Imperialism Cartoons Vs. Japanese Imperialism - 1539 Words

Imperialism Cartoon Paper During the late nineteenth century, the United States and Japan joined European nations to become an imperial power. Their ultimate goal was to influence other areas around the world for their own benefit, interest, and advancement. Countries become imperialistic for various reasons such as economics (secure markets), military power (excessive force and control), and political reasons (nationalism). In order to extend their power, they used these three main components to their advantage essentially to imperialize as many nations as possible. Morality was used to justify or excuse the actions and behaviors of imperialists. The process was certainly not tranquil nor was it approved of by all Americans. As a result, a debate of those who were in favor compared to those who were against it, led to the display of cartoons and poems that helped to illustrate the debate of imperialism. Two political cartoon images that will be analyzed include a pro imperialism depiction, â€Å"Uncle Samâ €™s New Class in the Art of Self-Government†, from (Harper’s Weekly, 1898) and an anti-imperialism depiction, â€Å"Fun for the Boys†, from (Life, 1900) that both demonstrated this debate. While many Americans denounced the act of imperialism, many others advocated it. The focal point of these images was to capture viewers’ attention in which the artist’s main objective was to get viewers to agree with their outlook of imperialism. The first image, titled â€Å"Uncle Sam’s New Class inShow MoreRelatedImperialism Cartoons Vs. Japanese Imperialism1537 Words   |  7 PagesImperialism Cartoon Paper During the late nineteenth century, the United States and Japan joined European nations to become an imperial power. Their ultimate goal was to influence other areas around the world for their own benefit, interest, and advancement. Countries become imperialistic for various reasons such as economics (secure markets), military power (excessive force and control), and political reasons (nationalism). In order to extend their power, they used these three main components toRead MoreDisney Land Shanghai - a Case Study1181 Words   |  5 Pagesdiversified multinational mass media corporation. It is the largest media conglomerate in the world in terms of revenue. It generated US$ 42.278 billion in 2012. Disney was founded on October 16, 1923, by Walt and Roy Disney as the Disney Brothers Cartoon Studio, and established itself as a leader in the American animation industry before diversifying into live-action film production, television, and travel. The Walt Disney Company operates as fiv e primary units and segments: The Walt Disney StudiosRead MoreDisneyland analysis8865 Words   |  36 Pagespole; landscape formation; public/private partnership Introduction The arrival of the Magic Kingdom in the Francilian1 landscape ignited a vituperative press campaign by French intellectuals who stood adamantly opposed to American cultural imperialism. It is the latest (although only) international theme park venture by Disney Company. Why did this highly successful company, selling an American specific cultural product that would not benefit from production cost reduction, decide to internationalizeRead MoreDeveloping Management Skills404131 Words   |  1617 Pages269 United Chemical Company 269 Byron vs. Thomas 271 Active Listening Exercise 272 SKILL APPLICATION 274 Activities for Communicating Supportively Suggested Assignments 274 Application Plan and Evaluation 274 274 SCORING KEYS AND COMPARISON DATA 276 Communicating Supportively 276 Scoring Key 276 Comparison Data 276 Communication Styles 276 Comparison Data 276 SKILL PRACTICE Diagnosing Problems and Fostering Understanding: United Chemical Company and Byron vs. Thomas 278 Observer’s Feedback Form

Scientific Revolutions - 1369 Words

Scientific revolutions do more than present new findings. They literally change the paradigm of science, or the way in which knowledge is understood and aligned with other knowledge that has also been scientifically supported. When this happens, there becomes a new or better way of understanding the world around us or the topic at hand. (Fernandez-Armesto, __). The role of scientists, of course, is to contemplate the ways in which knowledge can be discovered or uncovered, and then to set up various investigative ways to test those assumptions. If done correctly, their work finds clear evidence of a path toward comprehending the world in which we live at some level, no matter whether that is by looking up at the sky, down at the earth or into the realm of chemistry, biology or other less visible domains. (Fernandez-Armesto, __). Sometimes the work of the scientists is correct, and other times it is mistaken. They sometimes misunderstand what is before them either because of the tools they have to work with, or because of biases and presumptions that they use to begin their investigations. If their logic or ability or perspective is wrong, their results will be too but even this does not mean that what they are doing is without value. There are a number of examples of early scientists who were technically wrong about what they discovered at the time, but we still recognize their work as having led to dramatic transformations of science and scientific thinking, thusShow MoreRelatedEssay on The Scientific Revolution1344 Words   |  6 PagesIn the centuries preceding the Scientific Revolution people attempted to understand natural phenomena through the lenses of doctrine and philosophical speculation. Scientists were content with to rely on a synthesis of Aristotelian framework and dogma in attempt to descri be the world. During the Scientific Revolution scientists began to embrace empiricism as a way to better understand the intricacies of nature. Unlike today scientists during the Scientific Revolution didn’t see a dichotomy betweenRead MoreThe Scientific Revolution1531 Words   |  6 PagesIn the book â€Å" The Scientific Revolution: A Very Short Introduction†, Lawrence Principe discusses the general occurring events of the scientific revolution, and overviews various in-depth details in relation to those events. People at the time highly focused on the meanings and causes of their surrounds, as their motive was to â€Å"control, improve and exploit† (Principe 2) the world. In his work, Principe has successfully supported the notion that the Scientific Revolution stood as a period in time whereRead More The Scientific Revolution and The Enlightenment Essay1004 Words   |  5 PagesThe Scientific Revolution and The Enlightenment In the 17th Century, there was much controversy between religion and science. The church supported a single worldview that God’s creation was the center of the universe. The kings and rulers were set in their ways to set the people’s minds to believe this and to never question it. From these ideas, the Enlightenment was bred from the Scientific Revolution. Nicholas Copernicus was the first to question the universal truths and teachings of theRead MoreScientific Discoveries Of The Scientific Revolution1548 Words   |  7 PagesScientific Revolution The Scientific Revolution refers to a time in history when developments in the sciences took off and changed the view of society regarding the earth and nature. Some of the relevant topics of this time were mathematics, astronomy, biology, physics and chemistry. Typically, the scientific revolution is considered the time in Europe starting around the end of the Renaissance period and lasting through the late 18th century. Between 1543 and 1700, Europe underwent many changesRead MoreSir Isaac Newton And The Scientific Revolution967 Words   |  4 Pagesadvancements in fields ranging from philosophy to mathematics to chemistry. While many individuals made substantial contributions to that time, there is one man who stands above the rest for his impact on the knowledge of the Europe of the Scientific Revolution and the subsequent Enlightenment. Sir Isaac Newton had the greatest impact on this portion of European history through his discoveries built upon the work of Kepler and Galileo, the use of his work as a catalyst and foundation for other movementsRead More The Scientific Revolution Essay1129 Words   |  5 Pages During the Scientific Revolution scientists such as Galileo, Copernicus, Descartes and Bacon wrestled with questions about God, human aptitude, and the possibilities of understanding the world. Eventually, the implications of the new scientific findings began to affect the way people thought and behaved throughout Europe. Society began to question the authority of traditional knowledge about the universe. This in turn, allowed them to question traditional views of the state and social order. NoRead MoreThe Scientific Revolution And Enlightenment1267 Words   |  6 PagesThe Scientific Revolution and Enlightenment, which spanned from the late 1500’s to 1700’s, shaped today’s modern world through disregarding past information and seeking answers on their own through the scientific method and other techniques created during the Enlightenment. Newton’s ‘Philsophiae Naturalis Principia Mathematica’ and Diderot’s Encyclopedia were both comp osed of characteristics that developed this time period through the desire to understand all life, humans are capable of understandingRead MoreEssay on The Scientific Revolution1263 Words   |  6 Pagesadvances. The Scientific Revolution began with a spark of inspiration that spread a wild fire of ideas through Europe and America. The new radical ideas affected everything that had been established and proven through religious views. The scientific revolution was more radical and innovative than any of the political revolutions of the seventeenth century.1 All of the advances that were made during this revolutionary time can be attributed to the founders of the Scientific Revolution. The revolutionRead MoreThe Scientific Revolution And The Enlightenment1528 Words   |  7 Pagessecularism to better themselves and understand the universe. As the sciences became more popular, skepticism about religious grew. A significant root of the Enlightenment was the Scientific Revolution (1500-1700) which pressed the use of reasoning, inquiry, and scientific method in order to arrive that the truth. The scientific revolution was an attempt to better understand our world through the use of reason and logic. It was characterized by numerous achievement including the shift from a geocentric (Earth-centered)Read MoreThe Scientific Revolution and Its Impact1291 Words   |  5 Pages Throughout the Scientific Revolution, scientists and natural philosophers created a new scientific world by questioning popular ideas and constructing original models. During the 1500s and 1600s, the concept of individualism, the principle of being independent and self-reliant, began to be applied to one’s life. People began to have individual thoughts and started to disagree with commonly believed ideas promoted by the Church. As this way of thinking expanded throughout Europe, scientists looked

Concussions in Sports free essay sample

Concussions are common in many sports, but in particular, football has the most by a majority. Many players will lie about a concussion they’ve had in a game so they can keep playing because they will often get little game time in a season and a concussion means sitting out longer. Regardless, a player needs to make sure to always prioritize safety. As well, I think sports doctors need to be stricter when a player takes a hit. I think the sport is ok to remain but players should always recognize the risks involved when playing and make sure to avoid taking hits as much as possible. I think if a player gets hit and requires medical attention the team should pay for the bill because they are a team and they’re meant to look out for each other. Avoiding getting hit is always the most important piece though. We will write a custom essay sample on Concussions in Sports or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Sports doctors should also pull out players if there is a slight suspicion that the player has a concussion, or any kind of injury. This could hopefully minimize the long term injury to players in the end. However, players need to be honest if they’re not all together and can’t play effectively. Players should make sure to watch their health and attempt to play as safe as they can in games to avoid damage that can affect them in the future. Doctors should also pull players out when the player takes a hard hit, or a temporary substitution at the very least and make the player sit out for a few minutes.

The Scarlet Letter Defines The Relationship Between The Individual And

The Scarlet Letter defines the relationship between the individual and society through Hester's alienation from Puritan Boston caused by the sin she committed, and subsequently the scarlet A she wore on her bosom. Hawthorne's Hester Prynne is a common character among Romantic writers; a rebel who refuses to conform to society's codes. However, in the novel, society is not made out as the sole evil force. While most readers would instinctively feel sympathy for Hester's nonconformist attitude, society had reasons for condemning her. An argument can be made in favor of society insisting that adultery is a crime deserving of a punishment. What Hester and Dimmesdale did was wrong, both of them admit to it, and it was up to society to enact full authority over the criminals. Hester's not wanting to identify Dimmesdale as her accomplice is strictly done by her own will, without contribution from society. Hester's condemnation and alienation from society was brought about by her own accord. Her choice to remain silent about matters concerning her hidden lover was strictly her own. Also, society in no way pressured her to commit adultery; she did so out of her own weakness. However, there were instances when the Boston community simply alienated Hester out of hatred and fear of the scarlet letter that she was forced to wear. Actions taken to remove Pearl from Hester's care are an ideal example of society overstepping the boundaries of regular punishment simply to expel any sense of happiness Hester has retained. The argument that Hester was not a fit mother because of her sin was used heavily against her. In cases such as these, society wishes to forcefully make Hester repent, thereby, making her an example to the rest of the community. In contrast with the community and the shackles it presents with its rules and authority, Hester is the ideal radical. Her refusal to make Dimmesdale's actions public displays a deep sense of love and honor with which readers can sympathize. While Dimmesdale's condition worsens because of his hidden guilt, Hester is able to use her discord to her advantage, becoming a stronger and more capable woman. Her constant battle to maintain her own sanity while remaining alone provides her with a healthy outlet for her misinterpretation. Though she is individualized from society, she continually helps the poor and establishes herself as a seamstress. However, upon doing so she still receives constant berating from those that she helps. Through society's treatment of Hester years after her crime, one can find the relationship between the individual and society. Hester has become such an outcast that it has become impossible for her to regain any status in the community. Once she has been brand ed with the scarlet A, she, in effect, is branded for life. While the argument that such alienation would usually occur only in Puritan society is certainly valid, one need look no further then to our own President to find example of such treatment in a modern society. Disgust with those who commit such acts is a prevalent attitude. The alienation of individuals has transcended time and is evident in any community. From a nation which questions the sexual activity of their President, to the hatred of individuals by other members of a community subjugated to Megan's Law, society's treatment of its individuals is universal in any community. Once a person is deemed to have acted outside the norms of the society in which he lives, it becomes increasingly harder to maintain status in a community.

Birds of a feather flock together free essay sample

After reading chapter one of the mating game, it shows that relationships are more likely to occur between two people who have similar characteristics. When two people share the same values, goals, and outlook on life there going share a deeper connection. By sharing common interests and hobbies your relationship will run smoother, when it comes to picking activities to do as a couple. Now there are also benefits by not having similar characteristics. For example I know that I am bad with money, but my boyfriend is really good with money so in that way we balance each other out. I strongly believe that there should be a healthy balance between similar characteristics and non-similar characteristics. When looking for a long-term partner you need to know one another’s strengths and weaknesses. It could be things like, the wife is a wonderful cook but has no idea how to change a tire and the husband can change a tire but when it comes to cooking he can some how manages to burn water. We will write a custom essay sample on Birds of a feather flock together or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When it comes to religion I find that it is more important to share the same beliefs as someone else. By not sharing the same beliefs it will most likely be a cause of many arguments. It will also be hard to decide how you will raise you children. With all this being said I believe that people with similar characteristics, values, goals, and religious beliefs are more likely to be attracted to one another compared to people that don’t have as much in common. I like how you pointed out that differences could also be beneficial to a relationship. I know of many relationships where one individual is shy and a introvert but their partner is very out-going and is extroverted. They all seem to love their relationship because they balance each other out. For example the outgoing person adds spice to the shy individuals life, and the shy individual helps the outgoing one stay calm when they need to be. I do believe being similar is more beneficial for a healthy relationship. But like you said â€Å"I strongly believe that there should be a healthy balance between similar characteristics and non-similar characteristics. † One example would be is if you and your partner had different opinions on certain things, sometimes this can be beneficial because you might need a different opinion then your own when it comes to serious situations such as living situations, family or even friend situations. Hearing and taking the advise of your partners different opinion can set you down the right path. Doing what you think is right is an important thing to think about because it might not always be the best decision, your partner could always have different experiences with the situation you are currently in and would know how to deal with it in a better way then you may think. This tells us is okay to think differently then your partner, as long as you loved alike. One example to add on to what you are expressing would be if your partner is is good at math and your good at English you could help each other with these subjects.

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See what your friends are up to on! Weve just installed a new addition to to help keep you better updated on your account activity. Check out the new social header at the top of our pages! With this new alert system, youll find new messages, friend requests, and updates from your friends much easier than before. Simply click on the bell at the top right of your page to access any new correspondence. We also want to make sure you find your way to all the new questions and answers coming in to Homework Help all the time. Spend a bit of time on a Homework Help page, and well show you the number of new items that have been submitted since you arrived there: Check out all those new answers popping up in the Answered queue! If youre not already an member, find out how signing up for a free account can help you study smarter, with free daily QA, quizzes, and study guides to over 30,000 works in Literature alone. You can also chat to us on Facebook or Twitter for more info and trial passes.

How to save money while saving the environment Essay

How to save money while saving the environment - Essay Example Energy crises have struck all around the world, even US is experiencing energy crises due to which tariffs are increasing day by day (Carr 367). Individuals experience a common problem, they have tendency of letting their application and systems that operate on energy remain operational when they are not even in use. Getting a second job to pay your electricity bills is not the solution to this problem. This problem can only be solved if individuals take responsibility of their actions and turn off applications that require electricity while they are not using that application. Another energy crises experienced throughout the world is decrease in the quantity of petroleum and oil. This shortage has been caused due to increase in the number of people who use this energy and due to the appliances that operate on this energy. During winter session people spend thousands of dollars on heaters and heating applications. This does not only cost heavy amount of money to consumers, it even increases negative externalities as these heaters are consuming heavy amount of oil energy. Just by making a small change to lifestyle individuals can save this expenditure. Individuals can replace heaters with sweaters which cost way low than the total cost of using heating equipments. People do not have a habit to turn off appliances that use energy resources. Due to this they fail to save energy even if they want to save it. A good alternative to this issue is the purchase of up to date appliances that switch off automatically when they are not in use or when they have been used for a certain amount of time. These appliances may seem to be quite expensive, but they are only a one time cost and these applications help in saving money and energy over a long period of time. The entire world is experiencing energy crises, energy crises have contributed to increase in concern for both the current and

Explain with recent examples from recent years in the UK, the main Essay

Explain with recent examples from recent years in the UK, the main reasons why a government taxes it's citizens - Essay Example It is also tasked with creating job opportunities for both the learned and the informal sector. In order to achieve these, the government levies taxes on its citizens to help perform its duties effectively and efficiently. The essay shall explore the various reasons as to why governments levy taxes and give examples. Taxes are compulsory and anyone caught for not complying is charged with tax evasion. There are several reasons as to why governments levy taxes. They include catering for the government expenditure. The mandate of the Government is to take care of all its citizens. This is because they have to create facilities, pay workers wages and also provide necessities for each citizen. It incurs many expenses in carrying out its daily activities since there are many projects the government undertakes such as international trade. For example, when the United Kingdom hosted the Olympic Games a few years ago, the government spent millions of pounds in building new stadiums and refurbishing the older ones. They also spent money on new facilities and infrastructure. Another reason for taxation is to bolster the economy to prevent it from market failure and shield its citizens from externalities. The recent Global financial crisis hit most countries all over the world. The United Kingdom and the other countries within the European Union were also affected. Many people lost their jobs, homes, businesses and their sources of livelihood. The financial crisis was a revelation, in that it made the government realize that the economy was vulnerable and took measures to ensure that it does not happen again. Externalities are the third party effects that arise from the production and consumption of goods and services whose consumption offers no form of compensation. They affect people indirectly since they occur outside the economy. Externalities affect individuals who are not directly

A tale of two schools Essay Example | Topics and Well Written Essays - 750 words

A tale of two schools - Essay Example The two new studies put test scores in context by studying the children's backgrounds and taking into account factors like race, ethnicity, income and parents' educational backgrounds to make the comparisons more meaningful. The extended study of charter schools has not been released. The report cautions, for example, against concluding that children do better because of the type of school as opposed to unknown factors. It also warns of great variations of performance among private schools, making a blanket comparison of public and private schools "of modest utility." And the scores on which its findings are based reflect only a snapshot of student performance at a point in time and say nothing about individual student progress in different settings. Students in private schools typically score higher than those in public schools, a finding confirmed in the study. The report then dug deeper to compare students of like racial, economic and social backgrounds. When it did that, the private school advantage disappeared in all areas except eighth-grade reading. In every specific comparison between a new small school and a large comprehensive school, the small school took in higher percentages of students meeting standards and ready to do high school work, and lower percentages of students at risk for dropping out. Much larger percentages of the incoming n... When it did that, the private school advantage disappeared in all areas except eighth-grade reading. And in math, 4th graders attending public school were nearly half a year ahead of comparable students in private school, according to the report. The report separated private schools by type and found that among private school students, those in Lutheran schools performed best, while those in conservative Christian schools did worst. In every specific comparison between a new small school and a large comprehensive school, the small school took in higher percentages of students meeting standards and ready to do high school work, and lower percentages of students at risk for dropping out. Much larger percentages of the incoming ninth and tenth grade of the new small schools had met or surpassed standards on the 8th grade New York State English Language Arts [ELA] and Math exams than the incoming class in the large comprehensive schools. Most strikingly, in one instance the small Ryer Avenue Elementary School had five times as many students meeting ELA standards and more than three times as many students meeting Math standards as the large Abraham Joshua Heschel School. The small schools had a higher percentage of the students with the demographic profile that generally predicts a successful completion of high school. The entering classes of the small schools had better 8th grade attendance records than the classes at the large schools. Many fewer of their incoming students were overage for their grade - a sign that they had either been left back or had their education disrupted. The problem here is NOT Ryer Avenue Elementary School or the other small schools. Every school, large and small, should receive the funding and supports that Bronx Aerospace receives.

Sex Differences In The Brain Psychology Essay

Sex Differences In The Brain Psychology Essay There has been ongoing debate and research on the differences between the male and female brain by endless amounts of researches. According to a few researches (Leonard et al., 2009), not much has been researched to show a sex difference in terms of behavioural. While many or some still believe that women and men think and act the same, there are actually some differences in each others brains that show otherwise. According to one Geary (1998), the development of sex differences are through sexual selection which relates to sex hormones and also sex differences in the brain. The main debate on this particular topic would be that both gender are equal in terms of thought , skills and life strengths. There also have been arguments giving theories that women and somewhat better than men in certain skills while men are better in certain skills than women. Some may question the importance of undergoing research on this debate but it is of utter most importance to discover the strength and weakness of both genders in order to achieve a better living environment. It can be seen in both male and female that there are differences between the brains through their behaviour, personality traits and life skills and their much stronger abilities. In terms of abilities, it can be seen in their visuospatial, verbal and quantitative abilities. This is shown through ones individual behaviour. For males, an example would be in terms of their visuospatial abilities which include object rotation (Nisbett et al., 2012). In other words, it is where they are able to imagine how an object would appear when rotated (Quinn Liben, 2012). Example would be in a particular subject requiring imagining object rotation in Video Games. Men are more likely to be able to create a game faster compared to women because of this particular ability and that may be the reason why men are usually the hunters. For there is a need of visuospatial abilities in hunting, which might explain this phenomena. As for women, they are more likely to score higher in verbal abilities such a s speech fluency and memory abilities (Nisbett et al., 2012). This may be the reason why women have a higher tendency to be giving speeches in any form without compromise. Although we may say that there are no differences, it is already shown through some research that differences among men and women can be seen. Besides that, there is another individual difference between both men and women which would be in terms of intelligence of different fields. The structure and organization of both male and female brains are similar but through deeper inspection, it can be seen that some parts of the brain between the male and female are differ from one another (Giedd, Castellanos, Rajapakse, Vaituzis, Rapoport, 1997). Another individual difference which can be seen would be aggression. Men tend to be more aggressive than women in terms of how they show it. It shows that men tend to be direct with their aggression. But as for women, they tend to show their aggression indirectly. A good example would be through gossips, straight forward remarks and many more. This shows that their aggression would be through words rather than physical harm. Before this there were arguments on why the treatment between men and women are different where men were treated much better than women in terms of given opportuni ties. This would lead to the idea of stereotyping between men and women. Although it shows that there are differences, the action of splitting both gender into their own groups might lead them to stereotyping and it wouldnt be healthy for both genders. In some way, through these research, it can be said explained that there is a difference between both genders but to some extent. These research act as guidelines in terms of assigning work or tasks depending on their strongest ability and knowing their limitations might help increase the chances of a better performance in a group, team or taskforce. There are also debates going around about effects of cultural differences upon the sex differences of the brain. In the opinion of Baron-Cohen (2005) culture and socialization has a part in affecting the male and female brain in terms of strengthening a certain area, for example their systematic side for the guys and emphatic side for the girls. But there are a few studies on infancy which strongly suggests that biological factors play an important role in developing a persons brain. According to Neisser et al. (1996), the influence on behaviour of postnatal and prenatal hormones are there, which also includes influence on cognition and personality and character of a male and female. It is said that sex hormones has an effect on human cognition in life, which might explain the why older women have better fluency in their verbal abilities (Wolf Kirschbaum, 2002, as cited in Nisbett et al., 2012). This is because a higher estrogen levels effect the verbal abilities of a person. As for males, if one were to be born with IHH (Idiopathic Hypogonadotrophic Hypogonadism), they would most likely have small testes which would explain why they would be doing badly in the more spatial parts when it comes to systemizing a task compared to normal males. Besides that, a male with AI (Androgen Insensitivity) Syndrome, they would also be doing worse in systemizing compared a normal male. Through the few research stated above, it can be seen that hormones play a big role in developing both female and male brains. There is an assumption or conclusion where there are absolutely no sex differences in the brain between both male and female (Jensen, 1998 as cited in Nisbett et al., 2012). There are some researches who supported this conclusion by conducting a 42 mental ability test (Johnson Bouchard, 2007, as cited in Nisbett et al., 2012). It is said that there are no differences between the sexes yet a contradicting statement says however, several test showed a difference between male and female (Nisbett et al., 2012). This may be caused by certain limitations faced by the experimenter during the time of research for different periods of time use different method. Some better than the other due to the increasing development in research method as time passes. Besides that, there are research that says that there are sex differences in behaviour. And a research supports that saying there was very little evidence to support the fact that there are sex differences in behaviour (Chiarello et al., 2 009). Little can be said about the behaviour as one could easily be influenced by the environment that they have been raised in. But in the way of thought and certain skill set, it can be seen there is a difference in the brain between both male and female. There are new theories that have been brought to light at this time period. One of them would be the empathizing-systemizing (E-S) theory. This theory states that the female brain tends to be more stronger in terms of empathy while the male brains are more towards the understanding and building of systems (Baron-Cohen, 2005). To further understand this, we must know the meaning of empathizing and systemizing. Empathizing helps a person able to source out someone elses emotions and thoughts while being able to interpret it to give the right emotional response. These people usually try to find out how a person feels rather than what they are doing thus making them more sensitive and able to care for them well. As for systemizing, it is the motivation or drive to explore and analyze the system, to be able to think out of the box and see the unseen, imagining possibilities by just looking at one shape and how it would turn out to be once it has been completed. They are able to figure out the workings of the system, but sometimes using the rules as guidelines. Through this theory, it can be said that, a person, may it be male or female, has a certain type of brain. There are three categories in this brain type. The first would be a stronger empathizing ability than systemizing which is labelled as brain type E. The following one would be a stronger ability in systemizing, which is labelled as brain type S. It can also be known as the male brain because the majority gender that has this type of brains would be the male compared to the female. The last one would be the strong ability in both empathizing and systemizing. This is labelled as a balanced brain which falls under category brain type B. Through this research, it can be seen there is a significance difference between the male and female brain in certain areas. In terms of verbal abilities, women score higher in this section of the research while men score higher in visuospatial abilities and quantitative abilities. Although this research is ongoing and never ending as new theories and findings will come out, there is no harm in applying what has been found into the world today. For example would be at work. Certain work can be divided among different gender workers depending on their strongest ability. Some may be given the task to increase their knowledge and ability in that field. By doing so, there is a possibility of increasing productivity, teamwork, communication and development of the company and employees. There has to be a certain level of equality to avoid stereotyping from happening in the workplace. In schools it is better not to split genders and have only gender based education as it may bring harm to b oth male and female in terms of mental and psychological factors. This may make boys and girls stereotyping one another once they leave school. As this topic falls in the area of cognitive psychology and neuropsychology, it can help us learn more about each gender. This could benefit everyone in the long run and also avoid any thoughts of stereotyping or sexism among both genders in the working and studying environment. As a conclusion, through this research, it can be seen that there are sex differences in the brain between both genders but only in certain areas. The strengths of one gender might differ from the other. The study of sex differences in the brain may continue and the debate will go on. As this progresses, new theories and finding will come to light. The influence of external sources like the environment in which a person has grown also effects the differences in the brain. Besides that, biological factors would also greatly effect the development of a persons brain. Applying this into our current situation might help in future developments and also it could end the thought of stereotyping another gender. Furthermore, the rapid development of new technologies could help us understand more of these differences in the future and maybe the society would change and be more open to allowing the application of these research into our daily lives.

Novel “Asturias” Essay

Celebrity and fame don’t affect all relationships equally; some individual’s relationships are positively affected while others are affected negatively. Some individuals are easily influenced by fame and let it influence their relationships. Brain Caswell shows these ideas in the novel â€Å"Asturias† in the novel it is about a group being formed to make music and to make it in the world of fames. The song by Ed Sheeran’s You Need Me is about the singer ready to enter fame and is determined to make it. The trailer for Almost Famous is about a boy entering a new world full of celebrities. Asturias explores how fame can affect a celebrity’s relation both positively and negatively. In Asturias fame creates opportunities for individuals to form new relations or enhance old ones. Max desire to, â€Å"assemble a band†¦. With image and substance† reveals how fame gives the group members (Alex, Chrissie, Marco, Tasha and Tim) opportunity to meet each other and form new relationships. This idea also highlights Tim’s observation how, â€Å"you have more friends than ever† when you become famous. Celebrities have more fans and meet more celebrities of which they have idolised. It affects their relations towards the band members in their group. Ed Sheeran’s song You need me, also shows how fame can give more opportunities and exceed in life through the use of metaphor in the line â€Å"more greener pastures†. Likewise the trailer for almost famous also supports the notion that fame can create new relationships as the main character is introduced to rock stars and befriends them. This is emphasised when the main character is shown in a mid shot at the start of the trailer. With an upbeat song playing in the background highlighting his vulnerability and how he is starting the journey to fame. This vulnerable shot contrast with later shots where he is singing with the band members in their bus showing that his joined their group. Fame may create opportunities however it can put strains in relationships. Fame can create opportunities for forming new relationships or enhancing old relationships, in the trailer almost famous it shows the main character in a mid shot with an up beat song playing in the background showing his vulnerability and leading on through the trailer he starts his journey to  fame. He starts to experience the ride that everyone dreams for. These relations are affect by fame because they shown they are alone and they begin to make new friends such as rock stars and celebrities and they being to have friendships with. In the line by Ed Sheeran, â€Å"move to greener pastures,† he uses metaphor to show that he wants to go far and exceed in life. Fame gives him more opportunities to exceed in life and it brings new opportunities in his life. Also in Asturias the line â€Å" you have more friends then ever†, it shows how there are also new people entering in your life. New relationships are made and fame gives them these opportunities. Lastly fame gives you the dream. It’s a clichà © it gives you the opportunity to exceed in life and try new things and do the thing you love. Fame puts strain on old relationships epically with friends and family or can make it difficult to make new (real) friends. Such as in almost famous â€Å"rock starts have steeled my son†, the imagery of fame taking away her son, it affects the mums and sons relationship negatively because her son is to caught up on all the glitz and glamor. The mum knows these people are fake and don’t really care about the son. It also puts a strain in the mums and son relationship as the mother is loosing her son and they are distant. In relation, in Asturias the motif of the â€Å"brass ring† communicates the idea that fame and celebrity is not what it looks like it seems perfect and it everything you imagine it is gold in our eyes. Marco’s realises this when his dad wants to come back into the picture again, his dad just wants his money and doesn’t want him for all the other things. Marcos relations ship is like the brass ring. It looks like gold when his dad wants him but he starts to realise that his dad’s just brass and the idea of him really wanting to know him was an illusion. Brian Caswell outlines that fame has a positive and negative aspects as evident in the line, â€Å"with one hand it gives you the dream, with the other it takes a subtle payment†, where juxtaposition and imagery displays how fame is not always beneficial and always has a price. It shows how it can affect the relationships with your family and friends. You start to feel disconnected but you are making new friends however these friends may be untrustworthy and won’t be they’re when you stuff up. As you see fame has influenced these relationships in a negatively way. Keeping relationships intact while being famous requires hard work and a good support system plus you need to stay connected to the real world. In the song, You Need Me by Ed Sheeran in the line, â€Å"from day one I’ve been prepared†, the composer shows that he’s ready to entre fame, he’s ready to live the lifestyle of socialising, paparazzi, criticism and fake friends. He is ready to live in that negative environment which may affect his relation towards him self. Also in this line the rhythm is fast and up beat, he’s also rapping he uses this to show that fame is constantly fast you got to keep in track and your constantly have to keep putting yourself out their until you make it. In the line, â€Å"the light at the end of the tunnel was beginning to look less and less like an on-coming train†. Brian Caswell does this to show how their seems to be more hope and that the dream can actually happen, through the use of illusion. It shows how f ame affected the group’s relationship positively because they had a good support system and they stay connected to the their family and friends. Fame affects relationships by changing their lifestyle and world. It changes their lifestyle and world because new people entre your life such as fans. You loose your close friends because fame start to take over your life and usually your friends say remember me when you’re famous, because they know their going to loose you. You have a new status to live up to and you have are more restricted with your life. Your lifestyle change to glamorous fast paced, luxurious and wealthy. Your confidence grows and you are also placed in a new environment that surrounds you with expectations and partying and drugs and alcohol. In conclusion celebrity and fame can affects relations based on the person and the relationships on the others. Fame can affect them on the way they think about life by achieving their goals and knowing that anything can happen. However it also can impact their life by changing it around and influencing them to a false world and change their whole persona on life. Celebrity and fame can impact many relations it all depends on the individual and the way they look on to fame.

The Bush Doctrine

President George W. Bush made known to the people all over the world the existence of his new National Security Strategy on September 2002. While the new scheme preserved a few components from past strategies, in many aspects it is a daring digression from previous U. S. policy. It clearly asserts that the United States is in an extremely distinctive spot of political and military ascendancy and that it possesses an ethical responsibility to utilize this power to institute an autonomous and noninterventionist world order.This new strategy maintains that the United States must set up and sustain a global military supremacy to achieve the kind of democratic and peaceful world it has visualized. According to this plan, its execution necessitates blocking, if necessary by force, any and all those who will challenge this notion of U. S. military dominance. As it is, terrorists and some states that are known to seek or actually possess weapons of mass destruction pose a colossal challenge to world stability.Fearing that the Cold War principles of deterrence and containment may be outdated or would no longer work, and that â€Å"if we wait for threats to fully materialize, we will have waited too long,† Bush declared in the National Security Strategy a novel â€Å"preemption doctrine† to combat such threats (Speed & May, 2005, pp. 38-49). The Bush Doctrine This doctrine is a set of foreign policy courses of action initially disclosed by President Bush during his commencement speech addressed to the graduating class of West Point on June 1, 2002.When taken as a whole, these principles shaped a comprehensive and novel stage in US policy that stressed military pre-emption, military superiority (what has been known as strength beyond challenge) unilateral action and a dedication towards extending democracy, liberty and security to all regions. Such set of principles was made official in a document called The National Security Strategy of the United States of America, published on September 20, 2002.This doctrine provided the framework for the invasion of Iraq in 2003. The term Bush Doctrine at first referred to the policy formulation stated immediately after the September 11, 2001 World Trade Center assault that the United States would see no difference between terrorists who commit outrageous acts against property and humanity and those people who believe and protect these terrorists. During the invasion of Afghanistan in October 2001, this policy was stridently applied.Even though the Taliban-controlled government of Afghanistan volunteered to extradite al-Qaida leader Osama bin Laden if concrete proofs were given that he was really responsible for the September 11 attacks and also offered to entrust bin Laden to Pakistan where he would be tried under Islamic law, their refusal to extradite him to the U. S. with no preconditions was considered justification for invasion. This principle then connotes that any country that would not ta ke a pro-active position against terrorism would automatically be seen as a country supporting it.In a televised speech to a session in Congress, President Bush recapitulated the doctrine with these very popular words – â€Å"Every nation, in every region, now has a decision to make. Either you are with us, or you are with the terrorists. † Roots of the Doctrine History of the doctrine can be traced back to the Department of Defense when a draft version of the internal Defense Planning Guide principles prepared by Paul Wolfowitz came out, at that time then he was the Under Secretary of Defense for Policy in 1992.As the guidelines were leaked to the press and consequently triggered bitter controversy, President Bush commanded it to be re-drafted which now became to be known as the Bush Doctrine. Debate over the Bush Doctrine In spite of the United States’ position as a world power, the ominous September 11 assault on the American people on American soil and Bushà ¢â‚¬â„¢s declaration of a GWOT depicted more than ever the necessity of taking a new perspective of its global security environment (Zelikow, 2003, p. 19).The Bush Doctrine progressed from a realist selective engagement scheme toward a plan of US supremacy with the motivation and enthusiasm to utilize pre-emptive military might in confronting threats essential to American national security (Dueck, 2004, pp. 523-532). Both liberal and conservative standpoints clashed. The Bush Doctrine instigated an ocean of censure, praises and its own set of disputes, deliberating on its legitimacy and strength as the appropriate strategy for America in the twenty first century.President Bush’s administration chose to take a position toward a NSS of Primacy, utilize preemptive military action to take care of national vital interests, and use a â€Å"coalition of the willing† when UN support was less than expected (Bush, 2002). So much disagreements and deliberations surface at home an d abroad after the release of the September 2002 NSS. The idea of United States dominance push people to be on two extreme sides – advocates strongly believe that the US is a principled and a respectable â€Å"knight in shining armor† and a genuine defender against anarchy and wickedness.Those who intensely oppose refer her as â€Å"the all powerful root of evil† (Foreign Policy, 2002). Very specifically, Bush Doctrine detractors see the use of â€Å"primacy† as an unwarranted speechifying and an unlawful rationalization to employ pre-emptive military strikes when the US conveniently opts for it (Ney, 2004, p. 10). It simply means that the doctrine’s antagonists view it as egotistical, over-belligerent and menacingly intimidating (Kagan, 2004, 65-72). â€Å"By the time the war actually began in March 2003, the Iraq crisis was no longer just the result of transatlantic differences, but a significant cause of them† (Gordon & Shapiro, 2004).â⠂¬Å"Critics point out that the practice of preemption is not new, however turning it into doctrine weakens international norms and encourages other countries to engage in risky actions. Similarly, they argue, American primacy is a fact, but there is no need for rhetoric that rubs other peoples’ faces in it† (Ney, 2004, p. 9). Criticisms Those who have been very cynical of the Bush Doctrine articulate that it is not a principle of pre-emptive war but preventive war. A pre-emptive war is one against an enemy preparing to strike right away. A preventive war is one against an enemy that will pose a danger in the future.Likewise, they consider it a huge problem if American preventive wars might motivate other countries to validate attacks on their enemies as â€Å"preemptive wars. † Apparently, the National Security Strategy warns other nations not to â€Å"use pre-emption as a pretext for aggression† and explains that the â€Å"reasons for [American] actions will be clear, the force measured, and the cause just. † However, critics argue that with this policy, it will be difficult for America to be successful in stopping other countries from using pre-emption to wage war.Another argument from detractors further insist that the doctrine implies that America will do what it chooses without respect and consideration for international organization agreements. This principle, according to them, emasculates the authority of the initiatives of these international groups to confront many global predicaments like slavery, drug-running and terrorism, concerns that are also important to the United States. In like manner, these opponents of the doctrine are fearsome that a willingness to use preemptive military force may turn this â€Å"last resort† scheme into a â€Å"first resort† instrument.By going it alone in the world, American power loses its authority and authenticity and the United States is seen as a tough tormentor and persecutor. Finally, say it isn’t realistic. These critics stressed the fact that it took democracy hundreds of years to set in, develop and become established in Western countries. Societies like Iraq, which have no democratic tradition, cannot be expected to right away form liberal institutions. It is also thought that the costs of nation-building will be outrageously overwhelming.And on the personal level, these opponents of the doctrine think that it is definitely shameful for the US to impose her way of life, most especially the capitalistic system, on other cultures. When is a First Strike Acceptable? For the sake of argument, one accepts to be true that some right of pre-emptive self-defense exist under international law, the next query is how far it can go. Experts on the subject claimed that even if there was a right of striking first, it could only exist when the country affected had no time to take the issue to the United Nations.Based on Article 51, it has been a rgued that â€Å"you have the right of self-defense until such time as the Security Council takes action. And therefore it’s implied that if you have the time to deliberate and to go to the Council before you take pre-emptive action, then you have to go to the Council. † In short, the Bush doctrine was and is obviously illegal. If one considers it closely, there was never an indication or suggestion that Iraq is going to launch an assault at the United States or that any of the countries that potentially fall within the scope of military action validated by the Bush doctrine are immediate threats.Clearly, the policy was aimed at â€Å"effectively closing down dangerous regimes before they become imminent threats† an act which represented a usurpation of the Security Council’s role in global affairs. In the specific case of the United States and Iraq, however, experts did not consider Iraqi actions to pose a grave threat to the United States to justify a p re-emptive attack. As an indication of what might indicate a sufficient threat, there should be evidence that the Iraqi leadership is in possession of some sort of weapon, plus a means to get it to the United States, plus actually intending imminently to do that but otherwise not.The Dangers of Unilateralism It has been asserted that it was intrinsically undesirable for the United States or any other country to take pre-emptive action unilaterally. The difficulty posited by anticipatory self-defense as that of finding a reasonable middle ground between the reductio ad absurdum of two extremes have been depicted, â€Å"If you insisted that a small country wait for a neighbor to attack it with nuclear weapons before responding†¦ everybody would just say the law is an ass.On the other hand, if you have a law which says that any country that feels threatened is free to attack any country from which it feels the threat is emanating, then you don’t have a law at all. † In the case of the United States and Iraq, it has been sketched out what a reasonable interpretation of the law would demand — that the US show other states (starting with the Security Council and NATO) evidence to suggest that Iraq is supporting the use of force by terrorist organizations against a member (or several members) of the United Nations.Without such evidence, â€Å"you probably shouldn’t do it, because everybody is going to assume that you’re acting for other motives. † That would destabilize the international system, because other countries would see the Bush doctrine as a potential threat to themselves. Extending this point to a general principle, analysts say that when there is a rule in international law that had to be interpreted reasonably, as with the right of self-defense, the process by which it was interpreted became more important than the substance of the rule itself.It could not simply be interpreted by a single country, with no a ttempt to persuade other countries of the necessity of its actions. If the process [of interpreting the rule] is an entirely unilateral one, in which the strong do as they will, and the weak have to accept it, then the world is back to the Peloponnesian wars, and certainly most countries would resist that. International Law and the Bush DoctrineAt home and abroad, the doctrine triggered so much alarm because it evidently ignores even the minor respect to international law and collaboration that exemplified Post-Second World War foreign policy until the Clinton administration. From now on, the U. S. might make use of the cover provided by UN resolutions and international coalitions for the sake of expediency, but Bush and his team were openly declaring that the world’s only superpower would do as it wanted without being bound in any serious way by the international community.Between September 11 and the public declaration of the Bush Doctrine, there were many manifestations of the administration’s sweeping condescension for international law. The bombing of civilian areas and the use of cluster bombs in Afghanistan were all in direct violation of the 1949 Geneva Conventions for the Protection of War Victims. Likewise, a blatant infringement of other Geneva Convention provisions is the imprisonment at Guantanamo Bay Naval Base, Cuba, of aliens detained in the war on terrorism.More than six hundred detainees from more than forty nations are at present being held at Guantanamo. These foreigners are declared by the Bush administration to be â€Å"unlawful combatants† and not â€Å"prisoners of war† whose rights are suppose to be protected under the Geneva Conventions but as it is, these detainees have been prohibited from seeing family members or having access to lawyers. The list of incidents where the Bush administration has written off or repudiated support to various agreements with other powers is huge and far-reaching.One good way to recapitulate the approach the Bush administration is taking and its current line of thinking is to say that the U. S. is now organized, equipped and geared up to hold everyone in the world answerable under international law–except itself. Nowhere has this stance been more prominent than in the administration’s policy towards the International Criminal Court (ICC). The ICC has been a major subject of international discussion and negotiation for years and was scheduled to come into existence on July 1, 2002.It will be made up of judges and a prosecutor chosen by the 66 nations that have ratified the 1998 Rome Statute of the ICC and will claim to have jurisdiction over the most heinous abuses resulting from international conflicts (Keach, 2003). Right or Wrong Strategy? Evidently, the Bush Doctrine is an exceedingly audacious plan. However, it is hideously inconsistent and faulty. Some of the flaws are: †¢ International support almost zero. These guidelines will b e confronted with a high degree of opposition from the global community which implies that it will also be the end of open cooperation to stop terrorists and all forms of terrorism.It cannot be denied that global unity and collaboration is a great necessity in order to effectively hunt terrorist leaders and bring them to justice. With the kind of opposition the US is getting and the type of psychological and emotional level the global community is in, that ability to obtain cooperation is in danger. †¢ There is too much to loose economically. Or a poetical way of saying it is – the war may have been won but along the way, peace is lost. Obviously, economics was behind the the West’s great triumph during the Cold War.The US’s consecutive principles of containment permitted wealth and success in the face of peril. It is common knowledge that the US’s high technology and affluence facilitated her to obtain increasing levels of superiority over the USSR. With the Bush Doctrine, the threat of ‘hot’ wars with small nations of insignificant power over a long period of time has and will persist to gravely damage the United States and global economies. Economic catastrophe can and will create problems in states the US formerly had no reason to be afraid of.†¢ US military cannot fight and win clean victories against these opponents. As the Russians found out in Grozny, urban warfare is not even remotely similar to the clean open air victory we fought in the first gulf war. Further, the other foes we may fight are much more difficult, particularly N. Korea. The collateral damage in that situation would likely be massive. Conclusion The Bush administration's language of preemptive strikes, regime change, and anticipatory self-defense, simply present euphemisms for raw military aggression and belligerence.Critics claimed the new â€Å"strike first, ask questions later policy,† and hostile unilateralism are hazardous legitimating of preemptive strikes. Israel, Pakistan, Russia, China, and smaller powers had already made use of the so-called Bush doctrine and â€Å"war against terrorism† to legitimize assaults on domestic and external enemies and there were big possibilities that it could escalate into bigger conflicts that will definitely make the world an extremely volatile and vicious place to live in.â€Å"A global strategy based on the new Bush doctrine of preemption means the end of the system of international institutions, laws and norms that we have worked to build for more than half a century. What is at stake is nothing less than a fundamental shift in America's place in the world. Rather than continuing to serve as first among equals in the postwar international system, the United States would act as a law unto itself, creating new rules of international engagement without the consent of other nations. In my judgment, this new stance would ill serve the long-term interests of the United States† (Galston, 2002).In the book Rogue Nation: American Unilateralism and the Future of Good Intentions, Clyde Prestowitz (2003) asserts that Bush’s doctrine of preemptive strikes and military supremacy emasculates three primary towers of strength as far as international order and stability are concerned – 1) the 1648 Treaty of Westphalia which recognized and established a principle of respect for national SV and noninterference in the affairs of other countries; 2) the UN Charter that disallows the threat or use of military force except in self-defense or under the authority of a UN Security Council mandates; and the 3) Nuremberg Trails which considered preemptive strikes a war crime. In addition, this doctrine of preemptive strikes could give free rein to a sequence of terrible wars that could thrust this planet into a dreadful and nightmarish militarism and totalitarianism vividly depicted in George Orwell’s 1984. The Bush principle is an extremely barbaric policy, bringing the international community to a social Darwinist battleground where years and years of international law and military discretion were set aside in possibly the most perilous foreign policy doctrine that had ever surfaced in American history.It foretells a militarist future and a period of eternal war in which a new militarism could create a succession of interminable bloodshed and reprisals, such as the case in the Palestine-Israel conflict (Vidal & Gore, 2002 / 2003). References/Readings Bush, G. W. The National Security Strategy of the United States of America Washington, D. C. : The White House, 17 September 2002 Zelikow, P. 2003. â€Å"The Transformation of National Security. † The National Interest. Vol. 71 p. 19. Dueck, C. 2004. â€Å"Ideas and Alternative in American Grand Strategy, 2000-2004,† Review of International Studies. vol. 30, pp. 511, 523-532. . Ney, J. S. 2004. â€Å"US Primacy Is Fact-So, Now, Work on Soft Power of Persuasion. † Christian Science Monitor. p. 10. Speed, R. & May, M. 2005. Bulletin of Atomic Scientists. Vol. 61, no. 2, pp. 38-49 Kagan, R. 2004.â€Å"America’s Crisis of Legitimacy. † Foreign Affairs, vol. 83, II, pp. 65-72. Gordon, P. & Shapiro, J. 2004. Allies at War America Europe and the Crisis Over Iraq. New York: McGraw-Hill Smith, J. W. 2003. World wars: Battles over who decides the rules of unequal trade, economic democracy: The political struggle for the 21st Century. 3rd Edition Whittaker, D. 2003. The terrorism reader. London; New York: Routledge Bush, G. W. 2002. â€Å"Graduation Speech at West Point†, the White House, 1 June, http://www. whitehouse. gov/news/releases/2002/06/20020601-3. html Keach, B. 2003. â€Å"International Law: Illusion and Reality. † International Socialist Review, vol. 27

Models of Teaching

Models of Teaching Free Online Research Papers Models of Teaching Summary Information-processing models emphasize ways of enhancing the human being ¡Ã‚ ¦s innate drive to make sense of the world by acquiring and organizing data, sensing problems, and generating solutions to them, and developing concepts and language for conveying them. The book discussed eight different information-processing models which include: Inductive thinking, Concept attainment, The Picture-Word Inductive Model, Scientific inquiry, Inquiry training, Mnemonics, Synectics, and Advance organizers. The inductive thinking yields the ability to analyze information and create concepts which is generally regarded as the fundamental thinking skill. This model has been used in a wide variety of curriculum areas and with students of all ages-it is not confined to the sciences. Phonetic and structural analysis depend on concept learning, as do rules of grammar. The structure of the field of literature is based on classification. The study of communities, nations, and history requires concept learning. Even if concept learning were not so critical in the development of thought, the organization of information is so fundamental to curriculum areas that inductive thinking would be a very important model for learning and teaching school subjects. Concept Attainment is an indirect instructional strategy that uses a structured inquiry process. It was designed to clarify ideas and to introduce aspects of content. It engages students into formulating a concept through the use of illustrations, word cards or specimens called examples. Students who catch onto the idea before others are able to resolve the concept and then are invited to suggest their own examples, while other students are still trying to form the concept. For this reason, concept attainment is well suited to classroom use because all thinking abilities can be challenged throughout the activity. With experience, children become skilled at identifying relationships in the word cards or specimens. With carefully chosen examples, it is possible to use concept attainment to teach almost any concept in all subjects. It is based on the work of Jerome Bruner. In concept attainment, students figure out the attributes of a group or category that has already been formed by th e teacher. To do so, students compare and contrast examples that contain the attributes of the concept with examples that do not contain those attributes. They then separate them into two groups. Concept attainment, then, is the search for and identification of attributes that can be used to distinguish examples of a given group or category from non-examples. Calhoun developed the Picture Word Inductive Model (PWIM), which uses pictures containing familiar objects, actions and scenes to draw out words from children ¡Ã‚ ¦s listening and speaking vocabularies. The purpose of using PWIM is to develop students ¡Ã‚ ¦ vocabulary, concepts about words, and sentence and paragraph structures through our content subjects of reading, math, science, or social studies. This model helps students add words to their sight reading vocabulary, as well as their writing vocabulary, and also discover phonetic and structural principles present in those words. Scientific Inquiry learning provides opportunities for students to experience and acquire processes through which they can gather information about the world. This requires a high level of interaction among the learner, the teacher, the area of study, available resources, and the learning environment. Students become actively involved in the learning process as they: „X act upon their curiosity and interests; „X develop questions; „X think their way through controversies or dilemmas; look at problems analytically; „X inquire into their preconceptions and what they already know; „X develop, clarify, and test hypotheses; and, „X draw inferences and generate possible solutions. Questioning is the heart of scientific inquiry learning. Students must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the process of thinking as this applies to student interaction with issues, data, topics, concepts, materials, and problems. Divergent thinking is encouraged and nurtured as students recognize that questions often have more than one good or correct answer. Such thinking leads in many instances to elaboration of further questions. In this way students come to the realization that knowledge may not be fixed and permanent but may be tentative, emergent, and open to questioning and alternative hypotheses. The Suchman Inquiry Training Model is most commonly used in science and social studies. Students need an initial period of practice in teacher-structured inquiry sessions before they can undertake inquiry individually or in small groups. This model is designed to assist students in developing the skills required to raise questions and seek out answers stemming from their curiosity in the following order: „X The teacher presents students with a puzzling situation or event. Students are allowed to ask the teacher questions that must be answered by a  ¡Ã‚ §yes ¡Ã‚ ¨ or  ¡Ã‚ §no ¡Ã‚ ¨. „X The purpose of this phase is to verify the facts. „X Students next gather information and verify the occurrence of the puzzling situation. „X Students identify relevant variables, hypothesize and test causal relationships. „X Next, the teacher asks students to organize the data and formulate an explanation for the puzzle. „X Finally, students analyze their pattern of inquiry and propose improvements. Mnemonics are strategies for memorizing and assimilating information. It can help people to master interesting concepts and provide a lot of fun doing so. Teachers can use mnemonics to guide their presentations of material and they can teach devices that students can use to enhance their individual and cooperative study of information and concepts. Synectics was developed for use with creative groups in industrial settings. Synectics is designed to help people break set in problem-solving and writing activities and to gain new perspectives on topics of a wide range of fields. Although designed as a direct stimulus to creative thought, synetics has the side effect of promoting collaborative work and study skills and a feeling of camaraderie among the students. The synectics model has stimulated the students to see and feel the original idea in a variety of fresh ways. The advance organizer model is based on the work of David Ausubel. He addressed learning academic subject matter by directly confronting the problem and arguing that (1) learning verbal information matters and (2) it can be improved through better methods of presenation (reading, teacher talk). Ausubel wrote in The Psychology of Meaningful Verbal Learning (1963) that learning verbal information required strong cognitive structures ¡X ¡Ã‚ §knowledge of a particular subject at any given time and how well organized, clear, and stable their knowledge is ¡Ã‚ ¨ (Joyce and Weil, Models of Teaching, 1996, p. 267). The biggest single factor in learning anything new is whether it will be meaningful or not and that depends on the learners cognitive structure. So, if we want students to learn new verbal information, we will have to increase the stability and clarity of how they organize information relating to that topic. The advance organizer is designed to accomplish that end by providin g the concepts that govern the information to be learned, to provide intellectual scaffolding to see the information more clearly. The social models combine a belief about learning and a belief about society. The belief about learning is that cooperative behavior is stimulating not only socially but also intellectually and, hence, that tasks requiring social interaction will stimulate learning. The belief about society is that a central role of education is to prepare citizens to perpetuate a democratic social order.The combination of these two beliefs has resulted in the development of a large number of models that have great potential for our teaching repertoires. Also, many of the social theorists have not only built rationales for their models, but have raised serious questions about the adequacy of the current dominant patterns of schooling. In most schools the majority of learning tasks are structured by teachers for individuals. Most interaction between teachers and students is in the pattern of recitation-the teacher directs questions about what has been studied, calls on an individual who responds, and then affirms the response or corrects it. Many developers of the cooperative learning models believe that they have developed important additions to the storehouse of models and that teacher-dominated recitation is actually bad for society. The social models received much attention in the 1930s and 1940s, when a number of studies were conducted of the effects of the schools that used democratic-process models as their cores. Many of the studies were in response to serious questions raised by concerned citizens about whether such a degree of reliance on social purposes would retard the students academic development. The studies generally indicated that social and academic goals are not at all incompatible. The students from those schools were not disadvantaged; in many respects they outperformed the others (Chamberlin and Chamberlin, 1943). Recently, interest has been renewed in research on the cooperative learning models. Sophisticated research procedures used by three groups of researchers, Johnson and Johnson, (1974, 1981), Robert Slavin (1983) and Sharan of Israel (1980), have implications for the entire family of models. The Johnsons and Slavin have studied whether cooperative tasks and reward structures affect learning outcomes positively. Also, they have asked whether group cohesion, cooperative behavior, and intergroup relations are improved through cooperative learning procedures. In some of their investigations they have examined the effects of cooperative task and reward structures on traditional learning tasks, in which students are presented with material to master. The evidence is largely affirmative. Classrooms organized so that students work in pairs and larger groups, tutor each other, and share rewards are characterized by greater mastery of material than the common individual-study and recitation patt ern. Also, the shared responsibility and interaction produce more positive feelings toward tasks and others, generate better intergroup relations, and result in better self-images for students with histories of poor achievement. In other words, the results generally affirm the assumptions that underlie these models. Sharans team has confirmed the results of the Johnson and Slavin teams, but it has also learned that the stronger the model implemented-the more that cooperative endeavor replaced directive recitation and individual study-the more positive the results. He has also demonstrated that cooperative learning is appropriate for a broad range of learning objectives: the basic skills as well as the more complex cognitive and social goals of schooling. An exciting use of the social models is in combination with models from the other families, in an effort to combine the effects of several models. For example, Baveja, Showers, and Joyce (1985) conducted a study in which concept and inductive procedures were carried out in cooperative groups. The effects fulfilled the promise of the marriage of the information-processing and social models, and the treatment generated gains twice those of a comparison group that received intensive individual and group tutoring over the same material. Group Investigation -Based on John Deweys insistence that the principles of democracy be imparted in the everyday classroom experience, this model encourages cooperative inquiry into social and academic problems. Teachers facilitate students in group work that incorporates the scientific methodology for research. The strategy yields high academic and affective gains. Role Playing -Students gain new insights into social problems and concerns as they act out conflicts, assume roles different from their own and feel the difference. Especially valuable in the social sciences and cultural studies it has found recent exciting use in science classes as well. Jurisprudential Inquiry -Utilizes the case study method of law to explore social problems and policy. Students identify the problem, look at various options and come to understand policy formulation. Applicable in all subjects as most are impacted by policy. Social Science Inquiry and Laboratory Training -Adapted from the world of work these strategies develop self awareness and responsibility to others in terms of mutual respect and commitment to the team effort. The personal models of learning begin from the perspective of the self-hood of the individual. They attempt to shape education so that we come to understand ourselves better, take responsibility for our education, and learn to reach beyond our current development to become stronger, more sensitive, and more creative in our search for high-quality lives. Each of us sees the world from a different perspective, a perspective that derives from our experiences, environment and relationships. We each carry around a different set of lenses through which we interpret events, translate language and transform information- giving it new meaning. Common understandings must occur if we are to work successfully together in our workplace and community. Our social context provides our language and the other artifacts of culture. Our environment shapes how we behave and affects how we feel and we, in turn, shape our environment. While our lives have much continuity we also possess great capacity to change. The Personal Family models can be used in several ways. They can be used to moderate the entire learning environment. We can use these models to enhance the personal qualities and feelings of our students and to look for opportunities to make them partners with us and to communicate affirmatively with them. We use nondirective techniques when we are counseling the students, synectics to enhance creativity, classroom meetings to build the community of learners. Personal models have been adopted as a nondirective core of schools like A.S. Neils Summerhill, or as a major component of a school (Chamberlin and Chamberlin, 1943). Certain approaches to teaching academic subjects have been developed around personal models. The experience methods for teaching reading, for example, use student dictated stories as the initial reading materials and student-selected literature as the chief materials once initial competence has been established. A major thesis of this family of models is that the better-developed, more affirmative, self actualizing learners have increased learning capabilities. Thus, personal models will increase academic achievement by tending to the learners. This thesis is supported by a number of studies (Roebuck, Buhler, and Aspy, 1976) that indicate that the students of teachers who incorporate personal models into their repertoires increase their achievement. The personal family models begin with the perspective of the individual and allow teachers to impact self awareness so that learners become responsible of their own growth. Self actualization leads to lifelong learning skills that promote quality of life. Nondirective Teaching -Developed from counseling theory the model brings student and teacher together in a cooperative effort to guide the student to autonomy as a learner. The teacher acts as a guide and facilitator providing coaching assistance where necessary. The model has several applications: students may work in a laissez faire program and decide what they will learn next and why. The model may be used in conjunction with other models to insure that the teacher maintains contact as a guide for the student. It is a useful tool when students are planning independent or cooperative learning. It is also valuable in advisory programs to help students understand what they are thinking and feeling. Synectics -A brainstorming tool that feeds creativity and allows students to escape the bounds of their thinking and gain new perspective and a new framework for thinking. The model encourages rapport and warmth among participants and creates excitement as students learn to use it independently and in cooperative efforts. Awareness Training -Useful in helping students to understand themselves. The strategies lend to reflection about interpersonal relationships, self image, and presentation of self. The Classroom Meeting -A counseling process designed to allow students to become responsible for their classroom environment in terms of academic tasks and respect for one another. It provides assistance with personal and social development and social skills. Behavioral models of learning and instruction have their origins in the classical conditioning experiments of Pavlov, the work of Thorndike on reward learning and the studies of Watson and his associates, who applied Pavlovian principles to the psychological disorders of human beings. In the past twenty years behavior (learning) theory, systematically applied in school settings, has been greatly influenced by B. F. Skinners Science and Human Behavior and J. Wolpes Psychotherapy by Reciprocal Inhibition. In the late 1950s educators began to employ behavioral techniques, particularly forms of contingency management and programmed learning materials, in school settings. For some types of learners these have had great success. For example, some youngsters who previously had made no progress in language development and social learning are now trainable, and often able to mix with normal individuals. Milder forms of learning problems have responded to behavior models as well. During the past ten years there has been an impressive amount of research demonstrating the effectiveness of behavioral techniques with a wide range of problems, from phobias to social skill deficits, behavioral problems, and test anxiety. The research also indicates that these procedures can be used effectively in group settings and by laypeople. Behavior theory offers an array of procedures that are extremely useful to teachers and curriculum planners. The educator who understands the impact of environmental variables and relationships can apply the findings directly to his or her work-changing student behavior. The leverage of external control can also be given to the individual. If the teacher can, by appropriate techniques, ascertain and control the external variables, so can the student. Thus, what appears at first to be a technique for controlling others increasing their capabilities for self-control. These tools have proven quite effective in the area of Exceptional Education, but are not limited in their effect to that realm. Many people have assumed, quite erroneously, that many children have blocks to learning (internal states that cannot be changed). Yet in recent years, we have seen numerous examples of growth through the systematic application of learning principles. Other more typical, but frustrating, behavioral problems of normal children have been handled successfully with behavioral techniques. The Contingency Management Model is widely used with students who have major learning and behavior problems. However, many school administrators now believe it is essential for all teachers to possess, the knowledge and skills of this model, which they regard as the heart of objective classroom management. Knowing how to conceptualize and describe behavior In discrete, observable terms, noticing when and under what conditions it usually occurs, identifying more appropriate behaviors and suitable reinforcers, and finally instituting a reinforcement program may soon be standard requirements for many teachers. Programmed instruction, a variant of contingency management, has found its way into numerous basic skills curricula in reading and math. The approach is thought to be important to youngsters who need a high degree of success and immediate reinforcement or feedback about their progress. The training model relies on modeling through observation and practice as the means of obtaining new behaviors or eliminating old ones, although it also uses stimulus control and feedback. Many educators, believe that one purpose of schooling is to increase students self-esteem and life skills. These models offer one way of addressing preventive mental health as well as basic intellectual knowledge and skills. In many classrooms the primary instructional objective is to get the student to respond to a subject-matter stimulus. The learner connects appropriate responses to various stimuli. The football player fires off the line on the appropriate count. The child udders the word cow when a flashcard with the letters is displayed. Stimulus discrimination is particularly important in the learning situation. When we respond differently to different stimuli, we are distinguishing or discriminating between their properties. Most subject matter is brought to control behavior through discrimination training. Mastery Learning -Material for learning is arranged from simple to complex. Material is presented to the learner as an individual through appropriate materials. Students maintain their own pace as they master or remediate the information. Direct Instruction -Information is fed by the teacher or media and the learner responds in lockstep fashion. Repeating the information of responding to the stimuli with the appropriate response. Choral responses in language labs are an example. Learning Self Control -Students are taught that how they feel is a product of their own effort and that they are responsible for their actions and the impact their actions have on others. Students learn to cope with fears, phobias, aversions and the maladaptive behaviors they have exhibited. Training for Skill and Concept Development -Skills are acquired through modeling demonstrations, practice, feedback, and coaching until the skill is acquired. Simulations may also be used in which the skill may be practiced. Assertive Training -Leads to honest and open communication in the classroom. Students learn how to reveal their feelings without harming or necessarily offending others. A productive classroom is the end result. Research Papers on Models of TeachingStandardized TestingThree Concepts of PsychodynamicIncorporating Risk and Uncertainty Factor in CapitalOpen Architechture a white paperBringing Democracy to AfricaBionic Assembly System: A New Concept of SelfResearch Process Part OneInfluences of Socio-Economic Status of Married MalesRelationship between Media Coverage and Social andBook Review on The Autobiography of Malcolm X

GREEN FLUORESCENT PROTEIN (GFP) Essays

GREEN FLUORESCENT PROTEIN (GFP) Essays GREEN FLUORESCENT PROTEIN (GFP) Essay GREEN FLUORESCENT PROTEIN (GFP) Essay GREEN FLUORESCENT PROTEIN ( GFP ) MUTANTS WITH ALTERED FLUORESCENCE INTENSITY AND EMMISSION SPECTRA Introduction: Now-a-days GFP is making revolution in the field of scientific discipline by its applications and properties.GFP is a stable protein extracted from the exposure variety meats of the jellyfish Aequoria Victoria by Shimomura et Al in 1962. In 1992 the cloning of GFP has done. It is found in a assortment of cnidarians ( both Hydrozoa and Anthozoa ) and it emits light by using energy from the Ca2+ activated photoprotein aequorin [ 1 ] . Energy transportation and the emanation spectra of GFP can be affected by dimerization. Structure of GFP is cylindrical ?-can construction and has a chromophore located centrally. The chromophore is responsible for the fluorescence and the formation is independent of species but chiefly depends on O. GFP is a little protein and has been made up of 238 aminic acids. Deletion of any seven amino acids either from C-terminus or N-terminus may ensue in the loss of fluorescence. Amino acerb replacing is responsible for the alteration in colors of GFP. It has a molecular weight of 27 KDa and has an soaking up scope at 488 nanometer and an emanation scope at 509 nanometer. It can carry through high temperatures ( 65 ?c ) and basic PH scope of 6-12 [ 2 ] . Increase in PH consequences in the lessening of fluorescence. Increase in the fluorescence and exposure stableness can be achieved by individual point mutant at S65T. Fluorophore of the GFP is generated by utilizing auto-catalytic procedure of uninterrupted mechanisms. Visible excitement is one of the optical belongingss of GFP. Its derived functions are produced from the mutagenesis experiments like random and directed mutagenesis [ 3 ] . GFP is majorly used as a newsman in showing cistrons. Protein and chromophore folding besides constitutes as a major advantage of GFP. It can besides be used in protein merger by using recombinant DNA engineering. : Aim of this research is to analyse belongingss of GFP by cloning, mutants, look of proteins and purification. Aims of this research are to sub-clone GFP into a vector and mutants are carried out by assorted mutagenesis experiments followed by look of proteins and purification. Finally after purification belongingss are analyzed. Materials and methods: Initially DNA is isolated and GFPuv is sub-cloned into the pET28c vector from pET23 plasmid by speectrophotometric analysis. 5 µg of pET23GFPuv DNA is digested by utilizing NdeI and HindIII limitation enzymes. And the digests are analysed by utilizing Agarose gel cataphoresis. GFP fragment is extracted and purified utilizing QIA speedy gel extraction kit from QIAGEN and the cured DNA is estimated. Recombinant protein is expressed in E.coli by ligation and transmutation. To corroborate the presence of GFP in the pET28c plasmid, settlement PCR is used. Further mutagenesis experiments are carried out by planing oligonucleotide primers which will change the spectral belongingss of the protein. Complementary primers incorporating same mutants are generated. Mutagenic primers are prepared with a liquescent temperature of ? 78?C, length between 25 and 45 bases and primers longer than 45 bases are by and large used. Introduction and designation of mutants within GFPuv cistron: Mutants are created in the GFPuv insert by site-directed mutagenesis Site-directed mutagenesis: 5 µl 10 ten PCR buffer 5 µl 20 millimeter dNTP mixes 15 ng GFPuv-pET28c templet Deoxyribonucleic acid 125ng oligonucleotide primer F+ 125ng oligonucleotide primer R+ 2 µl 25mM MgSo4 32 µl unfertile H2O 1 µl KOD hot start polymerase ( 1U/ µl ) * All the above are added to 0.2ml PCR tubings and incubated in a PCR machine for 24 rhythms: 94?C 30s 94?C 30s 55?C 1min 68?C 4min 20s 68?C 10 min * Reaction is so kept on ice for 2 min and 1 µl ( 1U ) of Dpn1 is added and incubated for 60 min at 37?C Alliance of amino acid sequences is carried out utilizing: hypertext transfer protocol: //www.ebi.ac.uk/Tools/clustalw2/index.html Merchandise of site-directed mutagenesis ( pET28c DNA ) is transformed into XL-1 supercompetent cells. Transformed settlements are extracted utilizing QIAprep Mini prep kit Qiagen [ 5 ] . Concentration and pureness can be checked by utilizing Agarose gel cataphoresis. For this 5 µl of plasmid readying and 10U HindIII are digested at 37?C for 1h. Sequencing is so carried out by utilizing 10 µl of Deoxyribonucleic acid at a concentration of 50ng/ µl. E.coli BL21 ( DE3 ) cells are prepared and are transformed into the pET28cGFPuv plasmid for look Auto-induction method: Wild type protein ( GFPuv ) and the mutant protein are expressed in the look vector [ BL21 ( DE3 ) ] utilizing auto-induction method. For this transformed settlements are inoculated into 3ml of LB-1D + antibiotic media and incubated at 37?C at 300 RPM for 6 hour and O.D is taken. Inoculum is taken into the flask incorporating SB-5052 auto-induction medium along with antibiotic and incubated at 28?C at 300 RPM for 20 hour. Cultures are so cooled for 1 hour. Entire induced sample is prepared by taking 100 µl of chilling civilization and 900 µl of SB-5052 media. Cells are so pelletized by centrifugating it with both entire induced and non-induced samples and are resuspended in 100 µl of SDS-PAGE ( Na dodecyl sulfate ( SDS ) polyacrylamide gel cataphoresis ( PAGE ) ) sample buffer. 12 % of polyacrylamide gel is prepared and the Soluble and indissoluble samples are prepared by cell fractional process utilizing BUGBUSTER. For this 1 µl of DNAase1 is used along with reagents. Cell suspension is so centrifuged at 13000rpm for 20mins. Supernatant is so used as soluble sample and indissoluble is prepared by resuspending the pellet in 2ml binding buffer. SDS-PAGE buffer and binding buffer are added to the soluble and indissoluble fractions. At 95?C all samples are heated for 5 min. Gel is so loaded as: Molecular weight standard-5 µl Uninduced sample 5 µl Induced entire sample 5 µl Soluble sample 5 µl Gel has to run for 1 hour. And is transfered to a box of Coomassie blue discoloration. Western blotting: GFP protein presence can be verified utilizing western blotting technique. Protein samples are foremost seperated by SDS-PAGE and are transferred to the nitrocellulose membrane. GFP edge to nitrocellulose membrane is so visualised by incubating the smudge with His-probe which is linked to a HRP ( Equus caballus radish peroxidase ) enzyme ( HisprobeTM-HRP solution is diluted to 1:5000 ( 1 µl in 5ml ) ) . His-tag of GFP protein is bound to examine. Smudges are kept in TBST and investigations and therefore investigations are visualised by chemiluminescence and these are photographed by chemiluminescent reader. Ni-NTA chromatography: His labeled GFP can be purified by Ni-NTA ( nickel nitrilo triacetic acid ) chromatography method. In this, sample of soluble protein is loaded on column packed agarose rosin and the non-specific protein binding is removed by rinsing rosin with buffer and is eluted by high concentrated iminazole of elution buffer. After elution the purification of protein is done by SDS-PAGE and Coomassie staining. The concentration of the protein is measured by Bradford check. Fluorimetry and mass spectroscopy: Properties of GFPuv protein are analysed by Fluorimetry and mass spectrometry. Fluorimetry: In this wavelength and strength of a molecule at specific wavelength are measured utilizing fluorimeters. Perkin Elmer LS50B is the fluorimeter used to mensurate GFP. Quartz cuvettes are placed in a chamber to mensurate the concentration and strength. The parametric quantities set to mensurate GFP are: Excitement 440nm Emission 460-550nm Slit widths 4 and 4 Accretion 5 20 µg/ml of protein concentration is used. The emanation and excitor wavelengths are set at 509nm and 395nm. Mass spectroscopy: GFPuv belongingss and molecular mass can be analysed by mass spectrometry. The type of mass spectrometry used here is electron spray ionisation ( ESI ) . ESI is a type of atmospheric force per unit area ionization technique ( API ) which is used for biochemical analysis. JEOL HX110/HX110A equipped with electron ion beginning tandem mass spectrometers are used to analyze structural belongingss [ 7 ] . 1-10 pmol/ µl of protein concentration is used. Solvents used are: MeOH MeCN TFA During ionization sample is dissolved in a dissolver and is pumped through a steel capillary at a rate of 1 µl/min and electromotive force of 3 or 4KV is applied [ 8 ] . Ion current is amplified by the sensor and the information system will enter signals in the signifier of mass spectrum. Consequence: Site-directed mutagenesis: Primers used for site directed mutagenesis ( Mutant ) Forward primer: 5-CACTTGTCACTACTTTCTCTTGGGGTGTTCAATGCTTTTCC-3 Rearward primer: 5-GGAAAAGCATTGAACACCCCAAGAGAAAGTAGTGACAAGTG-3 Alliance of the amino acerb sequence of the mutation with the GFPuv amino acid sequence GFPuv MSKGEELFTGVVPILVELDGDVNGHKFSVSGEGEGDATYGKLTLKFICTTGKLPVPWPTL 60 mGFPuv MSKGEELFTGVVPILVELDGDVNGHKFSVSGEGEGDATYGKLTLKFICTTGKLPVPWPTL 60 ************************************************************ GFPuv VTTFSYGVQCFSRYPDHMKRHDFFKSAMPEGYVQERTISFKDDGNYKTRAEVKFEGDTLV 120 mGFPuv VTTFSWGVQCFSRYPDHMKRHDFFKSAMPEGYVQERTISFKDDGNYKTRAEVKFEGDTLV 120 ***** : ****************************************************** Y66W GFPuv NRIELKGIDFKEDGNILGHKLEYNYNSHNVYITADKQKNGIKANFKIRHNIEDGSVQLAD 180 mGFPuv NRIELKGIDFKEDGNILGHKLEYNYNSHNVYITADKQKNGIKANFKIRHNIEDGSVQLAD 180 ************************************************************ GFPuv HYQQNTPIGDGPVLLPDNHYLSTQSALSKDPNEKRDHMVLLEFVTAAGITHGMDELYK- 238 mGFPuv HYQQNTPIGDGPVLLPDNHYLSTQSALSKDPNEKRDHMVLLEFVTAAGITHGMDELYK- 238 ********************************************************** Amino acerb permutation: Y66W Belongs to Class 5, indole in chromophore ( bluish green fluorescent proteins ) [ 6 ] eCFP CATATGAGTAAAGGAGAAGAACTTTTCACTGGAGTTGTCCCAATTCTTGTTGAATTAGAT 60 GFP -ATGAGTAAAGGAGAAGAACTTTTCACTGGAGTTGTCCCAATTCTTGTTGAATTAGAT 57 ********************************************************* eCFP GGTGATGTTAATGGGCACAAATTTTCTGTCAGTGGAGAGGGTGAAGGTGATGCAACATAC 120 GFP GGTGATGTTAATGGGCACAAATTTTCTGTCAGTGGAGAGGGTGAAGGTGATGCAACATAC 117 ************************************************************ eCFP GGAAAACTTACCCTTAAATTTATTTGCACTACTGGAAAACTACCTGTTCCATGGCCAACA 180 GFP GGAAAACTTACCCTTAAATTTATTTGCACTACTGGAAAACTACCTGTTCCATGGCCAACA 177 ************************************************************ eCFP CTTGTCACTACTTTCTCTTGGGGTGTTCAATGCTTTTCCCGTTATCCGGATCACATGAAA 240 GFP CTTGTCACTACTTTCTCTTATGGTGTTCAATGCTTTTCCCGTTATCCGGATCATATGAAA 237 ******************* ******************************** ****** Mutant eCFP CGGCATGACTTTTTCAAGAGTGCCATGCCCGAAGGTTATGTACAGGAACGCACTATATCT 300 GFP CGGCATGACTTTTTCAAGAGTGCCATGCCCGAAGGTTATGTACAGGAACGCACTATATCT 297 ************************************************************ eCFP TTCAAAGATGACGGGAACTACAAGACGCGTGCTGAAGTCAAGTTTGAAGGTGATACCCTT 360 GFP TTCAAAGATGACGGGAACTACAAGACGCGTGCTGAAGTCAAGTTTGAAGGTGATACCCTT 357 ************************************************************ eCFP GTTAATCGTATCGAGTTAAAAGGTATTGATTTTAAAGAAGATGGAAACATTCTCGGACAC 420 GFP GTTAATCGTATCGAGTTAAAAGGTATTGATTTTAAAGAAGATGGAAACATTCTCGGACAC 417 ************************************************************ eCFP AAACTCGAGTACAACTATAACTCACACAATGTATACATCACGGCAGACAAACAAAAGAAT 480 GFP AAACTCGAGTACAACTATAACTCACACAATGTATACATCACGGCAGACAAACAAAAGAAT 477 ************************************************************ eCFP GGAATCAAAGCT 492 GFP GGAATCAAAGCTAACTTCAAAATTCGCCACAACATTGAAGATGGATCCGTTCAACTAGCA 537 ************ eCFP GFP GACCATTATCAACAAAATACTCCAATTGGCGATGGCCCTGTCCTTTTACCAGACAACCAT 597 eCFP GFP TACCTGTCGACACAATCTGCCCTTTCGAAAGATCCCAACGAAAAGCGTGACCACATGGTC 657 eCFP GFP CTTCTTGAGTTTGTAACTGCTGCTGGGATTACACATGGCATGGATGAGCTCTACAAATAA 717 SDS-PAGE: Coomassie staining gel of ( Sample 6 ) : Marker GFP protein ( soluble sample ) Western blotting ( Sample 11 ) : Induced entire sample GFP protein Ni-NTA chromatography: Fluorimetry: Mass spectroscopy: Wild-type: Mutant: Discussion: Site-directed mutagenesis: In the site-directed mutagenesis mutant is carried out at the right topographic point i.e. , at 197 and 198 topographic points. Tyrosine ( TAT ) is mutated to tryptophan ( TGG ) , Y W. During this mutant protein undergoes many alterations particularly in the fluorescence. GFP turns into CFP ( Cyan fluorescent protein ) hence the visible radiation emitted will non be precisely green. CFP will hold many curious characteristics like instead than individual excitement and emanation extremums it possess double hunching. Tag CFP possess some belongingss like: Structure monomer Molecular weight 27KDa Polypeptide length 239aa Fluorescence coloring material Cyan Maximal excitement 458nm Maximal emanation 480nm Excitation coefficient 37000M-1 cm-1 Pka 4.7 Quantum yield 0.57 Brightness 21.1 Brightness is produced by the quantum output and extinction coefficient. Double color visual image of the protein expressed is enabled by the CFP. This has led to the Fluorescence Resonance Energy Development ( FRET ) . SDS-PAGE: SDS-PAGE is carried out to divide proteins harmonizing to their cataphoretic mobility and experimental repetitions will ensue in the pureness appraisal of the protein. Four Wellss are loaded with samples and 2 and 4 Wellss show protein consequence and as 1 and 3 Wellss do nt incorporate protein they will be normal without any sets. Consequences shows that small sum of GFP has been observed in the indissoluble and big sum of protein has been observed in the soluble sample. Uninduced sample can non happen GFP. Western-blotting: Western-blot is performed to do certain the presence of protein. Histidine tagged investigation is added to corroborate the protein nowadays was GFP or non. pET28c plasmid contains T7 RNA polymerase booster sequence. But this booster is blocked by the represser. Hence lactose incorporating medium is required for E.coli growing. Because milk sugar is used as C beginning, glucose is converted into allolactose. This allolactose will adhere to repressor by unblocking booster, and expresses GFP. Hence presence of glucose will ensue in Lac-I and is binds to the operator. Band observed in the smudge is likely GFP and it has high degree of strength after initiation. And it is necessary to corroborate this by executing blotting technique utilizing His investigation to observe His labeled GFP. Sets are observed in the induced and soluble samples after executing western blotting corroborating the presence of GFP. Ni-NTA chromatography: Purification of GFP can be done by Ni-NTA chromatography. For a recombinant protein the amino acid adhering site with 6 or more His residues in a row acts as metal adhering site. So hexa-his sequence is called as His-tag. His-tag sequence is present in the N-terminal of the mark protein and is located in the booster part adjacently to the GFP cistron. During this procedure enzyme HRP is besides bound to the investigation. This HRP-probe will respond with luminal 4 peroxidase buffer which is further used for sublimating GFP by Ni-NTA chromatography. Purification by His-tagged GFP can be done by utilizing several methods like Ni2+-poly ( 2 acetomidoacrylic acid ) hydrogel. Supplanting of GFP can be done by adhering Ni to imidazole. This is chiefly because of high affinity of Ni towards imidazole compared to GFP.Distinctive sets are supposed to detect in the elute1, elute 2 and besides in the entire soluble fraction. Bands formed states the presence of the GFP mutation. Absence of the s ets states mutant absence. In the consequences sets are observed at the sum induced and the soluble samples which province the protein presence. Even little sums of sets are besides observed in the indissoluble sample. GFP protein produced in the induced entire sample is about at 27KDa. Little sets are observed in the indissoluble sample as it may be because of some drosss. Finally the GFP protein has been detected. Mentions: 1. Davenport D, Nichol JAC: Luminescence in Hydromedusae. Proceedings of the Royal Society, Series B 1955, 144:399-411 2. Ward. W. , Prentice, H. , Roth, A. Cody. C. and Reeeves.S.1982.Spectral disturbances of the Aequoria green fluorescent protein. Photochem. Photobiol. 35:803-808 3. Cormack, B. P. , Valdivia, R. H. , Falkow, S. ( 1996 ) . FACS-optimized mutations of the green fluorescent protein ( GFP ) . Gene, In imperativeness 4. Darelle Thomson, Greg Smith. ( 2001 ) .PCR-based plasmid vector building for coevals of recombinant viruses. Journal of Virological Methods 94, 7-14 5. Vogelstein, B. , and Gillespie, D. ( 1979 ) Preparative and analytical purification of Deoxyribonucleic acid from agarose. Proc. Natl. Acad. Sci. USA 76, 615-619. 6. HEIM, R. , PRASHER, D. C. A ; TSIEN, R. Y. 1994. Wavelength Mutations and Posttranslational Autoxidation of Green Fluorescent Protein. Proceedings of the National Academy of Sciences of the United States of America, 91, 12501-12504. 7. HARUKI NIWA, SATOSHI INOUYE et, al. , Chemical nature of the light emitter of the Aequorea green fluorescent protein. Vol. 93, pp. 13617-13622, November 1996. Proc. Natl. Acad. Sci. USA. 8. â€Å"Mass Spectroscopy: A Foundation Course† , K. Downard, Royal Society of Chemistry, UK, 2004.