Crossing Over Lab Genetics Activity

Genetic diversity is a very important part of evolution. Without different genetics available in the gene pool, species would not be able to adapt to an ever-changing environment and evolve to survive as those changes happen. Statistically, there is no one in the world with your exact same combination of DNA (unless you are an identical twin). This makes you unique. There are several mechanisms that contribute to the large amounts of genetic diversity of humans, and all species, on Earth. Independent assortment of chromosomes during Metaphase I in Meiosis I and random fertilization (meaning, which gamete fuses with a mates gamete during fertilization is randomly selected) are two ways your genetics can be mixed during the formation of your gametes. This ensures that every gamete you produce is different from all of the other gametes you produce. Another way to increase genetic diversity within an individuals gametes is a process called crossing over. During Prophase I in Meiosis I, homologous pairs of chromosomes come together and may exchange genetic information. While this process is sometimes difficult for students to grasp and visualize, it is easy to model using common supplies found in pretty much every classroom or home. The following lab procedure and analysis questions can be used to help those struggling to grasp this idea. Materials 2 different colors of paperScissorsRulerGlue/Tape/Staples/Another attachment methodPencil/Pen/Other writing utensil Procedure Choose two different colors of paper and cut two strips out of each color that are 15 cm long and 3 cm wide. Each strip is a sister chromatid.Place the strips of the same color across each other so they both make an â€Å"X† shape. Secure them in place with glue, tape, staple, a brass fastener, or another method of attachment. You have now made two chromosomes (each â€Å"X† is a different chromosome).On the top â€Å"legs† of one of the chromosomes, write the capital letter â€Å"B† about 1 cm from the end on each of the sister chromatids.Measure 2 cm from your capital â€Å"B† and then write a capital â€Å"A† at that point on each of the sister chromatids of that chromosome.On the other colored chromosome on the top â€Å"legs†, write a lowercase â€Å"b† 1 cm from the end of each of the sister chromatids.Measure 2 cm from your lower case â€Å"b† and then write a lower case â€Å"a† at that point on each of the sister chromatids of that chromosome.Place one sister chromatid of one of the chromosomes over the sister chromatid over the other colored chromosome so that the letter â€Å"B† and â€Å"b† has crossed over. Be sure the â€Å"crossing over† occurs between your â€Å"A†s and â€Å"B†s.Carefully tear or cut the sister chromatids that have crossed over so that you have removed your letter â€Å"B† or â€Å"b† from those sister chromatids.Use tape, glue, staples, or another attachment method to â€Å"swap† the ends of the sister chromatids (so you now end up with a small part of the different colored chromosome attached to the original chromosome).Use your model and prior knowledge about crossing over and meiosis to answer the following questions. Analysis Questions What is â€Å"crossing over†?What is the purpose of â€Å"crossing over†?When is the only time crossing over can occur?What does each letter on your model represent?Write down what letter combinations were on each of the 4 sister chromatids before crossing over happened. How many total DIFFERENT combinations did you have?Write down what letter combinations were on each of the 4 sister chromatids before crossing over happened. How many total DIFFERENT combinations did you have?Compare your answers to number 5 and number 6. Which showed the most genetic diversity and why?

How Nursing Is Perceived Inside And Outside Of The Health...

The profession of nursing embodies values that are intrinsic in those who seek nursing as a career. The core values of honesty, dignity, integrity, and autonomy enable nurses to provide unparalleled healthcare in the most professional manner (Price Hall, 2013). It is through professional dress, demeanor, and dialect that character is outwardly reflected and recognized by those in which the nurse interacts. In order for nursing to remain the respected profession for which it has been recognized throughout history, it is the responsibility of nurses worldwide to maintain a professional image. As Bargagliotti (2014) stated, how nursing is perceived inside and outside of the health care system directly affects how successful nurses will be in coordinating patient care. Maintaining a professional attitude at all times ensures the public that the nurse will provide safe, precise, and exceptional healthcare. It is important to remember that contemporary professionalism is not a novel conce pt, but rather an essential component of healthcare that was introduced by the works of Florence Nightingale during the Victorian era (Bargagliotti 2014). Image is an important component of nursing and without a positive representation, society is hesitant to take nursing serious and less individuals will seek out nursing as a career. In order to protect the future of nursing, there are personal as well as professional strategies that can be utilized to improve professional image and ensureShow MoreRelatedThe Profession Of Nursing : Values Of Honesty, Dignity, Integrity, And Autonomy964 Words   |  4 PagesThe profession of nursing embodies values intrinsic in those who seek nursing as a career. The core values of honesty, dignity, integrity, and autonomy enable nurses to provide unparalleled health care in the most professional manner (Price Hall, 2013). Nurses throughout history have held the reputation as front runners of healthcare, and often, the faces of hope. A trusted relationship between patient and nurse developed throughout history by the nurse upholding a respected professional imageRead MoreResearch Paper: Historical Nursing1776 Words   |  7 Pagesï » ¿Historical Nursing Abstract In this paper, we are going to be looking at historical roles impacting the field of nursing. This will be accomplished by focusing on: how self-regulatory issues and social perceptions impacted career decisions. Once this occurs, is when we can show how these issues have led to changes and the improvement of professional standards. Introduction Over the decades, the field of nursing has been facing difficulty with receiving acceptance as a respectable occupationRead MoreGordon s Model Assessment For My Immediate Family Essay1847 Words   |  8 Pagesstress is having strong support systems through church, work, community, and extended family. One common major stressful family situation is constant flooding at their current home that results in frequent power outages and destruction of household valuables due to hurricanes and heavy rainstorms; this happens about two or three times a year. The family sees stress and children’s health and development as separate. Stress is more of an individual concern and children’s health and development is more ofRead MoreAnnotated Bibliography: Stress Management Essay3120 Words   |  13 PagesStress Management Throughout life stress is a common problem whether it’s at work, school or home. The many negative effects of stress in fact affect individuals differently varying from health issues to work performance. Therefore, all individuals have different views of stress and various ways of handling it or otherwise managing their stress. Stress is when any living thing feels endangered and its homeostasis is at risk (Varvogli Darviri, 2011, p. 74). Ways of dealing with stress are effortsRead MoreSocial Support And Effective Supervisor Nurse Relationships Essay2117 Words   |  9 Pagessupervisor-nurse relationships predict high organizational commitment and wellbeing and retention. Thus, the quality of workplace relationships, especially those with supervisors, plus perceived organizational and colleague support, are argued to anchor nurses to a particular hospital and support them to stay nursing. Workplace relationships also influence nurses’ engagement; import ant to healthcare managers because engagement captures emotional and intellectual involvement, producing nursesRead MoreThe Role Of Rubies Nursing And Nursing1941 Words   |  8 Pagesagents known as Rubies Nursing. In this role, I have cared for both moderate and highly mentally ill patients at the ageing facilities and in the hospital facilities. However, as a nurse it was vital that I applied the inside knowledge of the PPN in four words, namely; empathetic, obtaining informed consent, showing resilience, and providing continuity of care to all patients. There were many more challenges in my role that has not covered in my daily nursing position outside of the four areas mentionedRead MoreStereotypes: Black Men are Prono to Violence1705 Words   |  7 PagesPeople from black communities are undoubtedly overrepresented in the forensic mental health system, this anomaly is impacted heavily by the fact that the system seriously disadvantages black people within their remit ( Narco, 2007; Department of Health, 2003). African-Caribbean people are more likely to receive coercive forms of care, spend longer in hospital and experience greater rates of transfer to higher security facilities (NIMHE, 2003 cited in Vige, 2005). Figures show that, at each heightenedRead MoreSpirituality And Religion Beliefs Are Influencing The People Life Around The World2799 Words   |  12 Pagesreligious practice are determined the humans life in the way they conducted inside the society, how they dress, dietary restriction, health decision, birth and death ritual are some of the aspects that religions practice induced. The author studied the dominant religious groups as Christians, Islam and Hinduism. Particular attention to Baptist group inside the United States will discuss. Spiritual phenomena take relevance in the nursing practice, nurses should be aware the spirituality and religious beliefsRead MoreNursing Theory of Imogene King5964 Words   |  24 Pages|Introduction to Nursing Theories | |This page was last updated on  February 21, 2011 | |[pic] | |INTRODUCTION | |Each discipline has a unique focus for knowledge development that directs its inquiry | |and distinguishes it from other fields of studyRead MoreKatharine Kolcabas Theory of Comfort Essay4211 Words   |  17 Pages In the early part of the 20th century, comfort was the central goal of nursing and medicine. Comfort was the nurses first consideration. A good nurse made patients comfortable. In the early 1900s, textbooks emphasized the role of a health care provider in assuring emotional and physical comfort and in adjusting the patients environment. For example, in 1926, Harmer advocated that nursing care be concerned with providing an atmosphere of comfort. In the 1980s, a modern inquiry

The History of Establishment of Bank of Lebanon Free Essays

Following the downfall of the Ottoman Empire in September 1918, the Turkish Pound was replaced by a Sterling based Egyptian currency as legal tender in the states under the French and British mandate. The Egyptian Pound was issued by a private British institution, the National Bank of Egypt, and had been previously used by the British, since much of their supplies were from Egypt. After taking Lebanon and Syria under its mandate, the French government sought the substitution of the Egyptian currency in order to alleviate the burden on the French Government in covering its expenditures in Egyptian Pound, and to assert its independence from the British. We will write a custom essay sample on The History of Establishment of Bank of Lebanon or any similar topic only for you Order Now However, the use of the post war French Franc would have further exhausted the French Treasury. The alternative was to grant a commercial bank the exclusive right to issue a currency for the States under Mandate. The Banque de Syrie, a French company affiliate of the Ottoman bank, was established in 1919 with an initial capital of FF. 10 million, later increased to FF. 25.5 million. Of its 51 thousand shares, about 22% were owned by the Ottoman bank and 78% by French shareholders. 1924-1964: The Banque de Syrie et du Liban In January 1924, a convention was signed between the Banque de Syrie, and Lebanon and Syria as States under the French Mandate, following the constitution of their national government. As the political status of Lebanon evolved, the Banque de Syrie, which was to act as the official bank of the states under the French Mandate, was renamed the Banque de Syrie et du Liban (BSL). BSL was granted the following privileges by the 1924 Convention including: The sole right to issue the French-based-Lebanese-Syrian currency in Lebanon and Syria for 15 years, at FF. 20 to the pound. These could be redeemed at the main office in Paris or its branch in Marseilles. Special rights regarding securities pledged as loan guarantees The sole custody of government funds Preference for its services with local governments The issue of the Lebanese-Syrian currency were governed by the 1924 Convention and covered by: Gold and convertible foreign government bonds Mandatory French Franc interest earning deposits Other (optional) French Franc demand deposits Claims drawn on or guaranteed by the French government Two years before the expiry of the 1924 Convention, BSL’s privilege to note issue a Lebanese currency in Lebanon, separate from the Syrian currency, was extended for another 25 years by the 1937 Convention, ending in March 1964. The notes issued by BSL were no longer subject to a ceiling but were subject to an obligatory and optional coverage. They were of two series; one carrying the name â€Å"Lebanon† and the other â€Å"Syria†, but both could be used indiscriminately in either state. Although the currency was Lebanese in name, it remained a disguised French Franc, until 1941 when it was linked to the Sterling Pound after the defeat of France and the invasion of Lebanon by the allied forces. However, the coverage of the Lebanese Pounds issues was still in French Francs, which was constantly depreciating or devaluated. Lebanon was to collect any loss in the value of its assets in French Francs covering the issue of Lebanese notes by the Franco-British agreement of 1944. The corresponding burden on France and Lebanon’s will to achieve monetary independence, necessitated a dissociation between the Lebanese Pound and the French Franc. Following its independence in 1943, Lebanon concluded a monetary agreement with France in 1948 separating its national currency from the unstable French Franc, and asserted the independence of its monetary system by promulgating the Monetary Law of 1949.Concurrently, the distinction between the Issue Department and the Commercial Department was fully effected. In April 1963, a commercial bank, the Societe Nouvelle de la Banque de Syrie et du Liban s.a.l. was created to replace the Commercial Department, and in April 1964, the Issue Department was transformed into the Banque du Liban. Banque du Liban (BDL) was created by the Code of Money and Credit enacted by decree no. 13513 dated August 1, 1963. It started its effective operations on April 1, 1964. BDL is a legal entity of public law enjoying financial and administrative autonomy but is not subject to administrative regulations and supervisions applicable to the Public sector. Its initial capital was LL.15 million, an amount appropriated by the State. BDL is the sole custodian of public funds and is vested by law the exclusive privilege of issuing the national currency. BDL includes an administrative body and a managerial body, as well as other specialized entities. The Government Commissariat supervises it. As stipulated in article 70 of the Code of Money and Credit, the Banque du Liban (BDL) is mainly concerned with the safeguarding of the currency in order to ensure a basis for sustained social and economic growth. Its basic responsibilities specifically include: safeguarding the currency; maintaining economic stability; maintaining and safeguarding the soundness of the banking system; Developing the money and financial markets. To fulfill its major functions, BDL cooperates with the Government to ensure exchange rate stability, control liquidity, impose credit restrictions, and issue banking regulations. Cooperation with the Government involves coordination of fiscal and economic policy measures to ensure a certain harmony between its objectives and those of the Government, suggestions benefiting various economic variables to promote economic growth, and advice on issues regarding the Lebanese currency. Exchange rate stability entails the use of all measures BDL sees appropriate specifically intervention in the market to buy and sell foreign currencies. The control of liquidity involves changes in discount rates, loans granted to banks and financial institutions, intervention in the foreign exchange market, open market operations, imposition of reserve requirements on assets and/or liabilities as well as penalties for shortfalls in their formation, and/or the receipt of deposits from banks. It can also affect the volume of credit and the general credit situation by determining the volume of certain types of credits, credit granted for specific purposes, credit granted for specific sectors, and setting the terms and regulations of credits. BDL can issue regulations to ensure the soundness of the banking system. It can set, in consultation with the Lebanese Banks Association, regulations governing the relation of banks with their customers, and banks liquidity and capital adequacy. It has the power to regulate asset to liabilities ratios on all or selected banks to be met at a date specified by BDL. Banque du Liban (BDL), the central bank of the Republic of Lebanon, was created by virtue of Law No. 13513 dated August 1, 1963. Banque du Liban is a separate public legal entity – not a governmental department – and is vested with financial and administrative autonomy. The management of the BDL is undertaken by a Governor assisted by four Vice-Governors, all together constituting the Governorship of the BDL, as well as by a Central Board chaired by the Governor and composed of the Vice-Governors, the Director-General of the Ministry of Finance and the Director-General of the Ministry of Economy and Trade. The Banque du Liban is the sole custodian of public funds, supervises and regulates the banking system and is vested by law with the exclusive authority of issuing the national currency. The BDL†s primary role is to safeguard the currency and promote monetary stability, thereby creating a favorable environment for economic and social progress. The Banque du Liban also advises the Government on various economic and financial matters. In conducting its monetary management function, Banque du Liban utilizes a wide range of instruments, including reserve requirements on Lebanese Pound deposits with commercial banks, liquidity requirements on US Dollar deposits in commercial banks, Treasury Bill repurchase and swap agreements with commercial banks, as well as Lebanese Pound denominated certificates of deposits issued by the BDL. As a result of high inflation prior to 1992, the Lebanese economy became substantially dollarized. Since October 1992, monetary policy has been targeted at stabilizing the Lebanese Pound exchange rate and controlling the inflation rate and money growth. The return of confidence in monetary stability and the high returns on investment in LBP-denominated financial securities led to a significant decline of the dollarization of the economy and to a build up in foreign exchange reserves. The Banque du Liban is managed by the Governor who is assisted by four Vice-Governors, as well as by the Central Council. The Governor is the legal representative of the Banque du Liban, and has extensive authority on the management of the Bank. He is entrusted with the enforcement of the Code of Money and Credit, and the implementation of the Central Council’s resolutions. Upon the proposal of the Minister of Finance, the Governor is appointed by decree sanctioned by the Council of Ministers, for a renewable six- year term. After the consultation with the Governor and upon the proposal of the Minister of Finance, the Vice-Governors are appointed by decree sanctioned by the Council of Ministers for a renewable five-year term. They assist the Governor in managing the Bank, carrying out functions specified by the Governor. In addition, they assume their duties as members of the Central Council. The Central Council sets the monetary and credit policies of the Bank, including money supply, and discount and lending rates. It discusses and decides, among other things, on issues concerning the banking and financial sectors, the establishment of clearing houses, the issuing of currency and on loan requests by the public sector entities. The Council decides also on the rules and procedures that govern the staff and operations of the Bank, and on its annual budget and accounts. How to cite The History of Establishment of Bank of Lebanon, Essay examples

Cultural Diversity in Schools Essay Example For Students

Cultural Diversity in Schools Essay Cultural Diversity in Schools Essay EDCI 401 Name Here JANUARY 31,1997 Since early American history, schools, like society, have addressed cultural diversity in different ways. In the colonial days, some attempts to adjust to cultural differences were made in the New York colony, but the dominant American culture was the norm in the general public, as well as most of the schools. As America approached the nineteenth century, the need for a common culture was the basis for the educational forum. Formal public school instruction in cultural diversity was rare, and appreciation or celebration of minority or ethnic culture essentially was nonexistent in most schools. In the 1930s, the educators were in the progressive education movement, called for programs of cultural diversity that encouraged ethnic and minority students to study their heritages. This movement became popular in many schools until around 1950. Now, these days in education, the term multicultural education never escapes a teachers thoughts (Ryan, 26). What does the term multicultural education mean to you? I means different things to different people. For instance, to some minority communities, it means to foster pride and self-esteem among minority students, like the progressive movement in the 1930s. Another example would be in the white communitites, that multicultural programs are designed to cultivate an appreciation of various cultural, racial, and ethnic traditions. Cortes defines multicultural education by the process by which schools help prepare young people to live with greater understanding, cooperation, effectiveness, and dedication to equality in a multicultural nation and inerdependent world (Cortes, 16). When I observed at Madison Elementary in December, I expected the school would be multicultural in the sense of ethnic or racial backgrounds. Instead, I was very surprised to discover that the school was predominately white students, with only a handful of African American students in each classroom. I did find out that the Wheeling Island area was in very low status pertaining to income. Not only did over half of the students receive free or reduced lunch, but the students academic skills were below the national norm. I never realized what an effect of economic status can affect a students academic progress. Of course there are out lying factors, the parent involvement was at a minimum because most families consisted of only one care taker. To make ends meet the single parent had to spend most of his/her time working for money to buy clothes, food, and to keep their children healthy. Madison Elementary had made great strides to improve their efforts to better the students academic progress. The school had instilled different programs like A-Team, Pre-K classes, Reading Recovery, various health services, outreach to families, and many more to ensure that the students will succeed in their studies. The role of the teacher at Madison is to assist and guide the students through school with smooth transitions. This at times is impossible due to fact that some students in their classrooms have behavior disorders, not all of the students are on the same learning levels, and the teacher can only help the students at school, not at home. Sometimes the parents do not fulfill their responsibilities at home. The teacher must adjust to the students needs. When dealing with multicultural issues in he classroom, teachers must guard against perpetuating racial and ethnic stereotypes, which is often done subconsciously and indirectly by failing to use linguistic qualifiers such as some, many, and most when referring to cultural groups. There is much diversity within culture (Ryan, 27). Teachers must also keep in mind that the process of social development entails the successful interplay between an integrating function and differentiating function. It is critical that multicultural education programs foster both. The challenge is simple but significant: Can we create places of learning where students are no longer strangers to themselves or to one another? The answer is clear: We must (Tamura, 24-25). Some of the most important presidential elections Essay Students need to understand that they are participating in many different networks. They are involved in social networks, not just ethnic or racial ones; however, their cultural background and experiences may indeed have an impact upon the nature of their participation in these other networks. Students also need to understand they are also individuals with talents, skills, strengths, weaknesses, likes and dislikes (Ryan, 27). A goal for all students, American born or not, is to develop cross-cultural acceptance, to have them develop strategies to work through their own prejudices and to sustain their own dignity when they become the targets of prejudice. We as teachers must work very hard to teach children to sustain and protect our democratic way of life and .

Social Identity Theory and Realistic Group Conflict Theory Essay Example

Social Identity Theory and Realistic Group Conflict Theory Paper A group comprises two or more individuals, who interact with each other, share common goals, are interdependent and acknowledge their formation as a group. People join groups for several reasons. Amongst these reasons are, for interpersonal needs, support and commitment and group synergy. Interpersonal needs include ones desire for inclusion, where the individual is desirous of establishing an identity with others, which is often used as a way of self-verification. Individuals need affection and joining a group is an excellent way of establishing relationships and making friends. Another component of interpersonal needs, is a sense of control, where the individual wants to prove his/her abilities and being in a group serves as an outlet to demonstrate these abilities. Support and commitment is important to an individual, as he/she may want to undertake a project but finds that he/she would be far more motivated, if working in a group. Also, the support given to each group member, by the other members reinforces commitment to the project being undertaken. Group Synergy refers to the idea that two or more heads are better than one, and that groups are more capable of producing higher quality work than the individual would. Group Synergy also recognizes that groups make better decisions than individuals. We will write a custom essay sample on Social Identity Theory and Realistic Group Conflict Theory specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Social Identity Theory and Realistic Group Conflict Theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Social Identity Theory and Realistic Group Conflict Theory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Groups go through five (5) stages of development. It is important to note that to move from one stage to another can only be achieved on the basis of the success of the goals of the preceding stage. The first stage is forming. At this primary level, group members come together and each individual collects data about the similarities and differences of the other members. The major task of forming is orientation, where its members become oriented to the group task(s) as well as each other. Discussion is centered on the approach(es), as well as similar concerns about the task(s). The second stage is storming. As the groups members attempt to organize the task(s), conflict is inevitable, due to personal beliefs or ideas. At this stage, members compromise their own beliefs to suit the groups organization. Because of fear of exposure or failure, there will be an increased desire for structural clarification and commitment. Questions concerning leadership and responsibility roles arise during this stage, as well as the reward system and criteria for evaluation. Once these concerns are addressed, the group moves on to the third stage, norming. Norming is characterized by cohesion. At this stage, members are concerned about problem solving and are willing to change preconceived ideas, on the basis of facts which are presented by other members and actively ask questions of one another. During this stage, members begin to identify with one another and acknowledge that the group is working in a unit. This contributes to the development of group cohesion. Assuming that the goal(s) of the three preceding stages are accomplished, the group moves on to stage four, which is performing. At this level, the need for group approval is past and members are capable of working independently, in sub-groups or as total unit with equal facility. Group unity is complete, morale is high and loyalty is intense. There is support in problem-solving and an emphasis on achievement. The final stage, adjourning, involves the termination of tasks and disengagement from relationships. Members are recognized and acknowledged for their contribution, participation and achievement, and are now ready to part company and disintegrate as a single unit. Social Identity Theory and Realistic Group Conflict Theory have different assumptions about the nature of groups. Social Identity Theory was developed by Henri Tajfel and John Turner in 1979 and 3 central ideas; categorization, identification and comparison. In order to understand our social environment, one has to categorize individuals. For example, to classify an individual as a black person is quite vague. However, when the same individual is classified as Jamaican, teacher or Baptist, the individual takes on a clearer meaning. Identification carries two meanings. At times, individuals may refer to themselves as we versus them and at other times I versus him/her. This indicates that there are times when individuals think of themselves as members of a group and times when the individuals think of themselves as a single unit. When individuals refer to themselves as we, the we represents the individuals in-group, or group to which the individual belongs to. When the individual refers to them, the them is the out-group, or group that the individual does not belong to. The final component of Social Identity Theory is social comparison. Individuals need to feel good about them themselves and so in the context of being part of the in-group, the individual seeks to maximize the difference between the in-group and the out-group so that the in-group is always reflected in a more positive light than then out-group. In 1971, Tajfel et al conducted an experiment which they called the Minimal Group Experiment. This experiment was conducted to ascertain whether competition was a necessary condition for ethnocentrism, the belief that ones in-group is superior to ones out-group. The experiment used a group of Bristol school boys as its subjects. These boys were show slide projections with varying numbers of dots. The boys were told that there some people in the group who were under estimators and over estimators of the dots being displayed. The second task involved splitting the boys into two groups, which they were made to think that one group consisted of over estimators and the other group consisted of under estimators. What the boys did not know, was that in actuality, they were selected randomly. The task was to allocate points redeemable for money. What was discovered was that in-group favoritism was displayed even though each boy did not know who the other in-group members were. They still allocated more points to members of the in-group. Even though these same boys were linked in various ways, through sport teams or as neighbors, this did not have any meaning or impact on the way they allocated points and demonstrated in-group bias. A second experiment was conducted to endorse the findings of the preceding experiment. The boys were shown a series of paintings by two artists, Klee and Kadinsky. They were asked to choose their preference and were then divided into two groups. Again, the boys were unaware that the groups were not being divided according to artist preference. Again, the boys demonstrated in-group favoritism by allocating more points to in-group members. Based on these two experiments, Tajfel concluded that indeed, by categorizing the boys into meaningless groups caused blatant discrimination. A more recent display of Social Identity Theory in action is the of the Serbs uniting in solidarity to support their leader Slobodan Milosevic as he went before the International Criminal Tribunal for Yugoslavia. While Milosevics policies had contributed to brutal war, economic ruin and widespread corruption, Serbs saw themselves as a group/nation going to trial, instead of Milosevic as an individual on trial. The trial came across as a threat to Serbs as a unit. They could not escape the social identity of being a serb, so the best mechanism they could use was to categorize themselves and distance themselves from the out-group, which are western countries. Realistic Group Conflict Theory is the idea that prejudice sometimes stems from competition between groups for scarce resources. In 1961, Sherif et al, set up the Robbers Cave Experiment. This experiment was a summer camp which consisted of 22 boys from similar backgrounds and family structure, who were all Caucasian. The boys were not acquainted prior to the camp, so they were allowed to get acquainted with each other, by sharing in various activities. The boys were then split into two groups; the Rattlers and the Eagles. Each group independently engaged in their own activities, which led to a more intimate relationship, where they had developed codes, jargon and nicknames. The next stage involved pitting both groups against each other for a prize, to determine what would happen when they came together after bonding with their own in-group. This was done via an organized tournament which included a treasure hunt and a baseball game. By the end of the tournament there was visible hostility as the groups began to call each other names and launched a food fight in the dining room. In a 1949 study, one school of thought for reducing hostility was to introduce a third group, which would represent the common enemy to both groups. This solution was not desirable to Sherif, as he thought it would widen the inter-group conflict to a larger scale. In order to resolve the hostile conflict, Sherif noted that the groups need more than just contact. They needed a series of goals which could only be accomplished when both groups efforts were combined. These goals are termed super ordinate goals. The series involved a water supply crisis, where both groups had to locate the fault by working together. A second goal which was set up is the hiring of a film. The camp had no money to pay for it, however, if both groups combined their financial resources they would be able to rent the film for the benefit of all. The third challenge was towing a broken down food truck together, using a rope they had used previously in a tug-of-war game, to get the truck started. The realization of success from working together gradually reduced conflict to the point where the boys became friends, from these experiences. This experiment supports that the use of super ordinate goals, which means that both groups share the same agenda of accomplishing a specific goal together, can reduce conflict. While both theories seek to reduce group conflict, Social Identity Theory leans towards a cognitive approach of in-group bias. If group members believe that they are in a group with others who share similar identities and goals, then bias towards in-group members exist. The reward does not have to be a physical one, as the aim is towards achieving high self-esteem. Group members will do all possible to preserve their superiority so that their self-esteem will always be high. Through re-categorizing individuals, prejudice and conflict may be reduced, as individuals tend to categorize in reference to self. This would mean that each time a group is re-categorized, individuals would be identifying with each group he/she is being classified with, hence reducing out-group discrimination since the individual would be identifying with others at different times. Realistic Group Conflict Theory leans towards a behavioral approach to conflict resolution, as demonstrated in the Robbers Cave Experiment. Initially, it was a case of survival of the fittest as they groups clamored for the scarce resource (tournament prize). However, through their collective actions, they were able to pool physical and financial resources to benefit both groups. It is through series behavioral actions that both groups realized they could accomplish the super ordinate goals set before them. Another difference between Social Identity Theory and Realistic Group Conflict Theory is that Social Identity Theory places an emphasis on social competition, which has more to do with pride and self-esteem, while Realistic Group Conflict Theory uses objective competition which is vying for an object of social reality.

study guide for organic chem Essay

study guide for organic chem Essay study guide for organic chem Essay Midterm 2 Study Guide CHE201 Fall 2014 Dr. Diver CHE201 Coverage: Chapters 5,6,7 (Carey) (Note: No answer key will be published for this study guide. The concepts here are taken directly from the text, lectures, homework and problems in the book.) Chapter 5 – Alkenes Be able to name alkenes Be able to name alkenes using the E and Z nomenclature Describe unique physical properties, hybridization of the alkene functional group Understand the stabilities of alkenes, which provides the basis for Sayzeff’s rule Alkenes are formed by elimination reactions. The main reaction was alcohol dehydration. Elimination proceeds by defined regiochemistry Be able to use Sayzeff’s rule to predict major products. Why do E isomers predominate over Z isomers? Discuss differences between E1 and E2 elimination Understand and be able to write the complete reaction mechanism for alcohol dehydration Be able to predict when a carbocation rearrangement may occur Problems 5.45-5.47 Be able to draw a transition state for E2 dehydrohalogenation Why is there an anti-periplanar requirement? Be able to predict major product formation in E2 eliminations Be able to draw chair conformational drawings of anti-elimination occurring in cyclohexyl halides, problems 5.43, 5.44 Define what an isotope effect is. What reaction displays isotope effects? MAJOR REACTION SUMMARY Alcohol dehydration (E1 mechanism), problem 5.38 Dehydrohalogenation of alkyl halides (E2 mechanism) Predict the products, problem 5.41 Chapter 6 – Addition Reactions of Alkenes Alkene addition examples–hydrogenation, H2 addition, chirality centers can influence reaction (p. 219), hydrogen adds syn Heats of hydrogenation – most stable alkene gives off less heat on hydrogenation; understand and be able to recall stability trend of alkenes. HX addition-understand full reaction mechanism, apply Markovnikov rule to predict major products. Carbocation rearrangements are possible. Problem 6.48 Acid-catalyzed hydration of alkenes (H2O addition)-know the entire mechanism, recognize reversibility and relationship to alcohol dehydration; follows Markovnikov’s rule 1 CHE201 Fall 2014 Dr. Diver Hydroboration/oxidation-know reaction conditions, organoboron intermediate, stereochemistry of addition, concerted nature of the reaction, no rearrangements and the retention of stereochemistry in the oxidation step. Problem 6.40 Halogenation of alkenes proceed through halonium ion intermediates. Be able to draw intermediate, understand the stereospecific nature of the reaction, and understand the basis for halonium ion opening by halide via anti-attack. Understand the mechanism and regiochemistry of halohydrin formation Identify the reagent and predict the products of epoxidation Identify the reagents and predict the products of ozonolysis Be able to predict the product and write the mechanism for the HBR addition to alkenes using peroxides (or light) Understand the concept of retrosynthetic analysis and be able to formulate a forward synthesis.

Analysis Essay Example | Topics and Well Written Essays - 1000 words - 5

Analysis - Essay Example The first part dwells on the first idea. It lasts from 0:00 to 2:59. The end of this part is obvious due to harmonic minor applied in the last idea in the piece to make a smooth transition to the second section. The second part starts at 2:59 and ends at 4:44. It is simpler in its melody because it repeats the second idea two times before the third section, which develops the first idea further (4:45-6:18). This part is interesting due to the fact that there is a special variation for cello in it and unusual transition between 2 variations of the first idea represented in this part. The last section dwells on variations of the second idea. They become minor and major, but the melody remains recognizable. This part is united with the previews one by â€Å"rhetoric† call and response linkage. It starts at 6:19 and ends at 7:53. The first section has violins in their leading part. They are followed by viola. Cello performs the role of bass in this section. The second section, on the contrary, is led by the viola and cello. Violin comes in the second variation of the idea together with pizzicato accompaniment of the viola. In the thirst section, violin and cello have major parts. After it cello has its solo. It is interrupted by viola and violins to lead the section to the end. The last section starts with cello. Violins and viola continue the melody further. This part is very airy; it is almost deprived of the bass party. Pizzicato cello appears in the second part of this section on the background to follow the violins and viola. It is notable that first two sections have the same tempo. They are both played in moderato which link them together. The first part is dynamic because of little expressive deviations in tempo close to the culmination. Melody is most tensed in the places where strings take the lead. Loud in the beginning, the melody fades out close to the end in the first section; it represents the models of