Neanderthal Burials at Shanidar Cave

The site of Shanidar Cave is located adjacent to the modern village of Zawi Chemi Shanidar in northern Kurdish Iraq, on the Zab River in the Zagros Mountains, one of the major tributaries of the Tigris River. Between 1953 and 1960, the skeletal remains of nine Neanderthals were recovered from the cave, making it one of the most important Neanderthal sites in western Asia at the time. Shanidar Cave Chronology Shanidar cave itself measures about 13,000 square feet (1,200 square meters) in area, or 75x75 ft (53x53 m) square. The mouth of the cave today measures about 82 ft (25 m) wide and about 26 ft (8 m) tall. The site deposits are about 46 ft (14 m) thick, which excavator Ralph Solecki divided into four major cultural layers, each separated by what Soleckis team recognized as discrete discontinuities. Layer A: Neolithic to ModernLayer B: Mesolithic to Pre-Pottery NeolithicLayer C: Upper Paleolithic or BaradostianLayer D: Middle Paleolithic or Mousterian Neanderthal Burials at Shanidar The lowest, oldest, and most substantial levels at Shanidar are the Mousterian levels, which represent a period of time when Neanderthals lived there about 50,000 years ago. Within these deposits were discovered nine human interments, at least some of which were deliberate burials. All nine of the burials at Shanidar were found beneath a cave rockfall, but the excavators were absolutely certain that at least some of the burials were purposeful. During the 1960s, that was a shocking statement to make, because Neanderthals were not considered humans, certainly not thought to be capable of caring for their dead. Considerably more evidence for Middle Paleolithic burials has since been recovered in other caves sites—at Qafzeh, Amud, and Kebara (all in Israel), Saint-Cesaire (France), and Dederiyeh (Syria) caves. Shanidar Burials Some of the skeletons from Shanidar exhibit evidence for interpersonal violence among Pleistocene hunters and gatherers, a level of violence also attested at El Sidrà ³n in Spain. Shanidar 3, a well-preserved adult male skeleton, had a partially healed injury to a rib. This injury is believed to have been caused by sharp force trauma from a stone point or blade. This is one of only a few known examples of Neanderthal traumatic injury from a stone tool—others include St. Cesaire in France and Skhul Cave in Israel. Experimental archaeology investigations by American archaeologist Steven Churchill and colleagues suggest that this injury resulted from being shot by a long-range projectile weapon. The skeleton known as Shanidar 1 was an older adult male, who survived a crushing fracture to his left eye socket, and the loss of his right forearm and hand. Archaeologists Erik Trinkaus and Sebastien Villotte believe this individual was also deaf, based on the presence of bony growths in his ears. Not only do these skeletons exhibit interpersonal evidence, they also indicate that Neanderthals cared for individuals who had been handicapped. Dietary Evidence Shanidar was the focus of early floral analytical studies, which presented what became a controversial interpretation. Soil samples taken from sediments near the burials contained an abundance of pollen from several kinds of flowers, including the modern herbal remedy ephedra. The pollen abundance was interpreted by Solecki and fellow researcher Arlette Leroi-Gourhan as evidence that flowers were buried with the bodies. However, there is some  debate about the source of the pollen, with some evidence that the plant remains may have been brought into the site by burrowing rodents, rather than placed there as flowers by grieving relatives. Recent studies by palynologists  Marta Fiacconi and Chris Hunt  also suggest that the pollen found in the cave is not dissimilar to pollen found outside of the cave. Microscopic studies of the calculus deposits—also known as tartar—on teeth from the Neanderthals at Shanidar found plant remains of several starchy foods that made up the inhabitants diet. Those plants included grass seeds, dates, tubers, and legumes. Some evidence suggests that at least some of the consumed plants had been cooked, and preserved starch grains from wild barley were also found on the faces of some of the Mousterian tools in the cave as well. Archaeology History The original excavations were conducted in the cave during the 1950s directed by American archaeologist Ralph S. Solecki. Later investigations of the site and on the artifacts and soil samples recovered from the site have been conducted by Trinkaus among others. Locally, Shanidar was until recently inhabited by Kurdish shepherds, but now it is managed by the local antiquities service and has become a popular Kurdish tourist destination. Sources Churchill, Steven E., et al. Shanidar 3 Neandertal Rib Puncture Wound and Paleolithic Weaponry. Journal of Human Evolution 57.2 (2009): 163-78. Print.Cowgill, Libby W., Erik Trinkaus, and Melinda A. Zeder. Shanidar 10: A Middle Paleolithic Immature Distal Lower Limb from Shanidar Cave, Iraqi Kurdistan. Journal of Human Evolution 53.2 (2007): 213-23. Print.Fiacconi, Marta, and Chris O. Hunt. Pollen Taphonomy at Shanidar Cave (Kurdish Iraq): An Initial Evaluation. Review of Palaeobotany and Palynology 223 (2015): 87-93. Print.Henry, Amanda G., Alison S. Brooks, and Dolores R. Piperno. Microfossils in Calculus Demonstrate Consumption of Plants and Cooked Foods in Neanderthal Diets (Shanidar III, Iraq; Spy I and II, Belgium). Proceedings of the National Academy of Sciences 108.2 (2011): 486-91. Print.Nadel, Dani, et al. Earliest Floral Grave Lining from 13,700–11,700-Y-Old Natufian Burials at Raqefet Cave, Mt. Carmel, Israel. Proceedings of the National Academy of Sciences 110.29 (2013): 11774-78. Print.Trinkaus, Erik, and Sà ©bastien Villotte. External Auditory Exostoses and Hearing Loss in the Shanidar 1 Neandertal. PLoS One 12.10 (2017): e0186684. Print.

Gender Stereotypes And Gender Discrimination Essay

Hussain, Naz, Khan, Daraz, and Khan (2015) conduct in depth interviews from July 2015 to September 2015 on 24 interviewees from public-sector Universities in the Malakand Divison in the Khyber Pakhtunkhwa province of North Western Pakistan and they determine that gender stereotyping is not a production of biological characteristics, but rather an aspect of culture and socialization through forms of social relationships, social institutions in the society, and social interaction among peers. Males in society are stereotyped to link the family to the rest of the world, while females take care of domestic work (Hussain et al.). It is found throughout the article that family is the most prominent social relationship that contributes to an individual’s view on gender stereotypes. Also, social institutions, such as school and workplace, teach gender norms and roles for men and women that individuals have to conform to in order to be accepted into their society (Hussain et al.). The authors also note that members of a society unwillingly conform to gender norms and roles due to social learning from social interactions among peers in a society. Masculine stereotypes in societies are identified as competitive, aggressive, and independent, while feminine stereotypes regard women as caring, emotionally expressive, effective in interpersonal relationships, child friendly, sensitive and empathetic, and above all submissive (Hussain et al.). For example,Show MoreRelatedGender Discrimination At Work : Connecting Gender Stereotypes, Institutional Policies, And Gender Composition Of Workplace2447 Words   |  10 PagesBobbitt-Zeher, D. (2011). Gender Discrimination at Work: Connecting Gender Stereotypes, Institutional Policies, and Gender Composition of Workplace. Gender Society, 25(6), 764-786. Men and women experience working life quite differently. Wage disparities, occupational sex segregation, and gender differences in authority, for example, are common. 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Psychology for Philosophical Spiritual Ideas- myassignmenthelp.com

Question: Discuss about thePsychology for Philosophical Spiritual Ideas. Answer: On Being Human Philosophical-spiritual ideas This topic is looking at the comparison and contrasting of the cultivation of the Confucian ren and the Daoist wuwei in the East Asia religions in relation to the rapport family aspect. Rapport is the interaction between humans and their respective environment. Here we shall see how different peoples environment aspects were viewed at different times bearing in mind the cultural, natural and spiritual aspects of interactions. We shall look at how ideas and the changing notions of rapport affected both China and Japan under two types of historical pressures that are inner and outer pressures. Inner pressure is tensions within ideas that need clarification, application and elaboration to be taken into account. Outer pressures on the other hand are challenges faced when dealing with foreign ways of doing things and thinking. Different people of East Asia that is China, Japan and India viewed being human in different aspects of beliefs and practices. Comparison and contrasting of the cultivation of the Confucian ren and the Daoist wuwei When the Indias Buddhist traditions arrived in China through central Asia during the Common Era, there were major impacts that were felt in China (deBarry 2). The previous classic Daoist and Confucian traditions that were practiced in China developed new and elaborate institutions, practices and teachings once they got centuries interactions with Buddhists. Before the introduction of Buddhas teachings, the former Confucians and Daoists teachings understood themselves as members of a family (ja) instead of a member of a religion (jao). However, as the families grew, their previous traditions became more complex and new terms came up to define them. The Daoists (Daojia (DAH-oh-jee-AH)) family became interested in the idea of becoming immortal and saw Laozi as a celestial being that would make that possible while the Confucians became interested in Kongzi as a revered ancestor and perfect sage. These two different ideologies of the meaning of being human brought about tension in the two families. The Buddhists built monasteries and the Daoist rituals and ethics were greatly influenced by Indias Buddhist traditions than the Confucians. The Buddhist ethics and meditation also greatly influenced the Confucians conceptions of how they can achieve various stages of sagehood as this was what they were interested in practicing. Many elaborate institutions were developed by both Confucians and Daoists even though both practiced different beliefs. The Daoists concentrated in building institualized religion and the Confucians retained their ties with educational institutions. During the Sui and Tang dynasties (589-906 C.E)Daoist and Buddhist traditions had heavy influence on both philosophical and political realms while the Confucians were mainly involved with educational institutions (Daojiao (DAH-oh-jee-AAH-oh)) dedicated in preparation of young men into access to government positions (Hinton 12). Therefore it is true to say that the entry of Buddhism into Chinese greatly influenced Chinese traditions and institutions and this brought about notable changes in both the earlier Confucians and Daoists teachings and traditions. Transformation of Japanese identity The Chinese civilization brought a major impact to Japan during the eighth century C.E. where the Chinese Buddhist and the neo-Confucian traditions took hold of Shinto Japan. The Japanese aggressively adopted the Chinese architecture, writing, fine arts, government policies, philosophy, rituals, social ethics and meditation styles (deBarry 5). Neo-Confucian also greatly influenced the Japanese social attitude such as emphasis on education, reverence for ancestors and the Five Moral relations. Entry of Buddhism into Japan also affected the religious life in relation to monastic institutions, view on human salvation and the meditation styles. The Daoism sparsely impacted Japan in concepts of Japanese popular life in relation to divination and a schedule of good-and bad-luck days (Hendrischke 4). Japanese notion of what is meant to be human was majorly influenced by appreciation of the natural world which was enlivened by Kami of the sun (Amaterasu (AH-mah-tehr-AAH-soo)). The Japanese c reated a rapport with the natural world and even with the entry of the Chinese culture; the Japanese maintained their worldview that was free of Confucian foreign influence. The Japanese chose to maintain their traditional mindset as well as filter the foreign concepts that they wanted from those they did not want through the help of a literary movement developed during the Japans Tokugawa dynasty (1603-1867). The Japanese notion on what it means to be human is related to continuity of human beings and their rapport to nature brought about by Kami. Even with the entry of Neo-Confucian values and cultures into Japan, the Japanese came up with a movement that was meant to purify Shinto of its Chinese cultural accretions. The worship of objects of nature such as the sun, moon, wells, rocks, trees, streams among others continued into the modern Japanese (Wheeler 7). Conclusion Throughout history, different aspects of the environment where human being live have greatly influenced human beliefs and cultures. The idea of what is meant to be human can be viewed reflectively as an insider so as to gain more in-depth knowledge on the three different regions that are Japan, India and China. Most traditions focus on the cultural, spiritual and natural world of human rapport and the three traditions have their own understanding of the connections. For example, the Confucians understand and emphasize rapport between humans as shown through the five moral relations in terms of civilization. The classical Daoism understands and emphasizes rapport between humans and nature as a spontaneous action-less action (wuwei) as a perfect expression of humanity. On the other hand the Traditional Shintoists of Japan understands and emphasizes the rapport among humans, society, nature and the kami. Over time, each of these three East Asian rapport traditions, the notion of what it means to be human is evolved in different concepts. Many questions on what is to be believed in were debated upon severally and even so all the members of each tradition found the need to return back to their roots from time to time. As an insider I believe that both three approaches from the three different traditions are right that is Kongzi emphases on culture, Laozi emphasize on nature and Kobayashi Issa belief of a link between humans and nature. Work cited deBary, W.T., Bloom, I. (Compilers). Sources of Chinese tradition(Vol. 1, 2nded.). New York: Columbia University Press. (2007). deBary, W.T., Lufrano, R. (Compilers). Sources of Chinese tradition from 1600 through the twentieth century(2nded., Vol. 2). New York: Columbia University Press. (2009). deBary, W.T., et al. (Compilers). Sources of Japanese tradition(Vol. 2, 2nded.). New York: Columbia University Press. (2015). deBary, W.T., et al. (Compilers). Sources of Japanese tradition: Earliest times to 1600(2nded., Vol. 1). New York: Columbia University Press. (2011). Hendrischke, B. The scripture on great peace: The Taiping jing and the beginnings of Daoism.Berkeley, CA: University of California Press. (2006). Hinton, D. (Trans.). The analectsConfucius.Washington, DC, Counterpoint. (2008). Wheeler, P. The sacred scriptures of the Japanese.Westport, CT: Greenwood Press. (2013). Xinzhong, Y. An introduction to Confucianism.Cambridge, England: Cambridge University Press. (2010).

The Women Characters Of Antigone Essays - Operas, Antigone

The Women Characters Of Antigone Antigone by Sophocles is one of the most distinguished pieces of theatrical work that reflects upon Greek mythology and culture. Antigone has several themes and circumstantial settings that can be indirectly referred or related to in modern society. Sophocles uses various and strategically placed characters to present his play as well as his themes. The play mainly revolves around Antigone who acts alongside her elder sister, Ismene. Both are daughters of Oedipus and Jocasta who are in the context of the play deceased. This essay will analyze these two characters alongside one other female minor character, Eurydice who contributes significantly to the development and success of the play. From the start of the play, the audience is given a vague idea of both Antigone's and Ismene's characters. Both sisters have suffered the anguish of having lost their brothers, Eteocles and Polyneices. It is at the beginning of the play that we see Antigone's braveness. She notifies Ismene of her intentions to bury Polyneices despite the fact that such an act is punishable by death, for Creon considers Polyneices to be a traitor and that by not having his body buried, Polyneices suffers a posthumous punishment. She makes this declaration while being fully aware of the penalties involved and this brings to light several other things about her character. The audience is able to see that she is confident in her actions and will justify anything that she does. Meanwhile Ismene can be viewed as being afraid and uneager to agree to an action. She confronts her sister's statements by saying, ? But think of the danger ! Think what Creon will do ! ? (34, Prologue).This statement by Ismene cre ate a vague feeling in the audience that Ismene is a pessimist. This view is further reinforced when she says, ? And do what he has forbidden ! We are women / We cannot fight with men, Antigone ! ? (46-47, Prologue). Hence Ismene is seen seeking a way out by giving excuses that are in a sense linked to negative stereotypes and this makes a reflection of her pessimistic nature. Antigone's actions at the beginning of the play reflect her impulsivness and rash manner in handling situations. Rather than try to confront Creon regarding the burial of her brother she goes ahead to bury him. Her impulsive manner is also seen when she doubts Ismene's promise that she will not divulge any information to anybody else regarding Antigone's plans to bury her brother. She does this despite the reasonable consideration that Ismene is her only sister and family member left. Her actions at this point also reflect on her indifference in carrying out actions that reflect on others. She does not seem to care about the fact that burying her brother may have unfavorable consequences on Ismene who would lose her sister and at the same time be in a dilemma. Ismene would have to risk telling the authorities and get her sister prosecuted so as to be a true patriot and to save her own life or keep mum and be prosecuted for aiding and abetting an offense alongside her sister whom she will eventually loose, regardless of what she decides to do . This scenario presents a strong argument that Ismene is considerate and rational as she eventually decides to keep Antigone's plans secret and continues to do so even when Antigone attacks her. She responds by saying, ? But a loyal friend indeed to those who love.? (85, Prologue). This demonstrates Ismene's passive and unvengeful nature. Antigone bears responsibility well and can therefore be seen to be responsible. When brought before Creon, she admits her actions in burying Polyneices without much ado, she audaciously confesses, ? I do. I deny nothing ? (52, ODE I, Scene II). She goes ahead and justifies her action, and calmly makes it clear that she is not afraid of the punishment due to be imposed on her.. In contrast Ismene bears a sense of responsibility just like her sister. When brought before Creon, she admits her role in Antigone's ?crime' without hesitation, she says, ? Yes, if she will let me say so. I am guilty. ? This and the ensuing

Zero Tolerance Policy Go to Far essays

Zero Tolerance Policy Go to Far essays DOES THE ZERO TOLERANCE POLICY GO TO FAR? Does the Zero Tolerance Policy go to far? According to Websters Dictionary, the definition of zero is naught: none; the defintion of tolerance is patience. The meaning of Zero Tolerance infact means both. Zero Tolerance in the school system means that teachers, administrators and school officials are to have no leniency towards any wrong behavior and must take drastic action to stop it immediately. A public shaken with images of children killing children in school hallways may be applauding a new emphasis on stricter punishment of students who even hint at violent behavior, but when zero tolerance becomes zero options, it has gone way to far. The tendency to go to far is a predictable reaction from school officials tring to cope with a chain of recent school shootings. I believe that the schools now take everything a child does since the shootings, way to seriously. THese zero tolerance policies tend to be so inflexible that it tends to be an overreaction. THere is no room for discretion for one child and not the next, one punishment for all even if that is the differance between an innocent child playing a game and a violent child with a real problem and an intent to cause harm to others. A 6 yr old boy in Colorado Springs, COlorado learned the hard way about zero tolerance. The year was 1997 and police and ambulance were called to the elementary school because the first grader gave a lemon drop to another student and a teacher thought it was a drug since she didn't recognize it. The boy was suspended for half a day because it was considered a drug since it was only sold in health food stores. The action taken was drastic for kids sharing candy, isn't it what our mom's tell us to do and the poor kids was suspended for it. Three children were caught playing withwater guns and the result was that these three boys faced expulsion hear...

Biography of Architect Richard Rogers, Designer of 3 WTC

Biography of Architect Richard Rogers, Designer of 3 WTC British architect Richard Rogers (born July 23, 1933) has designed some of the most important buildings of the modern era. Beginning with the Parisian Centre Pompidou, his building designs have been characterized as being inside out, with facades that look more like working mechanical rooms. In 2007 he received architectures highest honor and became a Pritzker Architecture Prize Laureate. He was knighted by Queen Elizabeth II, becoming Lord Rogers of Riverside, but in the U.S. Rogers is best known for rebuilding Lower Manhattan after 9/11/01. His 3 World Trade Center was one of the last towers to be realized. Fast Facts: Richard Rogers Occupation: British ArchitectBorn: July 23, 1933 in Florence, ItalyEducation: Yale UniversityKey Accomplishments: Centre Pompidou with Renzo Piano; Three World Trade Center in Lower Manhattan; 2007 Pritzker Architecture Prize Early Life Born in Florence, Italy to an English father and Italian mother, Richard Rogers was raised and educated in Britain. His father studied medicine and hoped that Richard would pursue a career in dentistry. Richards mother was interested in modern design and encouraged her sons interest in the visual arts. A cousin, Ernesto Rogers, was one of Italys prominent architects. In his Prizker acceptance speech, Rogers noted that it was Florence where my parents instilled in my brother Peter and me a love of beauty, a sense of order, and the importance of civic responsibility. As war broke out in Europe, the Rogers family moved back to England in 1938 where young Richard attended public schools. He was dyslexic and did not do well. Rogers had a run-in with the law, entered the National Service, became inspired by the work of his relative, Ernesto Rogers, and ultimately decided to enter Londons Architectural Association school. Later he moved to the U.S. to pursue a masters degree in architecture at Yale University on a Fulbright Scholarship. There he developed relationships that would last a lifetime. Partnerships After Yale, Rogers worked for Skidmore, Owings Merrill (SOM) in the U.S. When he finally returned to England, he formed Team 4 architectural practice with Norman Foster, Fosters wife Wendy Cheeseman, and Rogers wife Su Brumwell. By 1967, the couples had split to form their own firms. In 1971 Rogers entered a partnership with the Italian architect Renzo Piano. Although the partnership dissolved in 1978, both architects became world famous with their work in Paris France - the Centre Pompidou, completed in 1977. Rogers and Piano had invented a new type of architecture, where the mechanics of a building were not simply transparent but showcased as part of the facade. It was a different kind of postmodern architecture that many began to call high-tech and inside-out architecture. Exterior of Centre Pompidou. Richard T. Nowitz/Getty Images Rogers chose good partners, although it was Renzo Piano and not Rogers who in 1998 would win the first Pritzker Prize and then Norman Foster won in 1999. Rogers won in 2007, and the Pritzker Jury was still talking about Pompidou, saying it revolutionized museums, transforming what had once been elite monuments into popular places of social and cultural exchange, woven into the heart of the city. After Pompidou, the team split and the Richard Rogers Partnership was established 1978, which eventually became Rogers Stirk Harbour Partners in 2007. Personal Life Rogers married Susan (Su) Brumwell before they both went off to study at Yale University - he studied architecture and she studied town planning. She was the daughter of Marcus Brumwell who headed the Design Research Unit (DRU), a moving force in British design. The couple had three children and divorced in the 1970s, during the work on Centre Pompidou. Shortly after, Rogers married the former Ruth Elias of Woodstock, New York and Providence, Rhode Island. Called Ruthie, Lady Rogers is a well-known chef in Britain. The couple had two children. All of Richard Rogers children are sons. Famous Quote Architecture is too complex to be solved by any one person. Collaboration lies at the heart of all my work. Legacy Like all great architects, Richard Rogers is a collaborator. He partners not only with people but also with new technologies, the environment, and the societies in which we all live. He was an eary champion of energy efficiency and sustainability in a profession that came late to taking responsibility in protecting the environment. His fascination with technology is not merely for artistic effect, cites the Pritzker Jury, but more importantly, it is a clear echo of a buildings program and a means to make architecture more productive for those it serves. Inside Lloyds of London. Sean Batten/Getty Images (cropped) After the success of the Centre Pompidou in the 1970s, Rogers next huge project was the Lloyds of London building completed in 1986. The Pritzker Jury cited it as another landmark of late twentieth century design and that it established Richard Rogers’ reputation as a master not only of the large urban building, but also of his own brand of architectural expressionism. In the 1990s Rogers tried his hand at tensile architecture and created Londons temporary Millennium Dome, which is still being used as the O2 arena center of entertainment in Southeast London. The Rogers Partnership has designed buildings and cities all over the world - from Japan to Spain, Shanghai to Berlin, and Sydney to New York. In the U.S. he was part of the redevelopment of Lower Manhattan after the terrorist attacks of 9/11 - Tower 3 at 175 Greenwich Street is a Rogers design, completed in 2018. Rogers legacy is as the responsible architect, the professional who considers the workplace, the building site, and the world we share. He was the first architect to deliver the prestigious Reitch Lecture in 1995. In Sustainable City: Cities for a Small Planet he lectured the world: Other societies have faced extinction - some, like the Easter Islanders of the Pacific, the Harappa civilization of the Indus Valley, the Teotihuacan in pre-Columbian America, due to ecological disasters of their own making. Historically, societies unable to solve their environmental crises have either migrated or become extinct. The vital difference today is that the scale of our crisis is no longer regional but global: it involves all of humanity and the entire planet. The Leadenhall Building, London, UK. Oli Scarff/Getty Images

Continuity in film making Essay Example | Topics and Well Written Essays - 5000 words

Continuity in film making - Essay Example Continuity is a task for all the production team as it has to be maintained at all levels of the production team. From the script supervisor, film director to the most important touch in postproduction - the editor, continuity is important. By identifying the connections that form continuity among the production team members, it can minimize the number of errors that usually occur in the production of a film. There are too many production team members to describe each and every connection in detail. In this thesis, the focus is on the director and the editor. This will allow us to go through the preproduction process, the postproduction process, and most importantly the understanding and the ability to identify the responsibilities, of each team member at each stage of production. Although not including many of the individual pieces, to get a better understanding of the basic cinematographic process I have included a basic description of the overall process. Visuals are pictures and sequences of motion pictures is a film, which captures the motion or action, so the camera by recording these events, does its job. The person who controls the camera is the cameraman. This person is in charge of moving the camera in predetermined directions which can serve the purpose of achieving the best shot is taken. The director provides the direction, how the camera moves or what should be shown in the frame gate, based on their interpretation of the script of the story, provided by the script writer. After completing the shots and sequences, the editor gathers the footage and compiles them in a way that they match and gives the feel for the entire footage. The editor is also responsible for matching the sequences shot, which gives the illusion of continuity. Justification of the Research To create a motion picture, regardless of expertise of the crew, there is a requirement to achieve continuity. Continuity requires more attention and especially during a large film productio n as it requires script, budget, and equipment. All of these processes have to be combined together to make a film. It is a complex process and can involve a large number of people to work together in a film project. One fact is that, no matter how easy it is to see the movie or a motion picture, it is a much more complicated process especially when it gets to the structure of making it. Historically films have been made by three main countries; Great Britain, France, and the United States. It hasn’t been until the last couple of decades that other countries such as India have joined in the cinema field with successes. Not only have other countries joined in the film making business, but so have amateur filmmakers with low budgets and fresh ideas. The growth of the motion picture making around the world is expanding and most of the developers are young which means the future of filmmaking is bright. The growth of video making is exponential, especially with the advent of Yout ube.com and the fact that at any time in 2012 most people have at least one camera at their house. Many of those individuals would like to tell a story, so to tell a story visually the fact of continuity has to be present. As the visual creation needs to be in the right composition angle and camera movement, all of data collected has to gather to tell a cohesive story. Methodology and Case Study A focused theoretical

Tracking, is it viable Research Paper Example | Topics and Well Written Essays - 1750 words

Tracking, is it viable - Research Paper Example On the other hand, the students in the lesser tracks get equipped with skills on welding, bookkeeping, and beauty therapy. Essentially, this paper will illustrate whether the tracking system of learning is viable or not by giving substantial reasons (Powell, 2000). In addition, it will argue out whether this system should apply in the elementary stages of one’s carrier path by including heterogeneous and homogeneous cooperative learning styles. As a necessity, it will seek to bring out the summative and formative classroom assessment by using flip classrooms or homeschooling as examples. Finally, the paper will advise on what the best alternative forms of instructions and guidelines would work well at the elementary level when applying tracking system. Tracking system has proved to be the acceptable and most viable learning system over the years. Various attributes contribute towards making it reliable. For one, this system has been effective in meeting the needs of gifted pup ils within a regular classroom. The main advantage is that it provides the opportunity for the students to associate with their intellectual peers. According to Powell, (2000), this interaction mainly influenced their emotional, social, and intellectual well-being. On the other hand, tracking allowed students to feel lesser isolation and reduced stress levels because of their grouping with students with the same level of abilities. In addition, Epple et al (2000) found that working in a cluster was better than working alone as the group challenged individuals to give quality outputs. On the other hand, the average students have also been beneficiaries of this system through one way or another. For instance, clustering of these students is effective in identifying new leaders when the high performing students move to the high ability classrooms (Gentry 1996). However, high performing students shared a classroom with the middle cluster to widen their educational opportunities in their strong areas.

The issues surrounding euthanasia Essay Example for Free

The issues surrounding euthanasia Essay ‘The concept of the Sanctity of Life is not helpful in understanding the issues surrounding euthanasia.’ Discuss. (10 marks) Some may agree with the statement because the Sanctity of Life does not allow people to make autonomous decisions when it comes to euthanasia. Voluntary euthanasia should be an option for a competent adult who is able and willing to make such a decision. The VES argues that every human being deserves respect and has the right to choose their own destiny, including how they live and die. However, the Sanctity of Life is too rigid as it does not make any exceptions. Furthermore, some may agree with this statement because the Sanctity of Life does not hold one’s quality life as important. For example, Diane Pretty used to lead a full and active life but then suffered from an incurable disease that limited her ability to move and communicate with others like she used. Her quality of life was clearly no longer desirable, and that is why she wanted her husband to end her life so that she could die in a dignified manner. However, the Sanctity of Life overlooks the quality of life, as all life is God given and is thus sacred; therefore it does not truly address the issues surrounding euthanasia. On the other hand, both Natural Law and the Sanctity of Life are against euthanasia because of the teachings in Bible, such as in Exodus 20 – ‘thou shalt not kill’. The primary precept to preserve innocent life is based upon this. Therefore, it is clear that euthanasia is wrong irrespective of the issues that surround it, there are no exceptions. In addition, in Job 1:21 it states that ‘the Lord can gave, and the Lord has taken away’, and this means that only God has the divine authority to take life away, and so euthanasia should not be carried out, it is intrinsically wrong. To conclude, it seems that most would agree with the statement because the Sanctity of Life leaves little room for compassion in comparison to a relative theory of ethics such as Situation ethics, which would aim to do the most loving thing in every situation – so would look at one’s quality of life for example, and other issues surrounding euthanasia. Ultimately, the concept of the Sanctity of Life is not the most helpful in understanding the various issues surrounding euthanasia.

The Truth Will Set You Free Essay -- Literary Analysis

Many writers apply experiences and thoughts into their work and express them in such a way the reader can relate. Critics would agree Edgar Allan Poe left a unique mark as a short story writer. Author Ray Bradbury was quoted saying, â€Å"It doesn't matter what you do, so long as you change something from the way it was before you touched it into something that's like you after you take your hands away†¦Ã¢â‚¬  (Bradbury). Fiction writing was simple until Poe begins to put his twist around the world. During the terrible times that Edgar Allan Poe experienced as a young man would ultimately alter the history of short stories, he was unique and an extraordinary writer therefore exemplifying the mark that he leave upon society in his short stories Hop-frog. In Poe’s early life, he goes through a devastating and tragic event as his mother dies and his biological father abandons him at the age of two leaving him as an orphan. Writer W.D. Johnson says, â€Å"Increased susceptibility to depression and anxiety is another result of the heightened stress levels associated with being an orphan. Typically, the younger the age of a child when orphaned and the longer he remains without a home, the more drastic the impact that his experiences as an orphan will have on his development† (Johnson). Poe’s adolescence seemed to be on a path destined for self-destruction following the Allan’s informal adoption of him at the age of two. Francis and John Allan, his foster parents, forced him to move away from his siblings in Boston to their home in Richmond, Virginia. From a young age, Poe lacked the stability of a fruitful environment for a boy to grow and mature into a man acceptable to society’s standards. Poe and his foster family moved to England in pursuit of... ... Mark. "Edgar Allan Poe." Edgar Allan Poe. Web. 07 May 2012. . "Edgar Allan Poe." Goodreads. Web. 07 May 2012. . Farlex. "Tuberculosis." The Free Dictionary. Farlex. Web. 07 May 2012. . "Poe's Life." Edgar Allan Poe Museum : Poe's Life, Legacy, and Works : Richmond, Virginia. Poe Museum, 1922. Web. 07 May 2012. . Soon, Willie and Steven Yaskell. "Year Without a Summer." Year Without a Summer. World Scientific Publishing Company, July 2001. Web. 07 May 2012. ."Year Without a Summer." Wikipedia. Wikimedia Foundation, 05 June 2012. Web. 07 May 2012. .

Self-Assessment Final Reflection

Is one always in the process of learning? Of course! Every experience a person has makes them grow and develop. Through these experiences, they learn new materials, and at the same time, they learn about themselves as well. Learning to write is equally alike. As a person reads and writes more and more, a person is able to grow and develop their reading and writing skills. This summer was a growing experience for all students taking the writing 100 class. Personally, I believe I have grown as a writer.At the beginning of the bridge program, my CSP class was asked to write a paper. The topic was about why we decided to choose U of M as our college of choice. Writing the paper was a breeze and I felt confident that I would get a good grade. Unfortunately, when I was handed back my paper, I realized I earned a B on the paper. However, during the period of time where my professor was checking our papers, my Writing 100 class read David Bartholame’s article, Inventing the University .The first time I read this article, I did not understand what he was talking about and what his central theme way. However, after reading the article numerous times, breaking it down, outlining it, diagraming it, and writing about it several times, I was able to understand what he wanted the readers to know; a light bulb went off in my head. I saw the mistakes I made when writing my first paper for my CSP class. My essay demonstrated my lack of knowledge of the many various activities, and events held by the university.I was stuck in my common place, talking about only what I knew instead of seeking out information in order to expand my writing capabilities. I did not look on the internet to learn of any other information I could have used in the essay. Instead, I only wrote about what I knew. I also realized that organization was a key when writing an essay.   The largest critique I had on my essay was my organizational skills. My professor took off several points for jumping f rom topic to topic.Although my organizational skills were terrible when writing that essay, I believe I have gotten much better. This is due in part to Mrs. Allen. Throughout the writing course, she constantly encouraged us to think about our organization when writing essays, journal responses, and other writing activities. I’m grateful I learned how to better organize my papers, because during the second to last week of the intensive bridge program, I was asked to write a last journal for my CSP class. This time, we interviewed our parents and were asked to write about our experiences while nterviewing them. While writing this paper, I paid close attention to my organization. I made everything flow into each other. I also made sure that my paper went in chronological order so that it was easier to read and follow. My professor took about a week to grade my paper. During this time, I was able to ponder upon my essay. I knew what my professor was looking for, and I wrote for h im. I knew that I had done my best on the essay; my organization was solid and I had a nice flow. I finally received my essay back on August 10th, receiving a 25/25.I was ecstatic when I had received my grade. This is all thanks to my Writing 100 class and the hard work that I put into the class. I’m grateful I had the opportunity to take this class and learn to develop my organizational skills. Through taking this class, my writing skills increased immensely. When I wrote my first CSP essay, I had no idea that my organization was skewed and that I could improve. In my eyes, I thought that I did not need any help and that my writing was â€Å"perfect†, or at least, close to.However, I was able to learn that I needed to improve my organization in order to succeed as a college writer. Without this course, it would have been difficult for me to adapt to the college level writing required for an English class. The assignments we were required to read and write about taugh t me about my writing; I could see where I needed improvement. My experience demonstrates that with constant reading and writing, a person is able to continue learning more about their own writing in order to improve. There is always room for improvement.

Biol 130 First Midterm Notes

Unit 1 – Introduction to the Cell Robert Hooke – built the first microscope (30x magnification); viewed slices of cork called cellula (little rooms). Antoni Van Leeuwenhoek – worked with glass huge improvement in quality of lenses nearly 300x magnification became possible first to observe: * single-celled organisms â€Å"animalcules† * protists from pond water * bacteria from his mouth – â€Å"father of microbiology† * blood cells * banded pattern in muscle cells * sperm from †¦ 1830s – Compound microscope – improved magnification and resolution and allowed visualization of objects less than 1 ? . 1000-1500x magnification Beginning of Cell Theory Robert Brown (botanist) – noticed that every plant cell contained a round structure called it ‘kernel’-nucleus Matthias Schleiden (another botanist) – all plant tissues are composed of cells; embryonic plant always arose from a single cell Theodor Schwann (zoologist) – similar observations in animal cells; recognition of structural similarities btw plants and animals! * Cell Theory formulated by Schwann Cell Theory 1. all organisms consist of one or more cells 2. he cell is the basic unit of structure for all organisms 3. added 20 years later: all cells arise only from pre-existing cells fact (scientific) – an attempt to state our best current understanding, based on observations and experiments(valid only until revised or replaced) Steps in Scientific Method 1. make observations 2. use inductive reasoning to develop tentative explanation (hypothesis) 3. make predictions based on your hypothesis 4. make further observations or design and carry out controlled experiments to test your hypothesis 5. nterpret your results to see if they support your hypothesis Theory – a hypothesis that has been tested critically under many different conditions andby many different investigators . using a variety of different approa ches. By the time an explanation is regarded as a theory it is widely accepted by most scientists in the cell * the â€Å"solid ground† of science: evolution, germ theory, cell theory *If a theory is thoroughly tested and confirmed over many years by such large numbers of investigators that there is no doubt of its validity †¦ it may eventually be regarded as a law.Gravity, laws of thermodynamics, laws that govern behaviour of gases ‘Strands’ of Cell Biology 13 cytology 1600s Hooke looks at cork Leeuwenhoek looks at lots of things 1800s Brown notes nuclei bio-chemistry synthesis of urea in lab fermentation done by cells! glycolysis Krebs cycle every cell comes from a cell Schleiden & Schwann formulate cell theory electron microscopy stains & dyes genetics Mendel, pea plants DNA chromosomes chromosome theory 1930s DNA double helix DNA sequencing Dolly the sheep! nano-technology! genetic code Light Microscopy:Bright field – light passes through specimen , contrast is slow and specimen is hard to see Phase contrast – contrast is changed by changing light in microscope DIC – uses optical modifications to change contrast between cell and background – due to density differential Staining – stain used to visualize cell and components, only some stains can be used on living cells 14 bright field phase contrast DIC unstained (sperm cells) stained blood cells tissue – small intestine Fluorescent Microscopy – fluorescent dyes bind to protein or DNA to see where they are in cells – tracks movement Electron Microscopy(Scanning & Transmission):SEM – scan surface of specimen to form image by detecting electrons from outer surface. Good surface images TEM – forms image from electrons passing through specimen therefore fine details of internal organelles 16 SEM TEM Basic Properties of Cells: * are highly complex and organized * atoms molecules macromolecules (organelles ) enclosed in plasma membrane * use the same ‘genetic program’ Central Dogma * DNA RNA protein * are capable of reproducing themselves * must first replicate genetic material acquire and use energy (â€Å"bioenergetics†) and carry out a variety of chemical reactions (â€Å"cellular metabolism†) * have many processes that are highly conserved at the molecular level * membrane structure, genetic code, ATP synthesizing enzymes, actin filaments, eukaryotic flagella, †¦ * engage in many mechanical activities * transport of materials in/out, within * assembly and disassembly of structures * motility / movement * respond to environmental signals * move away or toward stimuli * respond to hormones, growth factors, etc * are capable of self-regulationâ€Å"homeostasis† most evident when control systems break down; defects in DNA replication, DNA repair, cell cycle control Two Classes of Cells – karyon = nucleus Prokaryotic Cells: lack of nucleus, NO CYTOSKELET ON(very small), membrane bound organelles. Mostly unicellular. Bacteria and Archaea. Single, circular strand of DNA(fewer proteins). Cell wall in addition to PM 1-10 uM in diameter. 2 types: 1. Eubacteria – all have cells walls except for mycoplasma(resistant to antibiotics that target cell wall synthesis). Mycoplasma(smallest) Cyanobacteria (largest and most complex). 2.Archaeabacteria – all have cell walls and are known as extermophiles, occupy broad range of habitats, halophiles=salty, acidophiles=acid, thermophiles= hot. Eukaryotic Cells: 10x larger than prokaryotic cells, membrane bound nucleus/organelles. More complex DNA due to histones/proteins. 4 groups: 1. Protists- very diverse group – mostly single cells; algae, water molds, slime molds, protozoa 2. Fungi – single cell(yeast) or multi-cellular(mushrooms) and have cell walls. Heterotrophs; depend on external source of organic compounds 3. Plant cells- multi-cellular and have cell walls. . Anima ls- multi-cellular, no cell walls and are heterotrophs Cytoplasm – everything between plasma membrane and nuclear membrane, includes all membrane-bound organelles (except nucleus) Cytosol – only fluid component Endomembrane system – internal membranes that are either in direct contact or connected via transfer of vesicles (sacs of membrane). including: nuclear envelope / membrane, endoplasmic reticulum (ER), Golgi apparatus, lysosomes, vacuoles Nucleus – stores genetic information Endomembrane System – creates intracellular compartments with different functions.Endoplasmic reticulum (ER; rough, smooth), Golgi apparatus, lysosomes. Mitochondria – generate energy to power the cell Chloroplasts – capture energy from sunlight, convert to carbohydrate Cytoskeleton – regulates cell shape, movements of materials within the cell, movement of the cell itself Flow of Traffic in EMS – Rough ER: synthesis of proteins for – ex port (secretion) – insertion into membranes – lysosomes Golgi apparatus: collection, packaging & distribution Lysosomes * cell ‘stomachs’ have enzymes that can digest †¦ * all 4 classes of biological macromolecules worn-out organelles (mitochondria replaced every 10 days) * material brought into cell by phagocytosis Phagocytosis – plasma membrane engulfs smaller molecule and then called phagosome. Lysosome takes it in and digests, small particles are releases into the cytoplasm. Autophagy – lysosome digests a damaged organelle, small particles are released into cytosol. mitochondria (all eukaryotic cells) and chloroplasts (plant cells): * contain DNA that encodes some (but not all) of their own proteins * have unusual double layers of membranesOrigin of Eukaryotic Cells: Endosymbiont Theory * once believed that eukaryotes evolved gradually, organelles becoming more and more complex * now accepted that early eukaryotes originated as preda tors * certain organelles (mitochondria, chloroplasts) evolved from smaller prokaryotes engulfed by larger cell * later chloroplasts and the ability to perform photosynthesis Symbiosis – Mutual Advantage advantage to host cell: * aerobic respiration (aerobic bacteria mitochondria) * photosynthesis (cyanobacteria chloroplasts) advantage to bacteria: * protected environment supply of carbon compounds from host cell’s other prey Evidence Supporting Endosymbiont Theory mitochondria and chloroplasts †¦ * are similar size to bacteria, reproduced by fission like bacteria * have double membranes, consistent with engulfing mechanism * have their own ribosomes, which resemble those of prokaryotes rather than eukaryotes in terms of size, composition and sensitivity to antibiotics * have their own genomes, which are organized like those of bacteria last but not least: * are genetically similar to proposed ‘parent’ bacteria rather than ukaryotic cells Cytoskeleton important in: * cell shape * cell motility * movement / position of organelles * movement of materials within cell * movement of chromosomes during mitosis Cytoplasm in a living cell is never static * cytoskeleton is constantly being taken apart and rebuilt * organelles and vesicles are racing back and forth * can cross the cell in ~ 1 second * unattached proteins moving randomly, but rapidly * can visit every corner of the cell within a few seconds * contents of cytosol are in constant thermal motionCommon to all cells: * selectively permeable plasma membrane * genetic code; mechanism of transcription and translation * ATP for the transfer of energy and metabolic pathways Model Organisms 45 Unit 2a – Intro to Cellular Chemistry Most Common Elements in Living Organisms: * C H O N – make up 96% – also P and S are common too * Exist as complex macromolecules and simpler forms like water and carbon dioxide nucleus – dense core in centre, consists of protons and neutrons electrons – continually orbit the nucleus # of protons – defining feature of an element = atomic number – # protons + # neutrons = mass of an atom = mass number – by default, an atom is ‘neutral’, with # protons = # electrons – electrons influence reactivity of an atom †¦ Atomic mass = atomic number + # of neutrons (electrons are neglected because mass is so small) Isotopes – same number of protons but different number of neutrons in the same element Anion – gain electron and are negatively charged Cation – lose electron and are positively chargedOutermost ‘valence’ shell influences an atom’s reactivity * electrons in outermost shell valence electrons * unpaired valance electrons determine the number of bonds an atom can make * atoms with filled valance shell = most stable, atoms that are closest to filling are most reactive * elements abundant in organisms have at least one u npaired valence electron Some Definitions: covalent bonds – two or more atoms share pairs of valence electrons * strong bonds of biological systems non-covalent bonds, including * ionic bonds * hydrogen bonds (H-bonds) * hydrophobic interactions olecule – group of atoms held together by energy in a stable association compound – molecule composed of two or more different types of atoms Types of Covalent Bonds * electrons shared ‘equally’ * non-polar covalent bond * can be single (like H2), double (O2) or even triple, depending on number of electrons shared * electrons not shared equally * polar covalent bond * one of the atoms has a stronger pull on the electrons than the other * pull on electrons = electronegativity * water is the most abundant molecule in biological organisms * human body is ~70% water water as a solvent can dissolve more types of molecules than other molecule known * the polarity of water is key to its role in biology hydrogen bon ding – electrical attraction between electronegative atom and partial positive of hydrogen hydrophobic – no affinity for water – â€Å"water fearing† hydrophilic – affinity for water – â€Å"water loving† Acid-base Reaction substance that gives up (donates) protons acid (increases [H+] in solution) substance that accepts protons base (decreases [H+] in solution) chemical reaction that involves transfer of protons acid-base reaction * most olecules act as either an acid or a base * water can be both (both gives up and accepts protons) weak acid: very few molecules dissociated (acetic acid, water) strong acid: readily gives up protons (hydrochloric acid) when pH = pKa species is 50% ionized Carbon is the most important element in biology carbon atoms give biomolecules their shape but other atoms attached to carbons determine their reactivity * critical H, N, O containing attachments called functional groups *learn orgo functional groups for this courseMacromolecules * large, organized molecules that are typically created by polymerization * biological macromolecules (biomolecules) provide the structure and carry out the activities of a cell 4 groups: * carbohydrates(polysaccharides) * lipids(fats) * proteins * nucleic acids * monomers of groups are different – chemical reactions used to make the chains are similar Overview of Macromolecules 3 Proteins – more functions than any other group of macromolecule * enzymes – catalysis; accelerate chemical reactions transport – through cell membranes, in circulation * support – cytoskeleton, fibres of cartilage, hair, nails * signalling / regulatory – hormones, membrane proteins, intracellular messengers * movement- of the cell itself – contractile proteins, flagella – within the cell – motor proteins * defense – antibodies, complement proteins Proteins are Polymers * amino acids are connected in linear polymers of a specific sequence * 20 genetically encoded amino acid monomers to pick from * string of amino acids (AAs) = peptide or polypeptide polypeptide folded and coiled into a specific conformation = protein * sometimes 2 or more peptide chains (subunits) combine to form mature, functional protein Amino Acid Structure AAs are ionized under physiological conditions ionization increases solubililty, facilitates interactions with each other and other solutes, increases reactivity (zwitterions) 7 non-ionized ionized R group unique to each AA oxygens tend to pull electrons away, making it easy to lose proton gains a proton Amino Acid Side Chains – R Groups: * nonpolar – hydrophobic R groups no charged or electronegative atoms to form H bonds * insoluble in water * R groups bury themselves with the peptide chain to ‘hide’ from water * polar side chains – soluble in water * uncharged – but partial charges can form H-bonds * charged – gr oups containing acids or bases – highly soluble in water AA are linked together by covalent peptide bonds: carbon from carboxyl group is linked to N terminus of amino group. R groups and central C’s do not participate in the bond. Condensation Reaction – making the chain Hydrolysis – breaking the chain Polypeptide chain: side chains extend from peptide-bonded backbone * chain is flexible – can rotate at single bonds on either side of peptide bonds * so side chains are not all projecting to one side! * chains can be from 2-3 to thousands of AAs in length * backbone is directional, convention is to number AA ‘residues’ starting at N terminus this is the primary sequence Sickle Cell Anemia – disease in which red blood cells are abnormally shaped. Caused by single point mutation which results in substitution of single amino acid in one chain of hemoglobin protein Protein Structure:Primary Structure – unique sequence of amino acids Secondary Structure – Folding into elements of structure, hydrogen bonding between amino acids(R groups not involved). 2 shapes: alpha helix and beta pleated sheet(parallel and antiparallel). * learn more Tertiary Structure- interactions of elements of secondary structure forming a global fold, folded into these unique shapes by ionic bonds (electrostatic),hydrogen bonds, disulphide bridges, hydrophobic interaction, van der waals – dipole-dipole(all non-covalent except for S-S). Order of amino acids determines final shape.Maintain globular shape even if very weak. Quaternary Structure – more than one polypeptide chain put together to form the final functional protein, linked by covalent and non-covalent interactions. Protein Domain – segment of polypeptide that forms a compact, stable and independently folding structure. Often the building blocks for larger, more complex proteins. Disulfide bonds * covalent stabilization of protein structure found i n secreted proteins (destined for a more hostile extracellular environment) * formed in ER (oxidizing environment)Once folded, do proteins ever unfold? changes in physical or chemical conditions (pH, salt concentration, temperature) disruption of H-bonds, ionic bonds, disulfide bridges, etc that maintain the protein’s shape protein ‘denatures’ or unfolds Possible to renature Do proteins ever fold incorrectly? any mutation that leads to a missing or incorrect amino acid can lead to incorrectly folded protein WHY 32 Possible outcomes: mutation – leads to incorrectly folded protein * protein never functions properly loss of function protein folds properly at first but unfolds under certain conditions eventually loss of function * protein misfolds AND is deposited in insoluble aggregates within cell * loss of function and disruption of other aspects of cell activity * many human diseases now known to be associated with misfolded proteins . Alzheimers, cystic f ibrosis, type II diabetes, retinitis pigmentosa, Parkinsons, Creutzfeldt-Jakob, some cancers *read about catalysts and enzymes in Janelle’s notes, page 8-9 Nucleic Acids: Information Polymers * deoxy ribo nucleic acid (DNA) sequence of subunits in DNA polymer directs RNA synthesis * ribo nucleic acid (RNA) * RNA directs ordering of AAs in a peptide chain * information stored as DNA sequences enables living organisms to pass on hereditary information * also allows each cell to pass on hereditary information to the next generation of cells Monomers of Nucleic Acids: Deoxyribo nucleotides – phosphate + deoxyribose + nitrogenous base(A,C, G, or T) Ribo nucleotides – phosphate + ribose + base (A,C,G, or U) Nucleic acids are linear (unbranched) polymers of nucleotides * each nucleotide consists of three parts: * a nitrogenous base a (5-carbon) pentose sugar * a phosphate group Purines = A&GPyramidines= C,T and U * Ribose + base = nucleoside * Ribose + base + phosphate = nucleotide Functions of Nucleotides * monomeric units of RNA and DNA * important signal molecules within cells * cyclic adenosine monophosphate (cAMP) * important agents in energy transfer reactions * cleave off phosphate group to release stored energy * act as coenzymes – organic non-protein molecules required for enzyme function * usually adenine-containing nucleotides combined with B vitamins 8 condensation reaction 5’ end – beginning of chain. Chains always built 5’ 3’.Look at above example phosphate group is 5’ 3’ end – where new bases can be added Polymerization rxn’s are endergonic: * making phosphodiester bonds requires energy * energy comes from addition of 2 phosphate groups. * Activated nucleotides = nucleotide triphophates The most famous phosphorylated nucleotide †¦ adenosine triphosphate = ATP 11 adenine 4’ 5’ 5 6 1 2 3 9 4 8 7 1’ 3’ 2’ O P CH2 O O O– P O O O– P O –O O– OH OH O NH2 N N N N ribose adenine + ribose (= adenosine) Secondary Structure of DNA: two strands of DNA align in ‘antiparallel’ arrangement with bases facing inwards. H-bonds form between bases. P P P P P P P P C C G G AA T T P O O O O O O O O O O O C G OH P Note: 3 H-bonds between C and G, 2 between A and T. Only space in the sugar phosphate backbone is for Pyramidine and Purine to bond together. Features of DNA Double Helix * stabilized by H-bonds between complementary bases and hydrophobic interactions between bases * entire molecule water-soluble because charged phosphates backbone face outward * major and minor grooves are significant in regulation of gene transcription Higher Order DNA Structure: DNA molecules can adopt higher order structure – Allows for compact packaging and strict regulation of gene expression RNA vs DNA like DNA: sugar-phosphate backbone covalently linked by phosphodiester bonds * 4 different bases unl ike DNA: * uracil (U) instead of thymine (T) * pairing is A-U, C-G * sugar is ribose instead of deoxyribose * hydroxyl group makes ribose much more reactive * RNA is much less stable than DNA Secondary Structure of RNA: like DNA: * H-bonds form between complementary base pairs unlike DNA: * most of the time, this base-pairing is between bases on the same strand * leads to formation of ‘stem and loop’ structures with single-stranded regions and double-stranded antiparallel regions * H-bonding is spontaneous, stabilizes the molecule final molecule is single-stranded * Complex folds can result in some RNA having catalytic activity Carbohydrates * Group of molecules that contain carbon, hydrogen and oxygen in a 1:2:1 ratio: (CH2O)n Only monomers are in this ratio, oligomers you lose water * Monomer=monosaccharide * Dimer=disaccharide * Trimer=trisaccharide/oligosaccharide Types: 1. Monosaccharides – simple sugars 2. Oligosaccharides – small chains (oligo=few) * Attached to proteins – glycoproteins * Attached to lipids – glycolipids 3. Polysaccharides – very long sugar chains Typical Structural Features of Sugar Monomers: carbonyl group (either ketone or aldehyde) * lots of -OH groups * vary in length of carbon skeleton (C3, C5, C6, †¦) – triose, pentose, hexose * isomeric forms (glucose, fructose, galactose) * identical chemical groups arranged differently * monosaccharides often form rings in solution Isomers – same atoms, different arrangements structural isomer – identical groups but bonded to different carbons stereo (optical) isomer – identical groups bonded to same carbons but in different orientations sixteen different hexose structures possible, all with formula C6H12O6 C OH C OH OH H C OH H HO C H C O H C OH H H C OH H C OH H C OH H HO C H H C OH H structural isomer stereo- isomer H C C O HO C H H C OH H C OH H HO C H H C OH H fructose glucose galactose *arrangement of hydrox yl groups make a big difference in biological function Disaccharide – 2 sugar monomer: * glucose + fructose = sucrose(table sugar) * glucose + lactose = lactose * glucose + glucose = maltose Formation of disaccharides by condensation reactions. monomers are linked when C1 of one monosaccharide binds to a C on another – often C4 geometry of bond different depending on hether OH group of C1 is in ? or ? position which C of other sugar is involved in linkage 7 C1, ? C4 ?-glucose ?-glucose maltose, ? -1,4 glycosidic bond ?-galactose ?-glucose lactose, ? -1,4 glycosidic bond (glucose has flipped over) C1, ? C4 Polymerization to build Polysaccharides starch both are storage forms for energy starch – plants; glycogen – animals both consist of ? -glucose monomers linked by ? -1,4 bonds both coil into a helix (due to geometry of linkages) starch is mixture of unbranched amylose and branched amylopectin glycogen is highly branched lycogen Structural Polysaccharide in Plants: Cellulose 9 polymer of ? -glucose, joined by ? -1,4 linkages each glucose is flipped relative to adjacent ones allows for H-bonding between adjacent strands extremely stable most abundant organic molecule on earth parallel strands joined by H-bonds Structural Polysaccharide in Animals: Chitin a component of cell walls of fungi, exoskeletons of arthropods (insects, crustaceans), radulas of molluscs, beaks of cephalopods second most abundant organic molecule on earth like cellulose, joined by ? 1,4 linkages but rather than glucose, monomer is N-acetylglucosamine like cellulose, also strengthened by H-bonding btw strands 10 Structural Polysaccharide in Bacteria: Peptidoglycan component of bacterial cell walls the most complex CHO so far! two different alternating monomers linked by ? -1,4 bonds chain of amino acids attached to one of the sugars – peptide bonds instead of H-bonds (stronger) Significance of how monosaccharides are linked: * ? -1-4 linkages of starch and glycogen readily hydrolyzed * ? 1-4 linkages in structural polysaccharides very resistant to enzymatic degradation For example: enzymes that digest cellulose (cellulase) produced only by certain classes of bacteria, fungi and protozoa Difference between glycosidic bonds from peptide and phosphodiester bonds: in common: * condensation reactions different: * peptide and phosphodiester bonds always occur at the same position within their monomers * each sugar monomer has several hydroxyl groups, and geometry of glycosidic bonds is highly variable Functions of Carbohydrates: Structural: * cellulose, chitin and peptidoglycanCell-cell recognition: * membrane proteins covalently bonded to oligosaccharides Energy Storage * ? -1,4 –linkages of starch and glycogen are readily hydrolyzed to release stored energy Lipids * group of carbon-containing compounds that are largely non-polar / hydrophobic * significant proportion of a given lipid molecule is hydrocarbon * the only macromolecul e that is not a polymer major groups of lipids in cells: * fats / oils – energy storage * sterols * cholesterol – membrane component * steroids – hormones * * Phospholipids * major component of biological membranesFats (Triacylglycerols, Triglycerides) * form that fat is stores in apidose tissie * glycerol with 3 fatty acids attached * the link between glycerol and fatty acid = ester bond: condenstation rxn (liberates water) * hydrophobic * fatty acid(carboxylic acid with long hydrocarbon tail) Saturated Fatty Acid – have maximum number of hydrogen atoms on each atom; straight and flexible because of only single bonds Unsaturated Fatty Acid – contain at least 1 double bond. The double bond is rigid and creates a kink in the chain. The rest of the chain however is free to rotate about C-C bonds.Cis – H on the same side of double bond; don’t solidify easily Trans – H on the opposite side of the double bond. Hydrogenation – making a fat saturated/more solid at room temperature to improve shelf life therefore less healthy. Sterols – group of steroids based on cholesterol(important component of cell membrane) Phospholipids : * 1 glycerol, 2 fatty acids, 1 phosphate group(polar head group) * Amphipathic = hydrophilic and hydrophilic regions – their most important feature with respect to biology Micelles – sphere with hydrophobic tails ‘hiding’ in centre . Can only occur with relatively short tails Lipid Bilayer:Universal Structure for all Biological Membranes composition varies with: type of organism (prokaryote vs animal vs plant vs †¦) type of cell within organism (muscle, liver, sperm, egg, †¦) type of membrane within cell (plasma membrane, Golgi, ER) inner versus outer layer different patches or ‘domains’ within a particular membrane Fig 11-4 two closely apposed sheets of lipids, studded with proteins lipids serve as permeability barrier protei ns perform most of the functions carbohydrates (sugars) attached to protein and lipids in a non-random manner *all membrane lipids are amphipathic Lipid bilayers form spontaneously: hydrophobic molecules would exclude water, clustering together to minimize energy cost of organizing water molecules * form large droplets or surface film * amphipathic molecules are subject to conflicting forces * solved by formation of bilayer * energetically most favourable stable, spontaneous * lipid bilayers are †¦ * closed – no free edges * self-sealing * important feature for cell fusion, budding, locomotion Fluid Mosaic Model * The plasma membrane is described to be fluid because of its hydrophobic integral components such as lipids and membrane proteins that move laterally or sideways throughout the membrane.That means the membrane is not solid, but more like a ‘fluid'. * phospholipids are constantly moving spinning in place; travelling laterally within ‘leaflet’ * phospholipids are occasionally ‘flipped’ to the opposite leaflet during membrane synthesis but they rarely ‘flop’ back * even proteins cruise slowly through the membrane! Membrane fluidity – how easily lipid molecules move within a membrane leaflet Alignment of phospholipid tails * tightly packed tails membrane more viscous, less fluid * freely moving tails higher fluidity What aspects of phospholipid composition influence this? length of fatty acids * from 14-24 carbons, 18-20 carbons most common * degree of saturation of fatty acids # double bonds * typically one saturated fatty acid and one with one or more double bonds Cholesterol: * under physiological conditions, cholesterol makes membrane stiffer – less fluid * cholesterol can make up to 50% of plasma membrane lipid in some animal cells Regulation of Membrane Fluidity: – fluid state must be maintained for normal cell function strategies for maintaining membrane fluidity: * chang e composition of membranes * alter phospholipids desaturate fatty acids (to deal with cold) eg cold water vs warm water fish * change length of FA chains (yeast, bacteria) * adjust amounts of cholesterol (animals) these mechanisms have been demonstrated in: * pond fish dealing with dramatic day / night temp differences * cold-resistant plants * extremophile bacteria living in hot springs * winter wheat preparing for autumn ^ polyunsaturated FAs * sperm reduce their cholesterol just before fertilization †¦ Functions of Lipids: * storage of chemical energy * signal molecules * vitamins * wax coating on leaves * biological membranes

Endangered Language essays

Endangered Language essays Ingrian, one of the languages of Russia, is an endangered language. When a language is classified as "endangered" it means that the language is in danger of extinction. Languages become extinct for a variety of reasons, but the most typical one is that it is no longer spoken by a majority of people in a culture or nation. Because of this its value is undermined, it is seldom taught to subsequent generations, and it eventually dies out with the few remaining individuals who can speak it. Ingrian is such a language. Ingrian is one of the smaller Finnic languages Ingria is located at the westernmost part of Russia, on the south beach of Finnish Gold of Baltic Sear, near Saint Petersburg (Agranat 2002). While a culture known as the Votes inhabited the region that is Ingria before Ingrians, with the arrival of the Ingrians in the sixteenth century. After the peace treaties of Stolbovo and Karde, Finnish peasants moved to north and central Ingria. Because of this there are Ingrians and Ingrian Finns, but both call their common language suomen kieli (inkerin)" or Ingrian, (The Ingrians 2004, 1). There are statistics on Ingrians from the mid-19th century to contemporary times. According to census records, in 1848 there were 76,069 Ingrians in Ingria but this number declined to 16,239 by 1979, (The Ingrians 2003). Of this small number of Ingrians remaining in Ingria, only 51.9% spoke Ingrian (The Ingrians 2004). However, according to a 1989 Census conducted by Ethnologue, only 302 of the 10,000-15,000 Ingrians remaining are fluent in Ingrian, (Ingrian 2003). One of the biggest reasons for the decline of Ingrians and their language is their persecution and dispersion by the Russians. Because of the location of Ingria on the Russian-Swedish border, by the early 1900s Ingria was claimed to be historically a part of Russia. As such, the Ingrians living in Ingria at t...

Tips For Dealing with a Bad Boss

Tips For Dealing with a Bad Boss Jill Jacinto, HuffPo’s â€Å"Millennial Expert† has some suggestions for handling outrageous boss requests that cross the line from demanding to ridiculous. It’s harder than it sounds! At my first editorial assistant job out of college, they hired an executive who didn’t understand that my job was supporting the whole department- he was used to having a personal secretary and didn’t realize that I was not there to manage his calendar or handle his lunch order. But I couldn’t just say â€Å"sorry, you’re out of luck.† I had to deftly navigate the intersection of the professional and the political- and you can do it too!Say Yes, then Ask QuestionsAccording to Robert Hosking, the Executive Director of OfficeTeam who spoke with Jacinto, it’s better to try to be helpful instead of pointing to your job description and shrugging. If it’s something way outside of your typical roster of tasks, it’s probably worth ask ing your boss after the task is done if you can clarify their expectations and priorities for your workflow.If you’re at the bottom of the office hierarchy, it’s possible they’ll just add â€Å"gofer† to the list, but at least you’ll have directed their attention back to the job you were hired to do. You can also go to HR and ask them to mediate a discussion, particularly if you feel you’re being taken advantage of.Stay Away from NegativityRoy Cohen, author of The Wall Street Professional’s Survival Guide, suggests an anti-â€Å"Just Say No† response. If you refuse to go above and beyond, someone else probably will, and you’ll start to get a reputation as a non-starter.If you decide you do need to turn down an ask, try responses that show you’re capable of compromising and also fully loaded with to-dos, like â€Å"I’m just now finishing up a project on deadline- if this request needs to come first, I can s et it aside, just let me know if I should rearrange.† or â€Å"Is it possible to tackle this first thing in the morning? I can come in as early as you need me, but I have a prior commitment tonight†Politely Ask for ClarificationWith a boss who seems inclined to just keep piling on the demands, or worse, micromanaging how you fulfill them, sometimes it’s helpful to turn into the skid and ask for more clarification.Try questions like, â€Å"And would you like me to do X? How should I approach Y? Can you take a look at this and tell me if I’m on the right track?† This serves a dual purpose- it lets them weigh in at every step so you don’t waste your time on something they’ll ask you to re-do, and it makes you enough of a pain that they may micromanage less.When Requests Become UnreasonableWhenever I’m trying to decide if a request is reasonable or not, I try to mentally review the give-and-take dynamics in the office as a whole. If I’m in a company where the culture is to pitch in, I try to go with the flow a little more. If everyone else pretty much sticks to their lane and I suspect I’m being tapped as the youngest, or as a woman, or as most likely to be accommodating against my own self-interest, I might try to propose a compromise rather than just saying yes.I spent some time at a very small nonprofit with a boss who was, to say it politely, very hands-on. I’d been responsible for compiling a video slideshow for our annual benefit, which was only a few days away, and the video editor we’d hired was late turning around a final cut. My boss insisted I make the trek to the editor’s apartment after work and deliver the DVD to her apartment, which meant staying late at the office and walking over to get it in the pouring rain, then taking an express bus uptown and arriving home close to 11.I was wet, cold, and miserable by the time I had the DVD in my hand. To make matters wo rse, my boss wasn’t picking up the phone to confirm I should drop it off that night, so I finally gave up and went home.My boss was leaving me furious messages by the time I got back to my apartment–despite the fact that she’d been unreachable. She told me I should have gone to another coworker’s apartment to view it–she didn’t even trust me to watch a 15 minute video! I quit about a month later. If it have been a larger office, or I had been older than 22, I would have tried some of the other strategies before I gave up–but sometimes unrelenting inappropriate requests are a sign that you’re working in the wrong office.

Personal Finance Essay Example | Topics and Well Written Essays - 500 words

Personal Finance - Essay Example Lastly, the article concludes by not letting our emotions rule our financial decisions. As he puts it, â€Å"We commit those (financial) mistakes for several reasons: ignorance, fear, ego, a desire for immediate gratification.† This article is very crucial in fully understanding the rationale of studying personal finance. Throughout the course of an individual’s life, his decisions, no matter how big or small irrefutably affect his financial status. Being able to know the most common mistakes that he cannot afford to make provides him a guideline on how to maximize his financial resources. Since most of us spend money based on our emotions, it is also important to recognize that financial decisions should always be rational rather than emotionally. Lastly, the article makes a good point in stressing the importance of sacrificing current consumption for future financial benefits. Bertolucci’s Protecting Your PC Needen’t Cost a Bundle is an eye opener by providing practical guidelines on ensuring that each PC is safe from spyware, viruses, and other malware. According to the article, PC protection does not necessarily become a financial burden by investing on a whole software suite. PCs running on Windows and Vista typically require only three lines of defense: a firewall; an antispyware; and antivirus software. A homeowner with only one computer can download a two-way firewall at www.zonealarm.com while free spyware is distributed Windows Defender. Antivirus software is not free but cheap alternatives are Symantec Norton Antivirus which costs $40 or Norton Internet Security which can be purchased for $70. This article is very helpful considering that most of complicacies of data processing are made efficient by PCs. However, a typical consumer often lacks the knowledge of identifying what he really needs to protect his PC and ends up buying software suite which is very costly. It is irrefutable that investing on these high-priced

Lab report Essay Example | Topics and Well Written Essays - 1000 words - 2

Lab report - Essay Example Understanding of soil is an essential area of study in civil engineering. It is critically important to carry out the analysis of soil prior to initiate any construction. The analysis of soil yields soil related various important factors that include the interaction of soil with the structure over a time through various weather conditions, types of structure soil can support etc. The analysis of soil composition reveals that there are three types of soil namely cohesion less, cohesive, and organic soils. In cohesion less soil the soil particles remain apart from each other. The example of such soil is sand, gravel and silt. Cohesive soils consist of very tiny particles that have characteristic to stick together in presence of water due to attractive forces present among them. Clay is an example of such soil2. Organic soils have spongy, compressible and crumbly nature and because of because of its unstable nature are strongly undesirable for any scale of construction. Depending of the soil various layers depth, all three types are further divided into various sub-categories and construction is carried out while considering these sub-layers i.e. shallow foundations is located in the first layer below the structure, followed by the individual footing (sub plate) between boundary layers, and uprooting sub paneling that sometimes used extreme environments (tundra )1. As enlarge footing size will increase the area of contact (area = B2), hence it increase the allowable bearing capacity qa of soil. By evaluating all these variables, the column load can be calculated which will be equal to the load on footing. As soil degradation also affect the footing hence the effect is indirectly transfer to columns and hence to the whole construction. In this experiment a specimen of soil with known % of water by weight has been prepared. The mass of sample is determined using an analytical balance

Strategic Management Essay Example | Topics and Well Written Essays - 3500 words - 3

Strategic Management - Essay Example This assists various firms to get by its complexity thus competing with a variety of factors that influence the operation of business in a specific area. The marketing system of a company must operate within the framework of forces that are made up of the system’s environment. The core environmental forces are external variables, which are not easily manipulated by the board of directors of the organization. Adequate planning must be put in place in order to make sure that the business environment is suitable enough and ready to put the firm or rather organization to the excellent position in the market region. In case a business structure is not well conversant of the environment in which it operates, then it will definitely face challenges that arises from the increasing complexity of the environment within the parameter of operation. The simplest and best method to conduct the analysis of the complex environment in which a business operates is through the PEST analysis concept that simply analyses the elements of Political, Economic, Socio-cultural and Technological factors that causes impact to the organization. The extern al environment entails variables of opportunities and threats that the top management within the organization cannot control within the short-run. This concept involves monitoring and evaluation of information from external and internal sources. This is always done in order to know the position of the organization within its environment of operation. Through this, an organization will know whether it has a competitive advantage or it is on the position that is not favourable. Through this process, the organization will face challenges arising from the complexity of the environment of operation. The concept of understanding the management strategy and effectiveness of an organization is not that easy since it

Combining quantitative and qualitative methods

Combining quantitative and qualitative methods For many years qualitative and quantitative methods of research were seen as two distinct methods which could not be combined due to their differences. However, the combination of quantitative and qualitative methods has become widely advocated by researchers due to its pragmatism; as Douglas puts it: Since all research methods have costs and benefits, and since they differ greatly in their particular costs and benefits, a researcher generally finds it best to use some combination or mixture of methods. (1976:30) However, it is an imperative for any researcher to take into consideration the technicalities and complexities of combining research methods. This essay will argue that it is possible to combine quantitative and qualitative methods; furthermore, it is desirable. It is often said that two opposites usually attract and there is no divergence in this instance, even though it is said that the only similarities these two methodological positions share are many of the same characters in their names. This essay will begin by briefly explaining the two methods. It will secondly highlight the embedded methods argument and criticise it in order to justify the desirability of combining the two methods. This essay then aims to to dispel the common argument that combining the two methods is not desirable due to many researchers not having the relavent expertise. This essay will then analyse the purist criticisms of combining quantitative and qualitative methods before it presents the pragmatist p osition which highlights the desirability of combining qualitative and quantitative methods. This essay then argues that triangulation shows that it is both possible and desirable to combine the two methods, due to it contributing to the completeness and conformation of research. In conclusion this essay will argue that it is both desirable and possible to combine quantitative and qualitative methods and that mixed methods research has nearly won the paradigm wars due to its substance. Quantitative research methods tend to be ontologically foundationalist in that both natural and social phenomena are assumed to have an existence that is independent of the activities of the human observer (Blaikie, 2007: 13). Therefore, they believe in objectivity in research being possible. Research of this sort is usually epistemologically positivist, in that they believe that social science is analogous to the natural sciences. They look for causal explanations through the use of scientific laws in order to explain social phenomena thus developing explanatory, and indeed predictive, models. (Marsh and Furlong, 2002: 20). Examples of quantitative data are questionnaires, structured interviews and statistical analysis of official data. Whereas qualitative research methods tend to be ontologically anti-foundationalist in that what we regard as the external world is just appearances and has no independent existence apart from our thoughts (2007: 13). Therefore, the world is socially or discursively constructed and as a result objectivity in research is not possible. They usual encompass a non-positivist epistemology such as the interpretist tradition in which these researchers are concerned with understanding, not explanation, focuses on the meaning that actions have for agentsand offers their results as one interpretation of the relationship between the social phenomena studied. (2002: 21) Qualitative research usually works with smaller amounts of data unlike quantitative research. Some variants of qualitative research are focus groups, case studies and unstructured interviews. One of the main criticisms of combining qualitative and quantitative methods lies with the embedded methods argument that is posed by researchers who take a purist stance. They argue that quantitative and qualitative methods cannot be combined as this will compromise ones ontological and epistemological position. According to Marsh and Furlong your ontological and epistemological positions are like a skin not a sweater (2002: 17). Therefore, researchers cannot interchange between their adopted positions for different research projects as they reflect fundamental different approaches to what social science is and how we do it (2002: 21). They argue that the researchers ontological and epistemological positions affect all aspects of ones research. So for example, if one is ontologically foundationalist they cannot also argue people are able to socially construct certain aspects of life, such as gender. Or if you are epistemologically interpritivist you cannot use the natural sciences a s a precursor in the study of the social sciences. As shown above there certainly are differences amongst the two methods; however, does this mean it is undesirable to combine the two? It is very important for researchers to take into account their ontological and epistemological positions (as shown above they play an important role within research), although, researchers should not treat their ontological and epistemological positions as the most fundamental aspect for research. Combining the two methods is desirable, as one must not be overwhelmed by the higher philosophical debate, as many researchers have been in the past, because this makes you forget that as a researcher undertaking a project you wish to undertake the best research possible and in order to do this you must understand that each method has a very crucial role to play in furthering our grasp and knowledge of the research question. Therefore one must understand that Qualitative and quantitative research makes up a false dichotomy There are many right ways to approa ch research, not only one right way. (Newman et al cited in Teddie and Tashakkori, 2009:28) Therefore, this idea that the different research methods have fixed epistemological and ontological positions that cannot be compromised is very hard to sustain. It is hard to sustain because, as critical realists argue, one can see the world as being both ontologically foundationalist and anti-foundationalist, in that you could believe that the world exists and is independent to a certain extent as the knowledge about it is socially constructed. Also, epistemologically, yes it is important to take into account your epistemological stance; however, there are certain instances when it is necessary to look at the research question from a positivist stance and other instances when the research should be interpretivist. As Howe illustrates through the use of Kaplans story, were a drunken man searches under a lamp for his, which he had dropped a fair distance away. When asked why he was looking there and not where he dropped it, he said that the reason was because it was lighter where he was looking. Howe then argues that The incompatibility thesis, like the drunkards search, permits the lights to determine what is to be looked for and where. But why should paradigms determine the kind of work one may do with inquiry any more than the amount of illumination should determine where one may conduct a search? (Howe, 1988: 13). Whilst considering whether or not it is possible and desirable to combine quantitative and qualitative research, one has come across a common argument in many articles and books. This being, that many researchers, do not have the skills and training to carry out both quantitative and qualitative research (Bryman, 2008: 624). However, in my opinion this is understandable but ludicrous. Due to researchers in the past taking the position of either/or it is understandable that not all researchers have the necessary training to conduct such research, however, this is no excuse and it is time to take a more both-and perspective. It is almost like saying a goalkeeper that has learnt to save the ball on his left hand should not try and learn to use both hands even if it will improve his goalkeeping skills as this is how he has learnt to play. Therefore, this should not be used as an excuse, moreover, it should be more of an encouragement to overcome this challenge because as pragmatists argu e, as a researcher if you believe in this papers argument that combining the two methods are both desirable and possible then you as a researcher must strive to do whatever you can to produce the best possible research you can. Purists tend to emphasise the ontological, epistemological, and axiological (the role of values in inquiry) differences. This incompatibility thesis is well stated by Smith, who says: One approach takes a subject-object position on the relationship to subject matter; the other takes a subject-subject position. One separates facts and values, while the other sees them as inextricably mixed. One searches for laws, and the other seeks understanding. These positions do not seem compatible. (1983: 12) Therefore, according to these theorists it is neither possible nor desirable to combine qualitative and quantitative methods as you would only be dooming your research for failure due to the inherent differences between the methods. However, other researchers which come from a pragmatist background argue that this is not the case and the differences are exaggerated and overdrawn. Rather than being wed to a particular theoretical style and its most compatible method, one might instead combine methods that would encourage or even require integration of different theoretical perspectives to interpret the data. (Brewer Hunter, 1989: 74) Pragmatism thus is thus is the belief in the ability to combine qualitative and quantitative methods without compromising your ontological and epistemological positions. Johnson and Onwuegbuzie define the main characteristics of pragmatism as follows. It recognises the existence of this real world that positivists talk about but it also recognises this world which relies on socially and discursively constructed phenomena. For example, take gender again, it argues that yes gender does exist in that there are men and there are women, however, through discourse we have constructed gender in that we have attached further meaning to them (men are not meant to cry but instead should act manly, whilst women should be emotional and weak). It views knowledge as being both constructed and based on the reality of the world we experience and live in. It views theories instrumentally. It endorses empiricism as the way to find out what works. It endorses eclecticism and pluralism in that one can f ind different and conflicting perspectives useful to enhance ones understanding of people and the world. Also, current truth, meaning and knowledge are changing over time, therefore, one should treat research as only provisional truth at it could change in a matter of time (2004: 18). This is a very realistic way of overcoming many of the criticisms of purists when combining methods even though it has some criticism itself. When put under the microscope it has been deemed to be very practical. This pragmatist position has highlighted the desirability of combining qualitative and quantitative methods by unravelling the purist incompatibility thesis through the rejection of the historical dualisms commonly associated with these methods; and this essay will go on to proving that it is also possible to combine these methods. One way in which researchers can successfully combine qualitative and quantitative methods is through triangulation. Even though there are many methods of combining qualitative and quantitative methods, such as, completeness, offset, process. This essay will focus on triangulation due to the space and time limitations. The early use of the term triangulation was not found in social science but instead, navigation and surveying. This term was used to describe when different bearings are taken, in order to be lead to a specific physical location, however, the second bearing here was not used to check the first bearing but instead they work together in order to indentify that specific location(Brannen, 2005:12). Denzin distinguished between the triangulation within methods and the triangulation between methods. Although, this essay will concentrate on the triangulation between methods, it is important to note that the triangulation within methods is desirable if need be, however, it doe s not solve any of the fundamental problems inherited by single method research. The methodological triangulation of Denzin(1978) refers to the combination of multiple methods [as] no method alone can adequately treat all problems of discovery and testing.'(Mouton and Marais, 1996: 2006). Johnson and Onwuegbuzie take the term to mean, seeking convergence and corroboration of results from different methods and designs studying the same phenomenon (2004: 22). For Jick it is largely a vehicle for cross validation when two or more distinct methods are found to be congruent and yield comparable data. (1979: 602). It is already clear that the term triangulation has a plurality of meanings varying from researcher to researcher. However, the core principles of triangulation aim to increase the validity of studies, by overcoming the inherent biases and limitations of either of the methods through using two or more methods which lead to the same findings. Therefore, if someone was conducting a study to investigate the link between age and who you vote for, they should not only look at the statistics but also question people on why they voted the way they have, because there could be reasons such as tactical voting, were for example someone only voted Labour because they did not want the Conservatives to get elected and if the situation was different they would have ideally voted for the Liberal Democrats. The use of the two different methods can help you falsify and understand your results in much more depth than you would by just using the one method. Jick (1979) conducted a study of anxiety and job insecurity of employees during a merger. This study used data from, co-worker observations, interviews, questionnaires and company archival records. The use of the different sources of data allowed Jick to see different perspectives on the situations effects on the employees. Jick had also found that when the use of the different methods did not corroborate each other it led to him seeking explanations for divergent results [and as a result], the researcher may uncover unexpected results or unseen contextual factors (1979: 608). Jicks study shows that combining quantitative and qualitative methods through triangulation can lead to better research as an implication of the increased validity and sometimes vigour it contributes to the study in question. However, it is important to understand that the two methods should not be combined for the sake of it or just because a researcher believes that, more is good, as in many instances this is not the case. Therefore, researchers must make sure that they only combine research when the conditions are right. In conclusion, triangulation has not only shown that it is desirable to combine quantitative and qualitative methods, but it has also shown that it is possible to combine the two methods , due to it contributing to the completeness and conformation of research. One only has to look at the shifting of the so called paradigm wars (Oakley, 1999) in order to see that it is both possible and desirable to combine quantitative and qualitative methods. Since the beginning of this so called war the proponents of both quantitative and qualitative methods have criticised each others methods and defended their own. The lack of a clear winner was one of the main reasons the combination of the two methods became so popular in the past and now the mixed methods approach has become very popular. This essay has shown that it is both possible and desirable to combine the methods and The growing popularity of mixed methods research would seem to signal the end of the paradigm wars (2008: 625). Even though mixed method research has many difficulties and criticisms itself, I believe that its advantages outweigh its disadvantages by far, as it adds breadth and depth to the analysis of the research. As Mingers correctly points out, the attractiveness of multimeth od research, in terms of the richness and increased validity of the results, will work in its favour in the long run (2003: 246). Both this richness and validity talked about by many researchers such as Mingers, is a compelling argument for the combination of quantitative and qualitative research and this essay has shown that it is possible to combine the two methods through the use of triangulation. This essay began by briefly explaining the two methods. It then went on to highlight the embedded methods argument before criticising it for not being sustainable. This essay then dismissed the common argument that combining the two methods is not desirable due to many researchers not having the relevant expertise by arguing that due to the desirability and practicality of mixed methods approaches researcher should find a way to mix the two methods in order to undertake better research when necessary. This essay then analysed the purist criticisms of combining quantitative and qualitative methods before it presented the pragmatist position which highlighted the desirability of combining qualitative and quantitative methods. This essay then argued that triangulation shows that it is both possible and desirable to combine the two methods, due to it contributing to the completeness and conformation of research. This essay concluded by arguing that it is both desirable and possible to co mbine quantitative and qualitative methods and that mixed methods research has nearly won the paradigm wars. Bibliography Blaikie, Norman, (2007) Approaches to Social Enquiry, Polity Press: Cambridge Brewer, J., and Hunter, A, (1989) Multimethod research: A synthesis of styles, Sage: California. Bryman, Alan (2008) Social Research Methods, Oxford University Press: New York Creswell, J. W. (1995). Research Design: Qualitative and quantitative approaches. Sage: Thousand Oaks Douglas, Jack D. (1976) Investigative Social Research, Sage: Beverley Hills Denzin, N. K (1978) The research act: A theoretical introduction to sociological methods, McGraw-Hill: New York Greenberg, J. and R. Folger (1988) Controversial issues in social research methods. Springer-Verlag: New York Guba, G. and E. Lincoln, (1994) Competing Paradigms in qualitative research, In N. K. Denzin and Y. S. Lincoln (Eds) Handbook of Qualitative Research (p105-117), Sage: Thousand Oaks Howe, Kenneth R. (1988). Against the quantitative-qualitative incompatibility thesis (or dogmas die hard). Educational researcher, Vol. 17, p.10-16. 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