Analysis Of The Movie Breakup - 1644 Words

The Cheater â€Å"Breakup† is a common word in a relationship. It has the opposite feeling with the word â€Å"love you†. In addition, â€Å"breakup† means the end of love, or want to give a love to someone else. When a couple feels bored, loss, and disrespect, they will find many reasons to move on.â€Å"Breakup† is very painful. Similarly, cheating is an excused to breakup, but this can lead to bad long-term consequences. My story began when I was a Sophomore in Independence High School. At the Independence High, I had a lot Vietnamese friends. However, whenever on lunch, I just hanged out with Chi and Hue because I did not like crowds. In the same year, I met Trinh, who is friendly, humor, and cute. I met her in my English class. Since Trinh did not know†¦show more content†¦Overall, the first day class was so amazing. I felt so happy to know him. In the same night, when I checked my facebook on my bed, I saw a request friend from him. I was so excited, so I jumped out of my bed by accident. I was so silly. After that day, we talked and texted more to each other. We talked about our hobbies, favorites, and daily story. Day by day, he walked me to class, waited the bus, did history worksheet, and stay up late to talk with me. I laughed a lots, whenever he was by my side. For these reasons, I liked him without knowing. On the first week of September, he waited for me in front of the art building, so we could walk to bus station together. When I came so close, he hold my hand, and confessed to me. I was little shy, and glad to listen to his thought about me. We was so lucky because we belonged to each other. All my friends and his friends said we were really cute couple. I introduced him to my friends, and it included Trinh. They became friend on facebook afterwhile. From that time, she asked me a lots questions about our relationship, especially about him, but at the moment, I did not recognize her plan. I always believed in her because we was like sister. After a month and half in relationship, he began to change. He did not have time to talk to me anymore. Every time, I wanted to talk, he always replied: â€Å"I am really busy. I don’t know why the teacher gives my class a lots homeworks, so I don’t have time right now. I am sorry.†

Transformational Leadership And Ethical Leadership Essay

This paper explores the construct of transformational leadership and ethical leadership. Ethical leaders focus on the long-term benefits, drawbacks of the decisions that they make within an organization and how their decision would affect people all around and not just within the organization. This paper examines Indra Nooyi’s leadership in detail and its similarity with the transformational and ethical leadership. Indra has set high ethical standards and act in accordance with them. She has influenced people around her to follow ethical values through her behavior. She is the role model for the employees that follow her and show them the behavioral boundaries that are set within Pepsico. This paper also includes various initiatives taken by Indra Nooyi to drive an ethical leadership within Pepsico. It also explains how she drives her personal ethics within Pepsico and create awareness about social responsibility and how important it is to give back to the society. Her leadership reflects the importance of having personal ethics and to follow them. Personal ethics affect leadership and it should be made an important aspect that will help produce ethical and effective leaders. Keywords: Transformational Leadership, Ethics, Business Ethics, Leadership, God, Sabbath, Christian Ethics Transformational leadership Transformational leadership is a leadership approach that helps individual and the social system to change and be more effective. Transformational leaders areShow MoreRelatedThe Leader s Ethical Values Influence Leadership Style Essay1658 Words   |  7 Pagesthat ethics and leadership style are correlated? The leaders come from various industries for instance, public, private, government, and non-profit/for-profit. The leader’s ethical values influence leadership style. The research suggests that the transformational leadership style is established on deontological ethics whereas transactional leadership is based on teleological ethics. 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Golf Equipment Manufacturing Industry Free Essays

Henrietta Koramoah What I learned-Poison Gas used in World War I I learned a lot about World War I and a lot about poison gas during this assignment. First I learned that poison gas was used as an accessory that killed a lot of people. I learned that the use of poison gas was started by France. We will write a custom essay sample on Golf Equipment Manufacturing Industry or any similar topic only for you Order Now They used poison gas against Germans in the war. Then Germans started using poison gas against most of the other country and their allies. The poison gas used was phosgene gas, mustard gas, chlorine, Asphyxiate, and Lachrymator (tearing agent). Most of these gases contain toxic and a harmful bacterium that can cause damage to humans immediately. Secondly I learned that for first time in the war; poison gas was like a weapon but only used to frighten soldiers. Even though the soldiers had their mask on, some were still injured. In 1917 when the United States joined the war, after defeated by the Germans most countries like the British got mask for their soldier and used poison gas as a respond to their enemies such as the Germans. Thirdly I learned that, France and British made more mask to protect them from the pain of poison gas. The Germans defeated a lot of countries with the help of poison gas. Even though poison gas did injured and hurt a lot of people. The number of damages caused by poison gas was low to the damages caused by machine guns. And lastly I learned that Germans were blamed for the damages caused in the war, I thought that was a little bit unfair but I thought Germans had it coming. So in conclusion this is what I learned about poison gas in my I-Search assignment. How to cite Golf Equipment Manufacturing Industry, Papers

BIO OUTLINE Essay Research Paper BIOLOGY 220 free essay sample

BIO OUTLINE Essay, Research Paper BIOLOGY 220 OUTLINE SECTION II Text: Essential Cell Biology I. Opening Remarks ( Chapter 3 ) A. Life creates order out of upset through a ceaseless series of chemical reactions B. This is Metabolism and the ability to Metabolize C. Most of the chemical reactions required by the cell would non happen at physiological conditions D. Control of these reactions is achieved by specialised protein, ENZYMES. II. Basic Principles of Energy A. Energy # 8211 ; Basicss Principles 1. Define Energy # 8211 ; ability to make work 2. Define Work # 8211 ; the ability to alter the manner affair is arranged 3. Define Kinetic Energy 4. Define Potential energy # 8211 ; energy of place 5. First Law of THERMODYNAMICS? Energy can be transferred or transformed by neer created or destroyed. 6. Explain transferred or transformed? Different sorts of energy a. Radiant ( solar ) B. Chemical ( e.g. gasolene, saccharides, fats ) c. Mechanical ( involves motion ) d. Atomic. 7. Second Law of THERMODYNAMICS # 8211 ; In any energy transmutation or reassign some energy is lost to the environing environment as heat. a. Define Entropy B. 2nd Law says # 8211 ; ENTROPY IS INCREASING c. ADD HEAT LOSS TO ENERGY DIAGRAM ABOVE. B. The Concept of Free Energy 1. Free energy # 8211 ; the part of a systems energy that can execute work given changeless Thymine throughout system ( e.g. , populating cell ) 2. Entire free energy of a system ( G ) is define by this equation G = H # 8211 ; TS a. H = entire energy of system = ENTHALPY b. T = absolute temp in K ( KELVINS ) ( ? C + 273 ) c. S = information d. Note that T increases value of S since as Heat additions, molecular gesture additions, and upset additions. 3. Spontaneous Procedures a.Definition # 8211 ; occur w/o outside aid ( energy ) # 8211 ; energy of system is sufficient to transport out reaction or procedure b.Is non concerned with rate or clip, so self-generated procedures will non needfully happen in a utile clip frame 4. Determining when a system can undergo self-generated alteration a. Stability B. The alteration in Free Energy is negative for self-generated systems. G = Gfinal province # 8211 ; Ginitial province or.DG = DH # 8211 ; TDS III. Basicss of Chemical Reactions A.All reactions require an input of energy to acquire them started 1. Energy OF ACTIVATION or ACTIVATION ENERGY a. Define Activation Energy with operating expense B. For some reactions the activation energy can be provided by the reacting molecules themselves. c. For others, the activation is really high since the reacting molecules must be brought together in precisely the right orientation in order for the reaction to take topographic point ( ? effectual hit? ) .. B.Enzymes cut down activation energy ( Chap5. p. 167-69 ) 1. Define Catalyst 2. Specify Substrate 3. Random interactions lead to Enzyme-Substrate Complex formation ( effectual hit ) 4. Enzymes cut down activation energy by a. Increasing the figure of effectual hits between substrates 5. Enzymes are proteins a. reappraisal construction of proteins. 6. Define Active Site a. Active Site can work by ( 1 ) form similarities ( 2 ) chemical attractive force ( 3 ) both B. Example: Ribonuclease c. Review stairss of RNAse active site d.Another illustration: Lysozyme: pg.170 Figure 5-28 7. Discourse how enzymes are named a. See Table 5-2 p.169 for list of common enzyme group names and functions.. IV. Factors set uping Reactions ( in general, including enzyme-mediated ) ( Back to Chapter 3 ) A. Free energy considerations ( as discussed earlier ) 1. Free energy alteration must be negative B. Concentration of the molecules in the system besides determines whether a reaction will happen. 1. As the concentration of one molecule increases the reaction will travel toward the production of the other molecule ( Le Chatlier # 8217 ; s Principle ) . C. BIG QUESTION # 8211 ; how much of a concentration difference is required to get the better of a.G that might be unfavourable. 1. Rewrite.G to reflect concentration constituent 2. .G = .G O + 0.616ln [ B ] / [ A ] a. 0.616 is a changeless B. .G O is the Standard Free Energy alteration ( 1M @ pH=7 ) in kcal/mole c. @ 37 O C d. Note that when [ A ] = [ B ] , concentration effects are negated and.G=.G O ( ln 1 = 0 ) . D. For a reversible reaction A? ? B ( see Figure. 3-20 p.92 ) 1. One way is energetically favored ( -.G ) over the other 2. For illustration A to B is favored 3. As A converts to B, the concentration consequence of greater sums of B begins to get the better of the + ? ? ? ? ? ? ? G ( for B A ) , to a point where B? ? A is equal to A? ? B. 4. In Table 3-1 some computations were done to find when.G=0 ( equilibrium ) , that is when.G O = -0.616ln [ B ] / [ A ] ( con # 8217 ; t on following page ) . 5. It is of import to observe that it requires important surplus of the favorite merchandise ( B ) to force the reaction back to unfavored merchandise ( A ) . 6. Enzymes do non alter the equilibrium point.. V.Factors Affecting Enzyme-Mediated Chemical reactions A. Physical Parameters impacting Enzyme Activity ( use graphs ) 1. Temperature 2. pH B. Concentration effects 1. Unlimited substrate in the presence of limited enzyme a. Impregnation dynamicss b. where did we see this before -answer: membrane transporters 2. Unlimited enzyme in the presence of limitless substrate. VI. Regulating Enzyme Chemical reactions A. Competitive suppression 1. Chemical reaction rate is [ substrate ] dependant B. Non-competitive suppression 1. reaction rate is [ substrate concentration ] independent 2. Inhibitor binds at a site other than active site 3. causes conformational alteration in enzyme # 8211 ; makes active site unavailable C. Allosteric Control 1. allo = other steric = construction or province 2. Like noncompetitive # 8211 ; Control Molecule binds at surrogate site 3. alternate site = allosteric site 4. Control Molecule called a REGULATORY SUBSTANCE a. may increase or diminish activity. 5. Allosteric enzymes exist in 2 different provinces a. R ( elaxed ) province = high affinity for substrate b. T ( ense ) province = low affinity for substrate 6. Binding of regulative substance can bring on either province. a. Allosteric Inhibitor # 8211 ; adhering causes T province b. Allosteric activator # 8211 ; adhering causes R province. 7. Allosteric enzymes and Reaction rate a. Regulative substances may hold multiple binding sites. Leads to sigmoidal graph of reaction rate B. For T to R province # 8230 ; enzyme activity is low until sufficient regulator binds to change over enzyme wholly to R province c. For R to T province # 8230 ; enzyme activity is high until sufficient regulator binds to change over enzyme wholly to T province d. Regulator may be substrate or merchandise. D. Allosteric Feedback Inhibition 1. end merchandise Acts of the Apostless as regulator of 1st enzyme in tract 2. Discuss Threonine to Isoleucine tract a. enzyme # 1 = threonine deaminase. E. Regulation by Covalent Modification 1. add-ons may include a. Ca 2+ b. PO4 # 8211 ; phosphorylation ( 1 ) Added by protein kinases ( 2 ) Removed by protein phosphotases c. CH3 # 8211 ; methylation d. COCH3 # 8211 ; acetylation 3. binding can up or down modulate enzyme. F. GTP-binding Proteins 1. Binding of GTP or GDP can do major conformational alterations 2. Phosphorylation of bonded GDP and Dephosphorylation of bonded GTP can besides do alterations 3. Mode of action a. Exchange of GTP and GDP b. Dephosphorylation of edge GTP 4. Exchange and phosphorylation can hold different rates a. Control achieved by different rates for different reactions B. See Figure 5-37 pg. 176. G. Ribozymes 1. RNA based accelerators 2. Self splicing RNA molecules c. besides show activity with some proteins ( 1 ) remotion of proteins from ribosomes ( 2 ) separation of aminic acids from transfer RNA. H. Coenzymes 1. vitamins 2. minerals 3. Carriers a. Discuss coupled reaction diagrams b. Electron Carriers ( 1 ) NAD ( Figure 13-8 ) , A ; NADP ( 2 ) FAD ( Figure 4-12 ) ( 3 ) oxidized and reduced signifiers ( 4 ) show chemical science ( 5 ) Dehydrogenase? oxidising enzymes ( 6 ) Reductase # 8211 ; cut downing enzymes c. Function as cofactors in oxidation-reduction reactions d. required by enzymes that are involved in oxidizations or decreases? negatron givers or receiving systems. I. ATP # 8211 ; cosmopolitan energy currency of the cell 1. Describe molecular construction a. nucleoside triphosphate 2. Describe rhythm ATP? ? ADP + P a. .G 0 = -7.3 kcal/mole b. Phosphorylation and its relationship to Redox 3. Energy required to do ATP or Energy released from ATP hydrolysis depends on.G 0 and the comparative concentrations in the cell a. For some cells the ATP/ADP ratio attacks 1000 B. Under these conditions, the.G for the hydrolysis of ATP to ADP can near 11-13 kcal/mole ( retrieve G equation includes a concentration factor ) . J. Coupling Reactions to the Hydrolysis of ATP 1. The hydrolysis of ATP can be linked to reactions with + ? ? ? ? ? ? ? G o Overall reaction: Glu +NH3? ? Gln.G 0 = +3.4kcal/mole Measure 1: Glu + ATP? ? Glu-P + ADP.G 0 = -7.3kcal/mole Measure 2: Glu-P + NH3? ? Gln.G 0 = +3.4kcal/mole NET.G 0 = # 8211 ; 3.9 kcal/mole. 2. Can besides be coupled to Dehydration reactions or about any synthesis reaction that has a + ? ? ? ? ? ? ? G 0 3. If the coveted merchandise has a.G 0 * +7.3 kcal so the reaction is broken down into steps.. K. ATP Production ( Some coverage in Chap 13 p.409 # 8211 ; 410 ) 1. Substrate-level phosphorylation a. Direct enzymatic transportation of phosphate group A ; energy to ADP from a high energy substrate b. low efficiency. 2. Chemiosmotic Phosphorylation? MITCHELL THEORY a. Transportation indirectly through proton gradient ( 1 ) electrochemical gradient ( 2 ) stored charge = ENERGY ( 3 ) high efficiency achieved through step-wise transportation = ELECTRON TRANSPORT CHAIN B. 3 demands for Chemiosimosis ( 1 ) Selectively Permeable membrane ( 2 ) H+ pumping Enzymes ( Active Transport ) ( 3 ) ATP Synthase c.Introduce ATP synthase # 8211 ; enzyme that captures energy from proton gradient and transportations it to ATP production # 8211 ; Figure 13-3 A ; 13-13. c. Discuss charge separation and release of energy ( 1 ) offprint charges across dielectric # 8211 ; Battery Analogy: Figure 13-11 ( 2 ) Make a charge gradient across an dielectric ( 3 ) CHARGE SEPARATION REPRESENTS STORED ENERGY ( 4 ) Release Energy by leting gradient to disperse ( 5 ) In life cells, charge separation achieved with different ion concentrations across membranes ( ION GRADIENTS ) ( 6 ) ex. H+ gradient ( 7 ) Figure 13-15. 3. Jagendorf experiments -a. Knew of being of pH differences within chloroplast B. Review experiment with operating expense c. Experiment shows connexion between H+ gradient, H+ flow, and phosphorylation of ADP to ATP. 4. Latest information on ATP Synthase a. Still unknowns ( 1 ) how it works so fast ( 2 ) how it couples proton flow to ATP production B. Background information on construction ( 1 ) Figure 13-14 ( 2 ) 3 parts ( 3 ) F0 # 8211 ; subunit # 8211 ; channel for protons ( 4 ) F1 # 8211 ; subunit # 8211 ; catalytic fractional monetary unit? ATP production ( a ) called ATPase ( B ) uses ATP to pump protons ( 5 ) Stalk # 8211 ; connects F0 to F1. c. Latest info on construction of F1 ( 1 ) made of 6 fractional monetary units + ? fractional monetary unit ( a ) 3? fractional monetary units ( B ) 3? fractional monetary units ( degree Celsius ) arranged in jumping manner ( vitamin D ) ? fractional monetary unit contains catalytic activity ( vitamin E ) ? subunit extends into chaff part I ) knife shaped protein. d. Current theory of how it works ( 1 ) H+ traveling through F0 causes? fractional monetary unit to revolve ( 2 ) knife border contacts? fractional monetary unit ( 3 ) ? fractional monetary unit is deformed leting for ADP A ; P binding, individually, to active site ( 4 ) ? fractional monetary unit releases contact ( 5 ) ? subunit reformation brings ADP + P in contact and reaction takes topographic point. VII. PHOTOSYNTHESIS ( Chapter 13 # 8211 ; p.430- 438 ) A. Overview # 8211 ; Use? Energy Flow through Populating Systems? OH to set things in position. B. Overall reaction 1. Radiant Energy + H2 O + CO2? ? O2 + Glucose 2. Balanced equation: a. 6CO2 + 6H2 O + Radiant Energy? ? C6 H12 O6 + 6O2 3. Leaf construction a. Epidermis b. Spongy and Palisade Mesophyll ( 1 ) Where photosynthesis takes topographic point c. Stomates. 4. Chloroplast construction? EMPHASIZE ORGANIZATION a. Outer membrane B. Inner membrane c. Stroma # 8211 ; Glucose production enzymes d. Thylakoid membrane ( 1 ) Light absorbing molecules or Photosystems ( 2 ) Electron conveyance chain/Proton pumps ( 3 ) NADP reductase ( 4 ) ATP synthase e. Thylakoid infinite or lms? proton reservoir. C. Photosynthesis as a REDOX 2-step 1. REVIEW STRUCTURE 2. Energy capturing? LIGHT DEPENDENT REACTIONS a. Capture energy in the signifier of ATP and NADPH B. Use negatrons from oxidization of H2O 3. Energy storage? Light INDEPENDENT REACTIONS a. Take energy from ATP and NADPH and utilize it to cut down C dioxide. D. Light Dependent Reactions 1. Happen on thylakoid membrane 2. Discuss electromagnetic spectrum a. Gamma, X, UV, Visible ( 380nm-750nm ) , IR, Micro, Radio b. Violet, Indigo, Blue, Green, Yellow, Orange, Red c. High energy, Short wavelength, High freq # 8212 ; Low, Long, Low. 3. Pigments a. Imbedded in the thylakoid membrane B. All have hydrophobic dress suits anchored in thylakoid membrane c. Chlorophylls ( a A ; B ) ? Mg 2+ Center? Figure 13-30 d. Carotenes # 8211 ; pure hydrocarbons? aromatics rings linked by polyunsat? vitamin D concatenation e. Xanthophylls # 8211 ; as above w/ intoxicants on rings f. Draw soaking up spectrum on board. 4. Light Energy Absorption a. achieved by pigment molecules b. Excitation event A ; excitement energy ( see Figure 13-32 ) ( 1 ) negatrons at land province ( interior orbital ) ? excited? by photon of visible radiation to excited province ( outer orbital ) ( 2 ) can stay in this province for merely a billionth of a 2nd c. Possible destinies of excitement energy ( 1 ) If excited negatron returns to anchor province? FLUORESCENCE + heat ( 2 ) Excited negatron is picked up by stable acceptor molecules. aroused negatron is transferred to stable orbital of the same energy degree ( Figure 13-32 ) ( a ) Light energy converted to chemical energy. ( 3 ) Inductive transference ( a ) energy is transferred to next pigment molecule I ) quiver of aroused vitamin E # 8211 ; sets up electromagnetic field. two ) adjacent vitamin E # 8211 ; in tantamount orbitals begin to vibrate in resonance three ) energy is transferred. ( B ) little or no loss of energy. 5. Capturing and Converting Light Energy to Chemical Energy a. Photosystems ( see Figure 13-31 for general diagram ) ( 1 ) Photosystem I ( a ) 110 chlorophyll a + 16 # 8211 ; bcarotenes = CORE ANTENNA ( B ) Reaction Center = particular chlorophyll a molecule: P700 ( 700 refers to light absorbing belongingss @ 700nm ) ( degree Celsius ) Energy is absorbed by Core Antenna and passed by inductive resonance to P700 so to 1? acceptor. ( 2 ) Photosystem II ( a ) 40 Chlorophyll a + ** B provitamin As = CORE ANTENNA ( B ) Reaction Center = particular chlorophyll a molecule: P680 ( 3 ) Energy is absorbed by Core Antenna and passed by inductive resonance to P680 so to 1? acceptor B. Light Reaping Complexes ( Not shown in Alberts diagrams ) ( 1 ) One associated with each PS ( 2 ) Designated LHC I and LHC II ( 3 ) Collections of pigment molecules imbedded in thylakoid membrane ( 4 ) In close physical propinquity if non physically attached to PS? s ( 5 ) Funnel excitement energy to reaction centres via inductive resonance. USE PHOTO REVIEW HANDOUT W/ EXPLANATION BELOW 6. Non-Cyclic negatron Photophosphorylation ( Figure13-34 = Z Scheme with electron volt evaluations ) a. The participants ( 1 ) Mn -center # 8211 ; Water Oxidizing Enzyme ( 2 ) LHC II A ; PS II ( 3 ) Plastoquinone? e- bearer? aromatic ring w/ long chair hydrocarbon? non attached to PS II ( 4 ) Cytochrome b6 # 8211 ; e- bearer? Heme ( Fe ) incorporating protein Fe2+ ? Fe 3+ ( 5 ) Cytochrome degree Fahrenheit. ( 6 ) PROTON PUMPING IN PS II ( a ) b6+f complex = H+ pump ( B ) Sets up H+ gradient between Stroma and Thylakoid lms ( degree Celsius ) H+ pumped from stroma into lms ( vitamin D ) Flow out through CF0CF1? ATPase imbedded in thylakoid lms. ( vitamin E ) Make ATP in Stroma ( 7 ) Personal computer = e- bearer # 8211 ; plastocyanin? ( a ) Cu incorporating protein: Cu+ ? Cu2+ ( 8 ) negatrons are passed to PS I ( 9 ) Ferrodoxin # 8211 ; Fe/S centre? nomadic # 8211 ; non attached to PS I ( 10 ) NADP+ Reductase? usage negatrons to cut down NADP+ to NADPH. 7. Cyclic Photophosphorylation a. negatrons pass from Ferrodoxin to cytochrome b6 b. merely produces ATP c. may be used to bring forth the extra ATP needed to drive glucose production ( ~3:2 ATP: NADPH ) . E. LIGHT-INDEPENDENT REACTIONS ( Calvin Cycle ) 1. Occur in stroma 2. Use ATP and NADPH to cut down CO2 to Glucose 3. Review procedure utilizing an operating expense 4. Points to Stress a. Reducing enzyme = Ribulose bisphosphate carboxylase ( rubisco ) b. Ribulose bisphosphate = RuBP c. PGA = Phosphoglycerate d. PGAL = Phosphoglyceraldehyde e. Each bend of the rhythm # 8230 ; REFER TO HANDOUT. f. 1 molecule of glucose requires ( 1 ) 18 ATP? 7.3 kcal/mole ten 18 = 131.4 kcal ( 2 ) 12 NADPH? 53 kcal/mole ten 12 = 636 kcal ( a ) Note 53 kcal/mole # 8211 ; ref: Campbell pg. 178 for NADH to O2? H2 O ( 3 ) Takes 767.4 kcal to do 1 molecule of glucose ( 686 kcal ) ( a ) 686/767.4 = 89 % efficiency. F. PHOTORESPIRATION ( Use Study Sheet ) 1. Rubisco prefers O2 to CO2 2. If rubisco binds O2 a. Procedure uses 6 extra ATP b. Regenerates RuBP c. Produces a 2-C compound ( alternatively of 3-C ) d. This compound is sent to peroxisome and chondriosome ( 1 ) converted to Glycerate ( 3C ) ( 2 ) transported back to chloropl ast ( 3 ) Uses ATP to change over to 3-PGAL 3. Net LOSS OF ENERGY 4. Some workss waste every bit much as 50 % of the energy they make on this procedure 5. For workss under ideal conditions? photorespiration poses no jobs 6. Some workss have evolved constructions to cut down photorespiration. G. C4 workss 1. Use spacial ( C4 ) isolation of Rubisco to forestall Photorespiration 2. Fix Carbon into 4-Carbon organic Acids 3. Particulars ( Use Study Sheet ) a. Rubisco sequestered off from O2 in specialised cells? BUNDLE SHEATH CELLS B. Capture CO2 utilizing shuttle molecules c. C4 usage PEP ( phosphoenol pyruvate ) and Pepco ( PEP carboxylase ) to capture CO2 and funnel it into Calvin Cycle. ( 1 ) C4 comes from intermediates ( oxalacetate and malate ) which are 4-C molecules ( 2 ) Other workss called CAM workss. VIII. Oxidative Respiration # 8211 ; Overview A. Review cell organisation and where reactions are taking topographic point B. Emphasize function of ATP made in Photosynthesis IX. Glycolysis # 8211 ; Chapter 4: 110-118 A. Interested merely in the large image ( see Figure 4-3, pg. 111 ) B. Stress 3 major events 1. Energy Investment 2. Cleavage of Glc into 2 3-carbon sugars 3. Energy Generation a. Stored as NADH b. ATP c. FILL OUT ATP SUMMARY TABLE. C. Review Figure 4-3 with pupils 1. If they want to larn the stairss, that? s mulct. 2. Merely be responsible for names in Figure. a. Glucose b. Fructose 1,6 bisphosphate c. Glyceraldehyde 3-Phosphate ( PGAL ) d. Pyruvate D. Other points to stress 1. No engagement of molecular Oxygen 2. Direct dependance on the handiness of NAD+ a. Use this as a lead into Fermentation. X. Fermentation # 8211 ; Regeneration of NAD+ in the absence of Oxygen A. Discuss what is needed to maintain Glycolysis traveling 1. ADP # 8211 ; no job since cell is utilizing ATP quickly 2. Glucose 3. NAD+ # 8211 ; must happen a manner to oxidise NADH to acquire to ATP bring forthing measure. B. Review 2 Fermentation tracts with study sheet. Eleven. Mitochondrial Events # 8211 ; Oxidation of Pyruvate to CO2 A. Review construction of Mitochondrion B. Transition Reactions # 8211 ; Review with Study Sheet 1. Enzyme # 8211 ; Pyruvate Dehydrogenase Complex a. 3 enzymes B. 60 polypeptide ironss 2. See Figure 4-8 # 8211 ; p. 118 3. FILL OUT ATP SUMMARY TABLE C. Kreb? s Cycle ( Citric Acid Cycle ) 1. Good overview # 8211 ; Figure 4-11 pg. 120 2. Review with Study Sheet a. Students responsible for names and events. D. Chemiosmotic Phosphorylation # 8211 ; Chap. 13 # 8211 ; p.410 # 8211 ; 429 1. Conversion of stored energy ( NADH A ; FADH2 ) into ATP 2. Stored Energy used to bring forth an a H+ gradient 3. Review with Study Sheets a. Ubiquinone Structure B. Figure 13-20 c. Figure 13-10 # 8211 ; Summary d. Figure 13-21 # 8211 ; Shows Redox potencies 4. Complete ATP SUMMARY TABLE a. Doesn? t take into history ATP used for conveyance out of the Mitochondria d.See Problem 13-5 pg. 420? Outputs are 2.5 and 1.5 ( for NADH and FADH2 and NADHcytosol. Uses 6 of 36 for conveyance. Twelve. The Metabolic Pool A. Use Study Sheet to cover B. See Figure 4-18 p.127 in text for similar but more elaborate intervention. Thirteen. Deoxyribonucleic acid as the GENETIC MATERIAL? A History Lesson ( ref: Bio 120 Outline ) Fourteen. Features of the Genetic Material and the Central Dogma ( ref: Bio 120 Outline ) Fifteen. Deoxyribonucleic acid STRUCTURE A. Discovery 1. James Watson 2. Francis Crick 3. Maurice Wilkins 4. Rosalind Franklin B. Basic construction 1. Sugar phosphate anchor 2. Nitrogen bases as rounds 3. Double spiral 4. Basic Unit = Nucleotide a. phosphate b. sugar c. N base. C. Backbone 1. Deoxyribose sugar 2. Reason for name 3. Review enumeration 4. Where phosphate bonds 5. 5 # 8242 ; to 3 # 8242 ; orientation 6. Antiparallel spiral D. Nitrogen Bases 1. Purines a. Adenine and Guanine 2. Pyrimidines a. Thymine and Cytosine 3. AT brace and GC brace a. Complementary base coupling. E. Chromosomal organisation 1. Aim a. packaging b. organisation c. entree and control 2. Genome size a. E. coli = 4.3 x 106 nucleotide pairs/genome B. Humans = 2 ten 108 nucleotide pairs/chromosome ( 3 x 109 genome ) ( 1 ) stretched out = 6cm. F. Boxing the Eukaryotic Chromosome ( p.250-255 ) 1. Degree 1 ( Figure 8-9 ) a. utilizes proteins called HISTONES b. sum of DNA? ? sum of histones c. really basic ( 1 ) high proportion of positively charged amino acids ( a ) allows for tight binding to negatively charged Deoxyribonucleic acid ( 2 ) lysine and arginine d. DNA + Histone = Chromatin e. Five types of histones ( 1 ) really similar from species to species ( a ) ex. some cow and pea histones differ by 2 aa ) ( 2 ) extremely conserved cistrons. f. DNA + Histone nucleus signifier NUCLEOSOMES ( Figure 8-9 ) ( 1 ) Beadss on a String visual aspect ( 2 ) basic unit of DNA packing ( 3 ) Histone nucleus = 8 # 8220 ; nucleosomal # 8221 ; histone molecules ( a ) nucleosomal histones = H2A, H2B, H3, H4 I ) 2 molecules each compose nucleus ( B ) little proteins ( 102-135 aa ) ( degree Celsius ) Core = HISTONE OCTAMER. 2. Level 2 # 8211 ; 30nm fibre = SOLENOID ( Figure 8-10 ) a. look to be mediated by 5th histone = histone H1 3. Higher degrees of packaging a. refer to overhead of Figure 8-10 b. non clearly understood. 4. Heterochromatin vs. Euchromatin a. hetero = chromosomes in condensed province during interphase b. Eu = chromosomes in less condensed province c. merely euchromatin is actively canned d. may be a harsh signifier of cistron control e. most widely known illustration ( 1 ) Barr Body in females ( a ) one of two X chromosomes is ever in most condensed signifier ( during interphase ) ( B ) Merely cistrons on other chromosome are expressed ( degree Celsius ) females are a Mosaic since different X-chromosomes can be condensed in different cells.. XVI.DNA REPLICATION A. Replication Models 1. Watson-Crick theoretical account implied Semi-Conservative 2. Conservative # 8211 ; possible theoretical account 3. Meselsohn A ; Stahl experiments a. Use 15 N labeled DNA ( 14 N = normal ) B. Basic Stairss 1. Must take into history dual coiling construction 2. Step 1 # 8211 ; separate strands to entree information 3. Step 2 # 8211 ; Make transcripts utilizing old as theoretical account 4. Step 3 # 8211 ; Reform old and new as dual spiral. C. Step 1 # 8211 ; Separating Strands 1. unwind spiral at specific get downing point ( s ) a. ORI = beginnings of reproduction b. DNA HELICASE 2. stabilize unwound spiral so it doesn? t reanneal a. SINGLE STRAND BINDING PROTEINS ( SSB ) 3. prevent supercoiling a. DNA TOPOISOMERASE. D. Step 2 # 8211 ; Making transcripts 1. Use template synthesis 2. Complementary base coupling 3. Necessitate enzyme that can do new DNA polymer. 4. Deoxyribonucleic acid POLYMERASE ( Figure 6-21 A ; 22 ) a. 5 # 8242 ; to 3 # 8242 ; polymerase B. Skiding clinch protein? moderates fond regard of DNA pol to template. c. uses 5 # 8242 ; -nucleotide triphosphates ( ATP, GTP, CTP, TTP ) ( 1 ) supply energy for bond formation d. Review antiparallel construction ( 1 ) requires bidirectional synthesis ( 2 ) Deoxyribonucleic acid pol can merely synthesis unidirectionally ( eg. 5 # 8242 ; to 3 # 8242 ; ) ( 3 ) Synthesis occurs continuously on 3 # 8242 ; to 5 # 8242 ; strand = taking strand ( 4 ) Synthesis occurs discontinuously on 5 # 8242 ; to 3 # 8242 ; strand = lagging strand ( a ) Deoxyribonucleic acid LIGASE connects pieces. e. Requires a primer ( 1 ) de novo synthesis non possible ( 2 ) Primase enzyme lays down RNA primer ( 3 ) Primer must be removed ( a ) see below f. Retroflexing the terminals of dawdling strands ( p.249-250 ) ( 1 ) requires particular enzyme to add dress suits onto templet strand ( a ) dress suits are called # 8211 ; TELOMERES ( 2 ) Enzyme that duplicates them? TELOMERASE ( Figure 8-6 ) ( a ) Contains a short piece of RNA ( B ) in worlds = CCCCAAU ( degree Celsius ) Creates tandem repetitions on terminals of dawdling strand ( GGGGTTA ) ( vitamin D ) allows the terminal of the chromosome to be replicated ( 3 ) leaves a 3 # 8242 ; tail on templet strand. g. Accuracy ( 1 ) 3 # 8242 ; to 5 # 8242 ; exonuclease activity Acts of the Apostless as proofreader ( 2 ) ? senses? mismatch, backs up, removes mismatch, and corrects ( 3 ) methylation of parent strand. Seventeen. DNA REPAIR ( pg. 198-205 ) A. Define Mutation 1. Permanent alteration in DNA codification B. Mismatch Repair system catches mistakes Replication Machinery girls 1. Rpn machinery mistake rate 1 in 10 7 bases transcripts 2. Approximately 10 mistakes/chromosome/rpn rhythm 3. Mismatch = mispaired nucleotide ( Figure 6-25A p.201 ) 4. Mismatch fix enzymes recognize the mismatches a. Excise wrong base B. Repair c. Must be able to acknowledge the freshly synthesized strand ( 1 ) Nick system # 8211 ; new strands have transient dents ( 2 ) Methylation system # 8211 ; Parent is methylated 5. Reduces error rate to 1 in 10 9. C. DNA Damage outside of Rpn 1. Types of Damage ( Figure 6-27 p.202 ) a. Depurination # 8211 ; self-generated loss of A or G ( 1 ) Leaves a depurinated sugar b. Deamination # 8211 ; loss of amine group on Cytosine ( 1 ) Converted to Uracil c. Thymine Dimer formation due to UV visible radiation exposure d. Many other types caused by reactive metabolic byproducts 2. Effectss can do a. Single base brace alterations ( deaminization ) ( Figure 6-29A ) b. Single-base brace omissions ( depurination ) ( Figure 6-29B ) c. Stalled or uncomplete rpn ( thymine dimers ) . D. DNA Repair Mechanism ( Figure 6-30 p204 ) 1. Deletion of Defect a. Requires specialised nucleases for each type of harm 2. Repair a. Uses DNA pol other than rpn DNA pol 3. Ligation a. Uses DNA Ligase. Eighteen. TRANSCRIPTION # 8211 ; ACCESSING THE CODE A. Central Dogma # 8211 ; From DNA to Protein? Figure 7-1 B.Discuss this as the first measure in Gene Expression PROCESSES INVOLVED IN GENE EXPRESSION ? Using Genetic Information to do the molecules necessary for cellular maps. ? Ultimately, every procedure within a life being is controlled by theavailability of specific cistron merchandises C. Definition of a Gene # 8211 ; Stage # 1 1. Region of DNA contains some information that needs to be accessed. D. The Players 1. The information # 8211 ; Deoxyribonucleic acid a. dual spiral B. 5 # 8242 ; to 3 # 8242 ; and 3 # 8242 ; to 5 # 8242 ; strands 2. The enzyme # 8211 ; RNA Polymerase a. 5 # 8242 ; to 3 # 8242 ; polymerase activity b. substrate ( 1 ) ribonucleoside triphosphates c. local unwinding capablenesss d. DNA binding belongingss e. 3 in Eukaryotes ( 1 ) I # 8211 ; rRNA ( 2 ) II # 8211 ; mRNA + others ( 3 ) III # 8211 ; tRNA + rRNA. 3. The courier # 8211 ; messenger RNA a. Structure # 8211 ; Use Figure 7-3 to compare and contrast with Deoxyribonucleic acid ( 1 ) individual strand ( 2 ) U for T ( 3 ) ribose for deoxyribose E. The Basic Steps ( Figure 7-9 ) 1. Find the part to be copied a. which strand b. where to get down 2. Attach enzyme 3. Transcript 4. Stop. F. Finding the part to be copied 1. Which strand a. Discuss sense vs. non-sense ( 1 ) cistron is ever read 5 # 8242 ; to 3 # 8242 ; regardless of which strand its on ( 2 ) templet is ever 3 # 8242 ; to 5 # 8242 ; regardless of which strand its on ( 3 ) Genes on different strands: Fig 7-10 b. upstream vs. downstream ( 1 ) up = toward 5 # 8242 ; ( 2 ) down # 8211 ; toward 3 # 8242 ; 2. Where to Get down a. Promoters # 8211 ; consensus sequences ( 1 ) TATA box: @ ~ -25 ( a ) RNA pol adhering site ( 2 ) CAAT box: @ ~ -80 ( a ) bind regulative proteins ( B ) consequence rate of induction B. More on this when we cover cistron ordinance. G. Attaching the enzyme 1. Transcription factors A ; RNA Pol bind at booster part a. More inside informations when we cover cistron ordinance 2. Transcription Begins H. Elongation 1. Uses anti-sense as templet 2. transcripts in 3 # 8242 ; to 5 # 8242 ; way bring forthing 5 # 8242 ; to 3 # 8242 ; transcript ( messenger RNA ) I. Termination 1. Probably requires expiration factors 2. Specific DNA sequence signals expiration a. in eucaryotes # 8211 ; most common = AATAAA. J. Compare Eukaryotic and Prokaryotic Transcripts 1. Use Figure 7-13. K. The Eukayotic mRNA # 8211 ; usage Study Sheet 1. Structure a. Use Figure 7-12 B. 5 # 8242 ; cap ( 1 ) 5 # 8242 ; to 5 # 8242 ; linkage to # 8230 ; ( 2 ) ..GTP ( 3 ) fxn ( a ) in interlingual rendition ( subsequently ) ( B ) conveyance out of karyon I ) pores recognize cap ( degree Celsius ) prevent RNAse debasement c. 5 # 8242 ; UTR ( 10-200 bases ) d. coding sequence e. 3 # 8242 ; UTR ( 1 ) extremely conserved ( 2 ) holes length of UTR and site for 3 # 8242 ; tail fond regard f. 3 # 8242 ; poly A ( 30-200+ ) ( 1 ) likely fxn # 8211 ; stableness ( 2 ) messenger RNA w/o poly A debauched rapidly. 2. Processing # 8211 ; Use Study Sheet a. Intron/Exon construction b. mediated by a group of snRNA? s and proteins c. snRNA + Proteins = snRNP # 8217 ; s d. Several snRNP # 8217 ; s take portion in each splice event e. A composite of working snRNP ; # 8217 ; s is sometimes referred to as a Spliceosome f. Can be cis or trans ( 1 ) Commonwealth of Independent States = linking coding DNAs in same messenger RNA ( 2 ) trans = connectiong coding DNAs from different messenger RNA? s g. Same messenger RNA can be spliced into different cistrons = ALTERNATIVE Splice L. Summarize # 8211 ; Use Figure 7-19. M. Revision of Gene Definition 1. Includes booster and expiration parts 2. Possibly other control sequences XIX.TRANSLATION A. Machinery 1. The codification a. minimal figure to cover all AA = 64 b. degeneration c. Advantage # 8211 ; can absorb some sum of mutant 2. Ribosomes # 8211 ; Use Figure 7-25 a.rRNA # 8211 ; serves to aline ribosome with message and *new evidence* showsit carries out the enzymatic reactionneeded for peptide bond formation ( ref: Science, 11Aug00, p.878 ) . B. Protein # 8211 ; Structural ( Figure 7-26 ) c. Small and big fractional monetary units ( 1 ) little # 8211 ; acknowledgment and alliance ( a ) A A ; P binding sites I ) lower part of these sites two ) involved in adhering transfer RNA to Codon ( messenger RNA ) ( 2 ) big # 8211 ; adhering transfer RNA and doing peptide bond ( a ) peptidyl-transferase activity ( rRNA ) ( B ) GTP hydrolysis activity ( proofreading ) ( degree Celsius ) A A ; P binding sites I ) Major part of these sites two ) binds bulk of transfer RNA with AA attached ( vitamin D ) E ( Exit ) Site. 3. transfer RNA a. transportation RNA b. construction ( 1 ) anticodon part c. Amino Acyl-tRNA synthetase ( 1 ) one for each amino acid ( 20 ) ( 2 ) attach AA to rectify transfer RNA in 2 measure procedure ( a ) AA + ATP AA-AMP + PP ( B ) AA-AMP + tRNA AA-tRNA + AMP ( 3 ) proofreading measure ( a ) truth 1,2 per 40,000 ( B ) done at 2nd measure ( 4 ) merely procedure that ensures the right codon/a.a. coupling. ( 5 ) Active site of enzyme screens Amino Acids based on size. ( a ) Coarse sieve removes AA excessively big for active site. ( B ) Fine sieve removes those little plenty to suit but non rectify ( degree Celsius ) See article: Sieves in Sequence d. Joins 3 # 8242 ; -OH of transfer RNA to carboxyl group of Amino Acid. B. Basic stairss 1. Start # 8211 ; connect message with ribosome a. INTIATION 2. Construct protein a. ELONGATION 3. Termination C. INITIATION # 8211 ; mention to Figure 7-28 1.Binding of little ribosomal fractional monetary unit + instigator transfer RNA ( tRNA met ) + induction factors ( non shown in diagram ) a. Initiator transfer RNA is merely tRNA that can adhere to little fractional monetary unit entirely b. Binds at P site 2. Complex binds to 5 # 8242 ; terminal of messenger RNA a. 5 # 8242 ; cap is critical 3. Complex? scans? mRNA 5 # 8242 ; to 3 # 8242 ; for start codon a. When found, some IFs dissociate to let for subsequent stairss. 4. Large Ribosomal subuint binds? Translation begins D. Elongation 1. assisted by elongation factors 2. EF-tRNANEXT-GTP binds at A site? Use operating expense in binder a. Proofreading measure b. involves GTP hydrolysis c. holds peptide bond formation d. licenses incorrect transfer RNA to spread out of ribosome 3. Peptide Bond Formation # 8211 ; usage operating expense in binder a. Catalyzed by peptidyl transferase b. Aminoacyl ( 3 # 8242 ; -OH # 8211 ; carboxyl ) bond between tRNAP-AAP c. AAP-Carboxyl attaches to AAA-NH2 ( 1 ) transportations concatenation from tRNAP to tRNAA ( 2 ) PEPTIDE BOND FORMATION d. empty tRNAP is released. 4. Small Ribosomal Subunit shifts down one codon ( use Figure 7-27 ) a. TRANSLOCATION B. Shifts transfer RNA attached to nascent concatenation to from A to P site c. Empty transfer RNA displacements to E site -dissociated d. Small subunit displacements back 1 codon to realine with Large fractional monetary unit e. Next transfer RNA binds at A site? procedure continues f. Specific elongation factors ( EF ) have been identified for this procedure 5. A -site is now empty # 8211 ; following transfer RNA binds? rhythm repetitions. E. Termination ( refer to Figure 7-30 ) 1. A-site is occupied by on of the expiration codons 2. Release factor protein binds at A-site 3. Peptidyl transferase hydrolyses last amino-acyl bond 4. New protein is released -Ribosome/ messenger RNA composite dissociates F. Final Gene Definition 1. A part of DNA incorporating the codification for a specific protein or RNA ( e.g. transfer RNA A ; rRNA, snRNA ) plus all the bordering DNA sequences that act as accountants. G. Final Review of Process ( use Figure 7- 33 ) H. READING ASSIGNMENT # 8211 ; PG. 234-240? RNA AND THE ORIGINS OF LIFE

Quinton Richards Essays (370 words) - Gender, Identity,

Quinton Richards Professor Jenkins Social Service Policies 11/20/2017 How changeable is Gender and Gender Identity? Gender identity is one's personal experience of one's own gender. Gender identity can correlate with assigned sex at birth, or can differ from it completely. All societies have a set of gender categories that can serve as the basis of the formation of a person's social identity in relation to other members of society. In most societies, there is a basic division between gender attributes assigned to males and females. a gender binary to which most people ad here and which includes expectations of masculinity and femininity in all aspects of sex and gender, biological sex, gender identity, and gender expression. In all societies, some individuals do not identify with some or all the aspects of gender that are assigned to their biological sex, some of those individuals are transgender, genderqueer or non-binary. There are some societies that have third gender categories. Core gender identity is usually formed by age three or after age three, it is extremely difficult to change and attempts to reassign it can result in gender dysphoria. Both biological and social factors have been suggested to influence its formation. One's innermost concept of self as male, female, a blend of both or neither or how individuals perceive themselves and what they call themselves. One's gender identity can be the same or different from their sex assigned at birth. To understand gender identity development and related issues, definitions must be emphasized for clarity. The topic of gender identity is often discussed merely in terms of dysfunction, and the diagnosis of gender identity disorder is a known phenomenon in both children and adults. However, physicians should remember that all individuals possess a gender identity and that the process of becoming aware of it is an important part of the psychosocial development of a child. In the realm of pediatrics, recognition of gender identity is a process rather than a milestone, and variance from societal norms can cause distress to both the child and the child's family. It is necessary to understand the varied pathways that lead to a mature and congruent gender role to fully assess a person's behavioral health.

The Role of Native Language Phonology in the Production of L2 Contrasts by Eckman and Iverson

The Role of Native Language Phonology in the Production of L2 Contrasts by Eckman and Iverson In their article, Eckman and Iverson (2013) present the research conducted to confirm or deny particular hypotheses regarding the acquisition of the contrast between English [s] and [ÊÆ'] among native speaking Koreans and Japanese. The authors provide adequate literature research and explain the background, clearly identify the topic and hypotheses, describe the study itself and discuss its findings; although the article does have some drawbacks, it is still a well-written one.Advertising We will write a custom book review sample on â€Å"The Role of Native Language Phonology in the Production of L2 Contrasts† by Eckman and Iverson specifically for you for only $16.05 $11/page Learn More Summary of the Article The study by Eckman and Iverson (2013) focuses on the way how the contrast between [s] and [ÊÆ'] (as in English words sip versus ship, for instance) is manifested in the native languages of the participants. Although in both languages, the pho nes [s] and [ÊÆ'] are present, and both in Korean and Japanese /s/ is pronounced as [ÊÆ'] before the high front vocoids, the significant difference can be observed. While this rule is allophonic in Korean ([s] and [ÊÆ'] are distinguished as the allophones of /s/), it is neutralizing in Japanese (the contrast between these two sounds is merged). In both languages, s-palatalization can be observed but it is manifested in different ways. Considering all of this, Eckman and Iverson (2013) state that Korean and Japanese are expected to have different paths in acquiring the contrast between [s] and [ÊÆ'], as well as make different types of mistakes. In other words, the mistakes and the way, in which every participant will acquire the contrast, are predictable due to the character of the same contrast in their native languages. The authors assume that Korean participants will apply the rule of perceiving [s] and [ÊÆ'] as allophones of /s/ to English words, which, as a consequence, wil l lead to errors. Japanese, on the contrary, will apply the rules of their own language, which result in other errors. As the authors conclude, Korean participants will make so-called NL transfer errors when /s/ is pronounced as [ÊÆ'] before high front vowels while Japanese participants will make hypercorrection errors when /s/ is pronounced as [s] even when it should be pronounced as [ÊÆ']. On the basis of these statements, hypotheses are created. To test those, the authors have chosen 49 learners of English, 23 of whom are Japanese and 26 of whom are Koreans. To gather data, the stimuli of 90 words and a program created in MATLAB have been used. The last one was needed to communicate with the participants: show a set of pictures and give commands, such as Wait or Speak, for example. The data was recorded at the University of Wisconsin-Milwaukee, and after that it was transmitted to the Ohio State University where the assistants who received it knew nothing about the hypotheses. In the end, the hypotheses turned out to be correct.Advertising Looking for book review on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Critique of the Article To start with, Eckman and Iverson (2013) clearly initiate the topic, tell why the study is important and prove that the same issue has not been addressed yet. Besides, the article has a precise structure and is organized conveniently. It is easy to navigate, even though the article is quite long. The introduction is not lengthy and contains all important ideas of the study, which are discussed briefly and laconically. The background part is rather important: it provides both good literature research showing what has already been done on this topic and explains particular characteristics of Korean and Japanese languages, which are needed for the study. It should be noticed that only relevant characteristics are provided, without any redundant information. The s tudy is described clearly and in details. No questions have arisen regarding the way in which the study was carried out or how the participants were chosen. Additionally, the level of language of the respondents is indicated. As for the research itself, it was conducted wisely. The authors’ aim was indeed to test hypotheses, not just confirm them. All data gathered during the study was transmitted to assistants who knew nothing about the hypotheses created by the authors. Hence, the final conclusion was drawn based on bare facts, without any bias. However, the study also has several drawbacks. First of all, specialized terminology usually is not identified, which is why an individual without more or less deep knowledge in the topic will need to conduct additional research to define unknown words and concepts. Secondly, while the research itself is described in details, the methodology is not clearly determined. The article does not tell about the research method or research d esign, for example. Finally, no limitations or constraints of the study are identified, as well as no directions for the further research are suggested. For example, knowing how the contrast between [s] and [ÊÆ'] is acquired among native speaking Koreans and Japanese, the authors could have suggested what other aspects of the same languages should be investigated or what other languages should be taken into account. Still, all of the drawbacks mentioned above are insignificant and do not deny the importance of the study conducted by Eckman and Iverson (2013). The article can serve as a strong base for further research and has already been cited in several related works.Advertising We will write a custom book review sample on â€Å"The Role of Native Language Phonology in the Production of L2 Contrasts† by Eckman and Iverson specifically for you for only $16.05 $11/page Learn More References Eckman, F., Iverson, G. K. (2013). The Role of Native Lang uage Phonology in the Production of L2 Contrasts. Studies in Second Language Acquisition, 35(1), 67-92.

Modernist Trends toward Abstraction Essay Example | Topics and Well Written Essays - 1000 words

Modernist Trends toward Abstraction - Essay Example The main feature that characterizes the modern thought is an escapable tendency towards abstraction. The artists’ thoughts today are mainly focused on the modern trends towards abstraction that analyses the resultant universal idea and acts as a key facet to human thoughts. Therefore, the modern view and thoughts are mainly dominated by abstraction. The need of creating a new kind of art by artists was mainly to encompass the fundamental transformations that were taking place in technology, philosophy and science. At that period, most individual artists drew their theoretical arguments from more diverse sources that reflected the intellectual and social preoccupations in all aspects of the western culture. Some artists including Pablo Picasso, Henri Matisse, and Paul Cezanne practiced most of the modernized art trends such as Fauvism, western painting, Cubism and Post Impressionism that had a very great impact on the art in the twentieth century that led to the advent of the c entury’s abstraction. The heritage of these artists was essential to develop the modern art, the trend towards abstraction. The main reason why artists develop new trends in art is to ensure that the viewers have deep site and hope to reveal the truth concerning the abstract, artist’s approaches to reality that may be valid in the other areas as well. Artists mainly develop the work of art in order to present an article that reveals or portrays some message to the viewer. Paul Cezanne’s early works on art were mainly pictures, of violent and melodramatic subjects mainly made with thick but dark paints. He is exposed to the work of impressionist, lacked a good structure in the impressionist’s paintings, and therefore developed some ways of using color in order to render his image as a composition of planes. The efforts he made established a basis of the modernist trend towards abstraction making him to be regarded as the father of modern art. The example o f an article that Paul Cezanne decorated was a self-portrait in a Beret. This article was made between the year 1898 and 1900. It was made of oil on canvas in the Museum of fine arts in Boston. The movements or styles used in the article were impressionism and post expressionism. Paul Cezanne used thick paintings and shapes and presented the article with a course texture. The work can be classified as expressionism or post expressionist. The work can be seen as good and cool. Therefore, due to its good nature, it impresses various viewers and acts as a source of inspiration. In addition, the work emphasizes on the natural colors that look out to the natural world and reveals a profound feeling to the viewers. Paul Cezanne’s main goal or aim in his work was to produce something solid that can last for several years out of impressionism. He was aiming at producing a better work that reveals the natural world as it really is. The paintings are aimed at revealing the message or s ign that the artist was trying to disclose to the viewers. At first, the viewers of the first work of art under expressionism rejected the impressionist art due to its apparent relationship with the world. The abstract due to its scale and nonrepresentational imagery enables the viewers to have an easy interpretation and its social and intellectual origin had some important insight on the viewers. Â  Another artist that showed great efforts toward abstraction was