctive features of most plant cells. They have a small vacuole, lack chloroplasts and photosynthetic pathways and the structural or chemical features that distinguish so many cell types within the intact plant are absent. They are most similar to the undifferentiated cells found in meristematic regions which become fated to develop into each cell type as the plant grows. Tissue cultured cells can also be induced to re-differentiate into whole plants by alterations to the growth media. Plant tissue cultures can be initiated from almost any part of a plant. The physiological state of the plant does have an influence on its response to attempts to initiate tissue culture. The parent plant must be healthy and free from obvious signs of disease or decay. The source, termed explant, may be dictated by the reason for carrying out the tissue culture. Younger tissue contains a higher proportion of actively dividing cells and is more responsive to a callus initiation programme. The plants themselves must be actively growing, and not about to enter a period of dormancy.   The exact conditions required to initiate and sustain plant cells in culture, or to regenerate intact plants from cultured cells, are different for each plant species. Each variety of a species will often have a particular set of cultural requirements. Despite all the knowledge that has been obtained about plant tissue culture during the twentieth century, these conditions have to be identified for each variety through experimentation. Utilising anther culture to select for cold hardiness Crosses between distantly related species can bring together novel gene combinations. However, the hybrid offspring can be few in number, genetically unstable and require years of further selection and   screening before any advantageous characteristics can be brought near to commercial use. Anther culture (androgenesis), to generate haploid plants from pollen microspores, is one way to shorten this process. It allows novel allele combinations, particularly ones involving recessive characters, to be assessed in intact plants. Useful individuals can then be developed into homozygous and fertile plants through chromosome doubling techniques, and brought into a breeding programme. We have recently been involved in a collaborative project with the Institute of Grassland and Environmental Research (IGER) to use this approach to improve cold-tolerance and fodder quality in grazing grasses. Crosses between  Lolium multiflorum  ( Italian ryegrass) andFestuca arundinacea  (tall fescue) should offer valuable combinations of characteristics. TheLolium  species should provide good growth characteristics, while the  Festuca  provides stress-tolerance. One hybrid individual (Festulolium) resulting from such a cross had already shown drought-tolerance characteristics.   However, the out-breeding nature of these grass species, along with the hexaploid genome of  F. arundinacea  and autotetraploid  L. multiflorumindicated that a lengthy breeding programme might be necessary. The research project therefore aimed to produce androgenic plants from the existing pentaploidFestulolium  plant and assess them for cold tolerance. This exploited the expertise in tissue culture at the University of Liverpool together with experience in breeding for stress-tolerance at IGER. Anthers containing immature pollen (microspores) are the starting material for androgenesis. Flowers have to be selected at the correct developmental stage, which varies from species to species. In addition, some individual genotypes may not be amenable to anther culture, or require specific pretreatments. Careful microscopy and testing of successful pre-treatments of related species are therefore necessary when dealing with a new species. For the Graminae, microspores must be at the mononucleate stage and no pre-treatment is necessary.   The cut flowers were surface sterilised and opened in sterile conditions under a binocular microscope. The anthers were dissected and transferred to a solid nutrient medium. Large numbers could be placed on each petri dish. Callus developed, which was transferred to a different medium to initiate embryos and so generate haploid plants.   Over 200 androgenic plants were produced at Liverpool, each originating from a different microspore. Each therefore represented a genetically different individual. Testing for phosphoglucosisomerase, where a different isozyme was contributed by each of the five chromosome groups within the  Festulolium  plant, indicated that the pollen-derived plants had a wide variety of chromosome combinations from each of the parents of the hybrid. The freezing-tolerance of these plants varied considerably, with three individuals able to survive the extreme cold of -14 degrees Celsius. When the chromosome complement of two of these plants was examined using genomic  in situ  hybridisation (GISH), they carried virtually the whole genome of  F.   pratensis, a parent of  F. arundinacea  noted for its freezing-tolerance. Unfortunately, the fertility of these two plants was not restored by chromosome doubling, so that they could not be used for further breeding. However, they demonstrated the potential of androgenesis for rapid assessment of the genetic potential available from a difficult breeding combination, indicating that this type of wide cross revealed characters of cold and drought tolerance that were worth pursuing CASE STUDY  2 Using somaclonal variation to select for disease resistance plant tissue cultures isolated from even a single cell can show variation after repeated subculture. Distinct lines can be selected with their own particular morphology and physiology. It suggests that the tissue culture contains a population of genotypes whose proportion can be altered by imposing an appropriate selection pressure. This variation can be transmitted to plants regenerated from the tissue cultures, and is called somaclonal variation. It provides an additional source of novel variation for exploitation by plant breeders.   The carrot cultivar Fancy was used in our laboratory to generate a series of 197 regenerant progeny lines. These plants showed considerable morphological variation. They were tested for resistance to the leaf spot pathogen  Alternaria dauci, which can cause total necrosis of mature leaves. They had a greater degree of variation in response than the parental cultivar, including some more resistant lines.   Scanning electron micrographs of surface of carrot leaf 3 days after inoculation with A. dauci. (LHS) germination from multiseptate conidiospore (RHS) penetration of hyphae through epidermal surface rather than through stomata. Scale bar = 10 micrometres. One symptom of the disease is loss of chlorophyll and total soluble polyphenol compounds. These reduce to a low level 6 days after inoculation of excised leaves with  A. dauci  spores when compared with uninoculated leaves. Regenerant progeny with high chlorophyll levels maintained higher chlorophyll levels after challenge with  A. dauci.  After self-pollinating selected high- and low-chlorophyll regenerant plants, this characteristic was inherited by their progeny, suggesting that the capacity to resist this infection is inherited. CASE STUDY  3 Demonstration of tissue culture for teaching Initiating plantlets Regenerated African violets (Saintpaulia ionantha) Introduction The starting point for all tissue cultures is plant tissue, called an explant. It can be initiated from any part of a plant root, stem, petiole, leaf or flower although the success of any one of these varies between species. It is essential that the surface of the explant is sterilised to remove all microbial contamination. Plant cell division is slow compared to the growth of bacteria and fungi, and even minor contaminants will easily over-grow the plant tissue culture. The explant is then incubated on a sterile nutrient medium to initiate the tissue culture. The composition of the growth medium is designed to both sustain the plant cells, encourage cell division, and control development of either an undifferentiated cell mass, or particular plant organs.   The concentration of the growth regulators in the medium, namely auxin and cytokinin, seems to be the critical factor for determining whether a tissue culture is initiated, and how it subsequently develops.  The explant should initially form a callus, from which it is possible to generate multiple embryos and then shoots, forming the basis for plant regeneration and thus the technology of micropropagation. The first stage of tissue culture initiation is vital for information on what combination of media components will give a friable, fast-growing callus, or a green chlorophyllous callus, or embryo, root or shoot formation.   There is at present no way to predict the exact growth medium, and growth protocol, to generate a particular type of callus. These characteristics have to be determined through a carefully designed and observed experiment for each new plant species, and frequently also for each new variety of the species which is taken into tissue culture. The basis of the experiment will be media and protocols that give the desired effect in other plant species, and experience. The demonstration The strategy for designing a medium to initiate tissue culture, showing how growth regulators and other factors modulate development, can be demonstrated using the African Violet, a popular house plant. Leaf sections are the source of explants.  This demonstration is regularly carried out by a student class, and gives reliable results. Sterile supplies are provided from central facilities, and provision of sterile working areas (for example, in laminar flow hoods) is an advantage, although cultures can be initiated in an open laboratory with careful aseptic technique. The standard precautions used during any laboratory work involving chemicals or microbes should be adopted. If you are in any doubt about safety hazards associated with this demonstration, you should consult your local safety adviser.  Ã‚   Step 1 selection of the leaves Leaves are cut from healthy plants, leaving a short length of petiole attached. They should be selected to each yield several explants of leaf squares with approximately 1 cm sides. The youngest and oldest leaves should be avoided.   Wash the dust off the leaves in a beaker of distilled water, holding the leaf stalk with forceps. Step 2 surface sterilisation and preparation of the explants This part of the procedure should be carried out in a sterile working area, or with meticulous aseptic technique.   The leaf, with the petiole still attached, should be immersed in 70% ethanol for 30 seconds, then transferred to a sterile petri dish. Sterile scissors and forceps are then used to cut squares from the leaf as explants, each with approximately 1 cm sides. The explants are transferred into a 10% hypochlorite bleach solution for 5 minutes, gently agitating once or twice during this time. They are then washed free of bleach by immersing in four successive beakers of sterile distilled water, leaving them for 2-3 minutes in each. Three explants are placed on each petri dish of growth medium (see  table  and   below), with the upper epidermis pressed gently against the surface of the agar to make good contact.   The petri dishes are sealed with plastic film to prevent moisture loss, and incubated at 25oC in 16h light/8h dark. Step 3 assessment of tissue culture development The explants are incubated for 4 6 weeks, and inspected at weekly or fortnightly intervals. The growth of obvious bacterial or fungal colonies indicates contamination, and data from such cultures is obviously suspect. The development of dark brown tissue cultures can also be a consequence of contamination.   The media used in the demonstration are designed to show the effects of auxin, cytokinin, sucrose and mineral salts on development. The media were based on the well-known Murashige and Skoog inorganic medium, with additions as shown in this  table.   Typical results These  pictures  show typical results, after about 8 weeks on each medium. To summarise, multiple adventitious buds form on the  control  medium,   leading to many small shoots on the upper surface where the leaf is not in contact with the medium. Absence of  sucrose  inhibits this production. Shoot production is also limited on the low sucrose concentration, but comparable with the control at high sucrose. At zero and low levels of  cytokinin, callus forms where the leaf surface is in contact with the medium, while at high levels, shoot formation is stimulated. At zero and low levels of  auxins  there is a stimulus to shoot formation,   but at high concentrations, large numbers of roots are formed. At low and zero levels of  MS  salts, there is no growth at all. These very obvious variations demonstrate the importance of a carbon and inorganic salt source for plant growth, as well as the effect of the auxin:cytokinin ration on the control of plant development. For  publications  describing this work, follow this link To return  to the top of this page,  follow this link.

The Perception of African Americans in the Media and How it Affects The

The Perception of African Americans in the Media and How it Affects Their Self-Identity There has been much debate over the perception of African Americans in the media and how it affects their self-identity. It is easy to find examples of bias in portraying African Americans, but not a lot of causal research to prove that it causes problems with self-identity. A case can even be made that the amount of media presence by African Americans, whether biased or un-biased, has greatly helped to unify and give voice to a small minority group. The role of the media in the social identity of African Americans According to the United States Census Bureau (2001), 12.3% of all people reporting as one race reported they were â€Å"Black or African American†. This ethnic identity is now the second biggest minority in the United States. It also refers to a group of people who have been in this country for as long as it has existed. However, through the persecution of slavery, the rigors of segregation, and the continuing latent prejudice; African Americans are still searching for their true identity. African American Identity Just as children that were adopted tend to long for a true identity most of their lives, so is the plight of the African American. Stolen from their homeland and forced into enslavement in a new country, African Americans were basically victims of identity theft. Although much progress has been made in the way of an American identity for African Americans, a true identity has not yet been found. According to W.E.B DuBois (1903) â€Å"The history of the American Negro is the history of this strife—this longing to attain self-conscious manhood, to merge his double self into a better and truer self†. (p. 68) Many African Americans feel the same as Kali Tal (1996) when she says, â€Å"After the Egyptian and Indian, the Greek and Roman, the Teuton and Mongolian, the Negro is a sort of seventh son, born with a veil, and gifted with second-sight in this American world – a world which yields him no true self-consciousness, but only lets him see himself through the revelation of the other world.† She also states, â€Å"One ever feels his twoness – an American, a Negro, two souls, two thoughts, two unreconciled arrives; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.† A quick look at American histor... ...ly 25, 2004 from http://www.pbs.org/wnet/aaworld/timeline/early_01.html Tal, K. (1996) The Unbearable Whiteness of Being: African American Critical Theory and Cyberculture The Kali Tal Homepage Retrieved July 25 fromhttp://www.freshmonsters.com/kalital/Text/Articles/whiteness.html U.S. Census Bureau (2001) Overview of Race and Hispanic Origin. Census 2000 Website Retrieved July 25, 2004 from http://www.census.gov/Press-Release/www/2001/cb01cn61.html Woods, K. M. (1995) An Essay on a Wickedly Powerful Word Poynter Online Retrieved July 25, 2004 from http://www.poynter.org/content/content_view.asp?id=5603 Afro-phobic or Afro-publicist 15 Worthy, D. (2004) Cosby’s Rant Reverberates Through the Black Press NCM Retrieved July 25, 2004 from http://news.ncmonline.com/news/view_article.html?article_id= c3a1cf5b268909dfee0db53722131aee Young African-Americans Against Media Stereotypes (2004) Black Athletes and the Media. YAAMS WEBSITE Retrieved July 25, 2004 from http://www.yaaams.org/blackathletes.shtml Young African-Americans Against Media Stereotypes (2004) The NBA and White Wives. YAAAMS Website Retrieved July 25, 2004 from http://www.yaaams.org/whitewives.shtml