A Comparison of Free

A Comparison of Freedom Documents Essay †¢ Throughout most of U.S. history, in most locations, what race has been in the majority? What is the common ancestral background of most members of this group? The United States is a very diverse country, racially and ethnically. Six races are officially recognized in the U.S. and they are White, American Indian and Alaska Native, Asian, Black or African American, Native Hawaiian and Other Pacific Islander, and there are also the people of two or more races; a race which is called Some other race is also used in the census and other surveys, but is not official. Throughout U.S. history White Americans are the racial majority, with a 72% share of the U.S. population, according to the 2010 US Census. The majority of the 300 million people currently living in the United States are descended from European immigrants who have arrived in the past 400 years. †¢ What are some of the larger racial minorities in U.S. history? What have been the common ancestral backgrounds of each of these groups? When did each become a significant or notable minority group? Some of the larger racial minorities in U.S. history are American Indian and Alaska Native, Asian, Black or African American, and Native Hawaiian. Some of the common ancestral backgrounds of each of these groups are: Asian American-The U.S. Census Bureau definition of Asians refers to a person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent. African American- African Americans make up the second largest racial and ethnic minority in the United States. Most African Americans are of West and Central African descent and are descendants of enslaved blacks within the boundaries of the present United States. Hispanics and Latino Americans- Hispanic thus includes persons from Spain and Spanish-speaking Latin Americans excluding Brazilians while Latino excludes persons from Spain but includes both Spanish-speaking and Portuguese-speaking Latin Americans. †¢ In what ways have laws been used to enforce discrimination? Provide examples. These laws were intended against which racial minorities? Affirmative action of the courts and prison systems which discriminates against Blacks and Hispanics, gives them 20% longer sentences, targets their neighborhoods, racially profiles, weakens minority neighborhoods electorally, created the culture of fatherless homes as a reaction to the Civil Rights Movement, fills prisons with low-level offenders for petty drug offenses, with illegal searches and in some states; where those crimes have been decriminalized anyways and disproportionately targets minority youths in instances where white youths would be dealt with informally, which is masked by Affirmative Action which largely benefits white women and Jews anyways. There were also the Convict codes, which were used to put Blacks back on the plantation, the loitering laws, the Blogs Act which targeted Blacks and Mexicans for marijuana until it was realized whites use it more, the sentences disparity between crack and cocaine at a 100 to 1 ratio, the lynch laws and various others. †¢ In what ways have laws been used to eliminate discrimination? Provide examples. Did the laws work to eliminate discrimination? There are some laws and act that are anti-discrimination. 1) Age Discrimination Act of 1975 is a law which prohibits discrimination based on age in programs or activities that receive federal financial assistance, for instance, financial assistance to schools and colleges, provided by U.S. Department of Education. 2) The Americans with Disabilities Act of 1990 (ADA) is a law that was enacted by the U.S. Congress in 1990. 3) The Immigration and Nationality Act of 1965 (Hart-Celler Act, INS, Act of 1965, Pub.L. 89-236) abolished the National Origins Formula that had been in place in the United States since the Immigration Act of 1924.

Sordaria Fimicola: Meiotic Divisions Experiment

Sordaria Fimicola: Meiotic Divisions Experiment Abstract The purpose of this investigation is to determine the frequency of meiotic divisions analyzed from hybrid crossings collected from different strains of the fungus Sordaria fimicola. The experiment was conducted to demonstrate hybrid crossings with MI and MII patterns of ascospores within the asci. Over the course of seven days, the sample of Sordaria was incubated and fused under laboratory conditions. In the outer areas of the blocks of agar, hyphae growth from the mutant tan strain (t-g+) and wild-type black strain (t+g+) was visible through the X-shaped and outer rims of the Petri dish. By identifying the amounts of non-hybrid and hybrid MI and MII asci, the observation of ascospores within the asci displayed the one possible pattern of MI, and the four possible patterns of MII. The first part of the laboratory experiment formed a hypothesis predicting that 8 ascospores would result from two stages of Meiosis and one stage of Mitosis. After calculating the frequency of crossing over, the map distance of the gene to the centromere in the tan colored gene observed was 32 map units, significantly different from the projected null hypothesis and expected 26 map units. Introduction Many research investigations utilize the common fungus Sordaria fimicola as a primary and reliable model organism for displaying genetics due to its firm structure and life cycle. Mapping the distance between the tan gene (t-g+) and the centromere requires careful preparation of a fused sample of Sordaria already containing hybrid and non hybrid arrangements in the ascus. By measuring the amounts of hybrid MI (non-crossover) asci and MII (crossover) asci, and calculating the frequency of crossover, the percentage of Asci may also be calculated from the rate of crossovers throughout the experiment. With an understanding of frequency of crossover, biological ideologies such as adaptation, mutation, and recombination are expressed fully within the experiment. The null hypothesis states that there will not be a considerable difference between the expected 26 map units and the observed map distance from the collected class data (Helms, Kosinski, Cummings, 350). Collective effort from each bench to calculate the correct amount of asci assigned will certainly affect the frequency of calculation and rejection or acceptance of the null hypothesis. Biological evolution closely relates to the process of Sordaria crossovers. Mendels Law of Independent Assortment is directly validated through the life cycle of the fungus. As a member of Ascomycota, Sordaria fimicola practices strict sexual reproduction, and provides the easiest visualization of meiosis I, II, and mitotic division found in the ascus (Volk). Some characteristics that display the easiness of observation lie in the Sordaria fimicola structure. Lengthened nature of the ascus prevents the overlapping of ascospores. Therefore, carefully ruptured perithecia are rightly lined up according to the production of meiosis of tan and black spores: making it relatively easier to perform with more efficiency in counting MI and MII patterns. With its phenotype almost equivalent to its genotype, due to the absence of another dominant allele, the accurate physical traits are examined directly from the genetic makeup of Sordaria (Helms, Kosinski, Cummings, 334). During hybrid crossovers in Prophase I, a tetrad forms four haploid nuclei, each of which then form two haploid nuclei, leading to a total of eight ascospores in a single ascus. Generally, Sordaria is a common fungus for genetics research because of various reasons centered on the easiness in the demonstration of Meiosis, observation of structure, and/or behavior of its life cycle. Growth of the Sordaria fungus is a significant factor and dependent variable carried out throughout the study. The Ascomycota fungus only grows under the conditions of decomposing vegetation, making it available for nutrients to be absorbed and increase hyphae growth and extension (Meiosis and Recombination in Sordaria Fimicola). The results of this study could contribute to a broader knowledge of mutation, biodiversity, and segregation. Further applications towards investigating meiotic and mitotic crossovers and map distances may soon propose new interpretations of Mendels laws. Materials and Methods During week one of the experiment, wild -type black (+) and mutant tan (t) cultures of Sordaria fimicola were obtained and while using aseptic technique, placed in a sterile Petri dish divided into four subsections labeled for the two gene colors. After a metal spatula was disinfected into 95% ethanol, it was heated using a Bunsen burner and cooled for 10 to 15 seconds. While carefully lifting the lid of the Petri dish slightly to prevent contamination, a block of agar was removed and transferred faced down for mycelium linkage and crossing agar. After re-flaming the spatula and repeating proper aseptic technique, the process was repeated with wild type (+) black strain and two mutant (t) tan strains positioned on the marks of the Petri dish indicating the labeled plus(+) sign. After all necessary blocks of agar have been placed in the proper sections of the Petri dish, the plates were incubated in 22 to 24 °C temperature in the dark for 7 days. During week two, a plate of Sordaria fimicola containing the fusion of black and tan strains were obtained for the analysis of hybrids and non hybrids within the 8 produced ascospores. Using a toothpick, the surface of the plate along the X-shaped area was scraped gently to collect a sample of perithecia. A slide of perithecia was prepared by dropping water on a slide the collected perithecia, and then secured with a coverslip. Before placing the slide under a 10x Objective microscope, the slide was first gently pressured with a pencil eraser or equivalent pressure pointer rupturing the perithecia without destroying the structure of the ascus. Using the microscope, slides were examined to locate hybrid and non hybrid asci. Class data on numbers of MI, MII, Total Asci, percentage of crossover, and frequency were calculated. A Chi -Square Test was performed since necessary. (Helms, Kosinski, Cummings 336 -350). Discussion Based on the individual bench results, the number of total MI and MII asci counted depended on the number of asci assigned per person. For example, since there were only two bench members in Bench B and each bench member in the class were assigned to find and count 5 hybrid crossovers each, consequently, there was a total of 10 MI and MII asci for Bench B, shown on the table. According to the Biology Lab manual, 26 map units was the published map distance of the tan spore gene from the centromere (Helms 350). The level of frequency is closely related to how loosely or tightly linked genes are on the chromosome. For this experiment, the deviations between the frequencies of the benches individually does not seem drastic, although the results from Bench F shows a slight over calculation of total asci counted, therefore resulting with the highest frequency level of 34.6, way over the expected 26 map units. Analyzing the class data as a whole, with 276 total MI and MII Asci counted, the percent (%) of Asci showing crossover was 64%, giving a frequency of 32 map units. In order to justify if there is a significant difference between the 32 map units observed and the 26 map units expected, we perform a Chi -Square calculation. With à Ã¢â‚¬ ¡Ãƒâ€šÃ‚ ² equaling 16.291, my conclusion is that the class data demonstrates a much higher frequency than expected. The degree of freedom (dÆ’) for the experiment was 1, from n-1, with 2 attributes MI and MII. Since the probability value (p) was greater than (>)0.05, we rejected the null hypothesis and accepted the alternative hypothesis asserting that our observed frequency of 32 map units is significantly different from the expected 26 map units provided by published results. Possible Sources of error can be closely examined from the bench data results. Besides an over calculation of MI and MII asci, mentioned earlier that produced inconsistent figures, another source of miscalculation may have come from counting/including hybrid crossovers that had a 3-1-2 or 2-3-1 abnormal arrangement. Many times students were obligated to restructure a new slide of perithecia because their slide either did not have enough hybrids, or they ruptured the vulnerable perithecia incorrectly, proving very time consuming. Overall, the conducted lab was precise in calculating the frequency. Sordaria fimicola investigations have multiple purposes and applications. If conducted correctly, the fungus demonstrates an accurate arrangement of spores resulting from the meiotic and mitotic divisions. In a very similar laboratory experiment, Meiosis and Recombination in Sordaria Fimicola, the same approaches of the two labs shared common procedures including: crossing a wild type and mutant type gene, growing the hyphae in rotting vegetation, and calculating the genetic map distances. Calculating the number of map units will be consistent throughout most Sordaria fimicola studies because the frequency of crossing over is always divided by 2(because frequency of recombination is exactly .5 of frequency crossed over) proved in most investigations. The easiness of growing agar on Petri dishes and crossing a wild type and mutant gene increases recombination of genetic material, leading to increases in the range of genotypes, paving a way towards future increases in biological develo pment. References Helms, Doris R., Carl W. Helms, Robert J. Kosinski, and John R. Cummings. Biology in the Laboratory Third Edition :Biol 1161 Biol 1162 : Intoduction to Biological Sciences Laboratory University of Houston. Third. New York : W.H. Freeman and Company, 1998. 334-352. Print. Meiosis and Recombination in Sordaria Fimicola. n. pag. Web. 8 Mar 2010. . Volk, Tom. Sordaria Fimicola, a fungus used in genetics. n. pag. Web. 6 Mar 2010. .

Essay example --

Symbolism of the Lottery In Shirley Jackson’s short story, â€Å"The Lottery†, she emphasizes on tradition in a small town, which has been drastically lost throughout the years. The community holds on to tradition due to the fear of superstition of the harvesting of the crops. Symbolism is â€Å"the representation of something in symbolic form or the attribution of symbolic meaning or character to something† (Dictionary.com). The villagers show the unwillingness to challenge tradition and superstition. They might mumble about other villages that have done away with lotteries. Their traditional actions include having even the children of the condemned person throw stones; seem to ensure that this tradition of human sacrifice will continue into the foreseeable future. Shirley Jackson uses symbolism throughout the story with the black box, lottery itself and characters names to foreshadow the terrifying outcome of the lottery which is death. The first main symbol in the story is the black box. The black box symbolizes the darkness of ignorance that plagues the villagers of the community. They are reluctant to replace it even though it’s older than the oldest participating member of the lottery. Just as the community is unwilling to give up the ignorance of the old ways for the enlightenment of the new ways like some of the other communities have chosen to do. It also symbolizes the distraught tradition in the town and how it has changed over time. It is the center of the tradition because no matter how old and worn it gets, the villagers refuse to change it due to the tradition that it holds. The box has changed many of the villagers’s view of the lottery but no one can really remember how or why the tradition of the lottery began except to... ...in the story, the reasons for holding the lottery are long forgotten and the rituals connected to it. Other than the making of participant lists, the use of the old black box and the swearing in, have mostly fallen by the waste side. All that really remains is a rigid adherence to the ancient tradition of the town. The black box became the ultimate symbol of death, as it is the messenger that delivers the unfortunate winner’s prize, which is death. The momentum that came from the villagers’ extreme degree of self-interest further propels the storm of immoral and unethical actions. The terrible tradition was carried out once again. Instead of considering the effect that the tradition had on their fellow villager, they were grateful that the little black box had spared them their own lives. As far as they were concerned the sky was blue and the sun was still shining.

Essay --

​Throughout history there have been several radical events which have ultimately affected large groups of the human population, if not the world in its entirety. The events of World War II are without question a part of that list of radical events. Lasting approximately six years, this global war went from unprovoked acts of military invasion, to acts of mass genocide, to utilization of suicide bombers, and even the first appearance and use of atomic weapons. While it’s not hard to understand why the events in this war, or really any war or large scale battle, can be considered radical in nature, it is also not uncommon to also question whether certain actions were or were not ethical [1]. For instance, it has often been questioned whether the United States’ decision to drop two nuclear bombs on the Japanese cities of Hiroshima and Nagasaki was ethical or not. While many people may struggle with the realization of the aftermath of these events, to me the answer i s quite clear. The United States' utilization of nuclear weapons against Japan during WWII was neither necessary nor ethical. ​Before any rational discussion or analysis on the topic can be formally begun, I believe it is of relative importance to clarify exactly what is meant by the word â€Å"ethical.† Ethics can roughly be defined as the moral principles and standards that govern people’s, or groups of people’s, behavior, thoughts and general way of thinking. This means that when one deems an event or action as ethical or unethical one is not simply deciding if said event was right or wrong [1]. Ethical labeling implies that one has taken the general mindset of the society in which they consider themselves a part of as well as their own personal feelings, thoughts and opini... ...us that while the U.S. did not intend to formally enter the conflicts of the time, it was the actions taken by the Japanese that caused us to declare war. History also tells us that the Japanese didn't stand a chance against the U.S. and it's coordinated efforts with allies. The fact still remains that the Second World War was ended with the utilization of nuclear weapons against two Japanese cities. Asking if the attacks were necessary, majority of what is now known says no. Asking if the attacks were right or wrong, the simple fact is I believe it was wrong for the U.S. to implement that kind of attack on populations that were primarily composed of noncombatant civilians. Between one, let alone two, atomic weapons not being necessary and it being obvious how inhumane and wrong the attacks were, there is no question in my mind that the events simply weren't ethical!

Stamp Act :: American History, Tax

The Stamp Act was passed by the British Parliament on March 22, 1765. The new tax was imposed on All-American colonists and required them to pay a tax on every piece of printed paper they used. Ship's papers, legal documents, licenses, newspapers, other publications, and even playing cards were taxed. The money collected by the Stamp Act was to be used to help pay the costs of defending and protecting the American frontier near the Appalachian Mountains (10,000 troops were to be stationed on the American frontier for this purpose).   Ã‚  Ã‚  Ã‚  Ã‚  The actual cost of the Stamp Act was relatively small. What made the law so offensive to the colonists was not so much its immediate cost but the standard it seemed to set. In the past, taxes and duties on colonial trade had always been viewed as measures to regulate commerce, not to raise money. The Stamp Act, however, was viewed as a direct attempt by England to raise money in the colonies without the approval of the colonial legislatures. If this new tax were allowed to pass without resistance, the colonists reasoned, the door would be open for far more troublesome taxation in the future.   Ã‚  Ã‚  Ã‚  Ã‚  Few colonists believed that they could do anything more than grumble and buy the stamps until the Virginia House of Burgesses adopted Patrick Henry's Stamp Act resolves. These resolves declared that Americans possessed the same rights as the English, especially the right to be taxed only by their own representatives; that Virginians should pay no taxes except those voted by the Virginia House of Burgesses; and that anyone supporting the right of Parliament to tax Virginians should be considered an enemy of the colony.

Hrm587 “Classics” Supplemental Articles List

HRM587 â€Å"Classics† Supplemental Articles List (Available in DeVry University/Keller Online Library) The articles listed below have all been acknowledged as contributing in significant ways to our understanding about change. We refer to them as â€Å"classics. † Many have been cited extensively in the literature and either share the foundations of the theories and practices discussed in our course or amplify them.They are presented here in the hopes that students will have an interest in digging deeper in their research for the final project and/or that they will refer back to them in their ongoing development as leaders. All have been searched in our EBSCO database and we include ISSN Numbers here for your ease of retrieval. We hope they contribute to your learning about Change Management and Leadership. Beer, M. & Nohria, N. (May/June 2000). Cracking the Code of Change. Harvard Business review, 78(3), 133-141 ISSN 00178012 Christensen, C. Overdorf, M. (March/April 2000). Meeting the Challenge of Disruptive Change. Harvard Business Review, 78 (2), 66-76. ISSN 00178012 Beer, M. Eisenstat, R. & Spector, B. (November/December 1990). Why Change Programs Don’t Produce Change. Harvard Business Review, 68 (6), 158-166. ISSN 00178012 Mintzberg, H. (July/August 1987). Crafting Strategy. Harvard Business Review, 65 (4), 66-75. ISSN 00178012 Collins, J. C. & Porras, J. I. (1996, September/October). Building your company’s vision. Harvard Business Review, 74(5), 65-78.ISSN 00178012 Nadler, D. & Tushman, M. (August, 1987). Organizational Frame Bending: Principles for Managing Reorientation. Academy of Management Executive, 3 (3), 194-204. ISSN 08963789 Peiperl, M. & Baruch, Y. (Spring, 1997) Back to Square Zero: The Post-Corporate Career Organizational Dynamics, 25 (4), 6-22. ISSN 00902616 Orlikowski, W. & Hufman, D. (Winter 1997) An Improvisational Model for Change Management: the Case of Groupware Technologies. Sloan Management Review, 38 ( 2), 11-21. ISSN 0019848X

High School Life Essay

Ask any teenager today and they will tell you that they are nothing like their parents, that their parents just don’t understand them. This may be true and this may be false, it just depends on how you look at it. Teenagers of the Rebel Without a Cause, meaning the parents of today’s teens, did face a lot of the same problems and issues that we now face. Yet I am left thinking did the past teens face all the same problems at the same time as we do and were some of their â€Å"problems† not as much of a problem as it is to us. Teens from the past and present are faced with problems such as school, relationships, and friends. There were many teenage problems back then in â€Å"Rebel Without a Cause† and today’s teenagers. Most of these problems that Jim Stark and the other teens faced were similar, but my own belief is that these same problems were not as big of problem back when they were growing up. Let’s take school and homework for example, oh sure your parents had it too but I just don’t believe that there was as much pressure upon them to get good grades. Also, get into a good college as there is for us. And of course with the knowledge that college is right around the corner most teens also need to work. They need to save money for college, or a car, or to make the girl/boy of their dreams happy by taking them out on dates once in a while. Plus, all this pressure and work can build up for a teen and to most of us it seems like we never have a chance to just relax and hang out with friends anymore. It relates to the movie because some of the teens do not care about homework or going to school. The reason is that was back then it was easy to get a job by only having a high school diploma with no college education. But, now in our teen lives it is hard to get a job with a high school diploma. Another thing that is different from the past from the present is the fashion that students wear. In the past, boys wear plain regular clothes and the cool guys always wear black jackets or blazers. It is similar like what a gang member usually wears right now. Except the gangs have their baggy pants or shorts and show their boxers in black or white. It is weird how those kind of guys like to show-off their boxers or underwear. For the girls in the past, they all mostly put on dresses. Now girls mostly wear skirts or short shorts. Plus, girls always try to put on the sexiest clothes to wear because to get all the attention and be popular. Like in the movie, Jim Stark wears different clothes from his classmates. The reason is that he moved to a lot of different high schools because he never made any friends and doesn’t fit in with the other teens. Also, in every high school he went to the teens called Jim, â€Å"Chicken†. Why he is called that because the teenagers see him acting like a chicken, when Jim does not want to get into trouble. I think back then music for teens like, â€Å"Rebel Without a Cause†, probably listened to rock and roll. But now teens prefer rapping and hip hop music. It’s interesting how music has changed so much in the past because teens loved to get crazy on rock and roll. I wonder how teens will react if music never came to rock and roll. Probably teens will make their own music or have to try out their parent’s music, which were more hip hop and dance music. Now teens today have a mix of genres they like to listen. Most teens in the present relate their music to their emotions. The reason is because they must have some problems in their lives and music helps teens release stress. Plus, I am sure that it happens to the teens in the past except not big problems compare to our teen years. I bet Jim Stark and his classmates love to listen to rock and roll. Even though it does not show in the movie that they played rock and roll, but back then there was a lot of rock and roll. The teens in the early years prefer rock and roll because it was something they can be themselves with their friends. Sometimes parents cannot stand their teen’s music and tells them to turn it off or take it away from them. It is weird how in the movie, it shows parents like Jim’s parents how they do not care about his school issues. For instance, when Jim’s classmates call him chicken, he tells them to stop and be angry to his parents. Then Jim’s parents decide to move somewhere else again, which happen several times. Jim does not want that because he thinks it is going to happen all over again. So, basically Jim’s parents do not really help him and his life that much. But comparing to today’s teens, Jim’s parents and other parents show more concern for each of their son/daughter’s education to make them successful in life. I can see that every year new parents learn from their past seeing their mom and dad on how they take care of their son or daughter. Then later on the new parents learn from their parent’s mistakes and become a better parent. There are things that are similar between our time and the movie, â€Å"Rebel Without a Cause†. One is that teens hate doing homework and waking up early for school. Teens in the past and present struggle with their emotions like in relationships or family issues. Jim shows his emotions to his parents in the movie. He tells them how he feels every time when he transfers to a new school and he is not good at making any relationships or friends. The main reason is everyone calls him chicken because he is different from his classmates and they think he is afraid of them. I just want to say that I am not saying that teenagers of the past did not have their own problems, but of course they did, every single teen alive faces problems that they think is hard and that their whole world is crumbling down around them well at least once in a while. But now that they have grown up and turned into the parents of today’s teenagers I feel that they put more pressure upon their own teenage child in order for them to achieve more than they were able to. A common expression is, â€Å"My parents are so strict, overprotective, or too involved in my life, because they don’t want me making the same mistakes they did when they were my age but they need to trust me and just leave me alone. † And that expression can sometimes is kind of true. But all in all I feel that our parents do understand what we, as teenagers, are going through because they did face the same problems that we face today, but maybe with just a little less pressure.