How useful are the terms realism and abstraction in acco essays

How useful are the terms realism and abstraction in acco essays In order to examine this question the words realism and abstraction must be defined. How useful are the terms of realism and abstraction? Realism a word which is used meaning fidelity to life, but more usefully confined to the 19th century movement in painting, a word that is also used in conjunction with the reaction against Romanticism (Read,1994, p299). Abstraction a term often used for not representing things pictorially it is also art that does not imitate or directly represents external reality, non-figurative art or not representational though ultimately derived form reality (Read, 1994, p7). The two pieces of works to be looked at are: Stenographic Figure c.1942 and Full Fathom five c. 1947 both are good examples of the rapid changes in Pollocks work. By the mid 1940s Jackson Pollock was painting in a completely abstract manner, and the drip and splash style for which he is best known emerged with some abruptness in 1947. Instead of using the traditional easel he put his canvas to the floor or the wall and poured and dripped his paint from a can; instead of using brushes he worked with sticks, trowels or knives, sometimes to add more texture to his painting he would mix sand, broken glass or other foreign matter into the paint. The term realism is particularly helpfully in determining the nature of Pollocks work. We see his reaction to romanticism he combines the oppositions of figure/non-figure and vertical/horizontal. He accomplishes this through the use of indistinct figuration on top of the linear web of the all-over drip paintings. Pollock's use of the opposition of figuration/non-figuration is defined by Krauss and Fried (although their interpretations differ in content). The second opposition that of the vertical/horizontal emerges upon close examination of the canvas and the materials used. Although the use of planar opposition hearkens back to Mondrian. ...

Independent and Dependent Variables Which Is Which

Independent and Dependent Variables Which Is Which SAT / ACT Prep Online Guides and Tips Independent and dependent variables areimportant for both math and science. If you don't understand what these two variables are and how they differ, you'll struggle to analyze an experiment or plot equations. Fortunately, we make learning these concepts easy! In this guide, webreak down what independent and dependent variables are, give examples of the variables in actual experiments, explain how to properly graph them, provide a quiz to test your skills, and discuss the one other important variable you need to know. What Is an Independent Variable? What Is a Dependent Variable? A variable is something you’re trying to measure. It can be practically anything, such as objects, amounts of time, feelings, events, or ideas. If you’re studying how people feel about different television shows, the variables in that experiment are television shows and feelings. If you’re studying how different types of fertilizer affect how tall plants grow, the variables are type of fertilizer and plant height. There are two key variables in every experiment: the independent variable and the dependent variable. Independent variable:What the scientist changes or what changes on its own. Dependent variable:What is being studied/measured. The independent variable (sometimes known as the manipulated variable) is the variable whose change isn’t affected by any other variable in the experiment. Either the scientist has to change the independent variable herself or it changes on its own; nothing else in the experiment affects or changes it. Two examples of common independent variables are age and time. There’s nothing you or anything else can do to speed up or slow down time or increase or decrease age. They’re independent of everything else. The dependent variable (sometimes known as the responding variable) is what is being studied and measured in the experiment. It’s what changes as a result of the changes to the independent variable. An example of a dependent variable is how tall you are at different ages. The dependent variable (height) depends on the independent variable (age). An easy way to think of independent and dependent variables is, when you’re conducting an experiment, the independent variable is what you change, and the dependent variable is what changes because of that. You can also think of the independent variable as the cause and the dependent variable as the effect. It can be a lot easier to understand the differences between these two variables with examples, so let’s look at some sample experiments below. Examples of Independent and Dependent Variables in Experiments Below are overviews of three experiments, each with their independent and dependent variables identified. Experiment 1: You want to figure out which brand of microwave popcorn pops the most kernels so you can get the most value for your money. You test different brands of popcorn to see which bag pops the most popcorn kernels. Independent Variable: Brand of popcorn bag (It’s the independent variable because you are actually deciding the popcorn bag brands) Dependent Variable: Number of kernels popped (This is the dependent variable because it's what you measure for each popcorn brand) Experiment 2: You want to see which type of fertilizer helps plants grow fastest, so you add a different brand of fertilizer to each plant and see how tall they grow. Independent Variable: Type of fertilizer given to the plant Dependent Variable: Plant height Experiment 3: You’re interested in how rising sea temperatures impact algae life, so you design an experiment that measures the number of algae in a sample of water taken from a specific ocean site under varying temperatures. Independent Variable: Ocean temperature Dependent Variable: The number of algae in the sample For each of the independent variables above, it’s clear that they can’t be changed by other variables in the experiment. You have to be the one to change the popcorn and fertilizer brands in Experiments 1 and 2, and the ocean temperature in Experiment 3 cannot be significantly changed by other factors. Changes to each of these independent variables cause the dependent variables to change in the experiments. Where Do You Put Independent and Dependent Variables on Graphs? Independent and dependent variables always go on the same places in a graph. This makes it easy for you to quickly see which variable is independent and which is dependent when looking at a graph or chart. The independent variable always goes on the x-axis, or the horizontal axis. The dependent variable goes on the y-axis, or vertical axis. Here’s an example: As you can see, this is a graph showing how the number of hours a student studies affects the score she got on an exam. From the graph, it looks like studying up to six hours helped her raise her score, but as she studied more than that her score dropped slightly. The amount of time studied is the independent variable, because it’s what she changed, so it’s on the x-axis.The score she got on the exam is the dependent variable, because it’s what changed as a result of the independent variable, and it’s on the y-axis. It’s common to put the units in parentheses next to the axis titles, which this graph does. There are different ways to title a graph, but a common way is â€Å"[Independent Variable] vs. [Dependent Variable]† like this graph. Using a standard title like that also makes it easy for others to see what your independent and dependent variables are. Are There Other Important Variables to Know? Independent and dependent variables are the two most important variables to know and understand when conducting or studying an experiment, but there is one other type of variable that you should be aware of: constant variables. Constant variables (also known as â€Å"constants†) are simple to understand: they’re what stay the same during the experiment. Most experiments usually only have one independent variable and one dependent variable, but they will all have multiple constant variables. For example, in Experiment 2 above, some of the constant variables would be the type of plant being grown, the amount of fertilizer each plant is given, the amount of water each plant is given, when each plant is given fertilizer and water, the amount of sunlight the plants receive, the size of the container each plant is grown in, and more. The scientist is changing the type of fertilizer each plant gets which in turn changes how much each plant grows, but every other part of the experiment stays the same. In experiments, you have to test one independent variable at a time in order to accurately understand how it impacts the dependent variable. Constant variables are important because they ensure that the dependent variable is changing because, and only because, of the independent variable so you can accurately measure the relationship between the dependent and independent variables. If you didn’t have any constant variables, you wouldn’t be able to tell if the independent variable was what was really affecting the dependent variable. For example, in the example above, if there were no constants and you used different amounts of water, different types of plants, different amounts of fertilizer and put the plants in windows that got different amounts of sun, you wouldn’t be able to say how fertilizer type affected plant growth because there would be so many other factors potentially affecting how the plants grew. 3 Experiments to Help You Understand Independent and Dependent Variables If you're still having a hard time understanding the relationship between independent and dependent variable, it might help to see them in action. Here are three experiments you can try at home. Experiment 1: Plant Growth Rates One simple way to explore independent and dependent variables is to construct a biology experiment with seeds. Try growing some sunflowers and see how different factors affect their growth. For example, say you have ten sunflower seedlings, and you decide to give each a different amount of water each day to see if that affects their growth.The independent variable here would be the amount of water you give the plants, and the dependent variable is how tall the sunflowers grow. Experiment 2: Chemical Reactions Explore a wide range of chemical reactions with this chemistry kit. It includes 100+ ideas for experiments- pick one that interests you andanalyze what the different variables are in the experiment! Experiment 3: Simple Machines Build and test a range of simple and complex machines with this K'nex kit. How does increasing a vehicle's mass affect its velocity? Can you lift more with a fixed or movable pulley? Remember, the independent variable is what you control/change, and the dependent variable is what changes because of that. Quiz: Test Your Variable Knowledge Can you identify the independent and dependent variables for each of the four scenarios below? The answers are at the bottom of the guide for you to check your work. Scenario 1:You buy your dog multiple brands of food to see which one is her favorite. Scenario 2:Your friends invite you to a party, and you decide to attend, but you're worried that staying out too long will affecthow well you do on your geometry test tomorrow morning. Scenario 3:Your dentist appointment will take 30 minutes from start to finish, but that doesn't include waiting in the lounge before you're called in. The total amount of time you spend in the dentist's office is the amount of time you wait before your appointment, plus the 30 minutes of the actual appointment Scenario 4:You regularly babysit your little cousin who always throws a tantrum when he's asked to eat his vegetables. Over the course of the week, you ask him to eat vegetables four times. Summary: Independent vs Dependent Variable Knowing the independent variable definition and dependent variable definition is key to understanding how experiments work. The independent variable is what you change, and the dependent variable is what changes as a result of that. You can also think of the independent variable as the cause and the dependent variable as the effect. When graphing these variables, the independent variable should go on the x-axis (the horizontal axis), and the dependent variable goes on the y-axis (vertical axis). Constant variables are also important to understand. They are what stay the same throughout the experiment so you can accurately measure the impact of the independent variable on the dependent variable. What's Next? Independent and dependent variables are commonly taught in high school science classes. Read our guide to learn which science classes high school students should be taking. Scoring well on standardized tests is an important part of having a strong college application. Check out our guides on the best study tips for the SAT and ACT. Interested in science? Science Olympiad is a great extracurricular to include on your college applications, and it can help you win big scholarships. Check out our complete guide to winning Science Olympiad competitions. Quiz Answers 1: Independent: dog food brands Dependent: how much you dog eats 2: Independent:how long you spend at the party Dependent:your exam score 3: Independent:Amount of time you spend waiting Dependent:Total time you're at the dentist (the 30 minutes of appointment time is the constant) 4: Independent:Number of times your cousin is asked to eat vegetables Dependent:number of tantrums Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

Individual report on a given case study Essay Example | Topics and Well Written Essays - 1500 words

Individual report on a given case study - Essay Example Disneyland Paris targeted a market that focused on generating images, experiences, and products to customers that highlighted fun, service, and imagination. Its intended to offer a place where visitors could escape the concerns of the actual world through the magic of the mythical fairy tale and characters of the Disney family The Walt Disney Company has struggled to remain faithful to its commitment to producing unmatched experiences of entertainment. The company is built on a rich legacy of quality content that is creative and exceptional telling of stories since its founding in the year 1923. Disneyland was the most expensive single project of construction in Europe’s history and it remains the largest and most ambitious development of its type in the history of Europe (Sehlinger, 2010). It has a single exception of the channel that connects England and France. It took five years to be completed, costing more than 2.79 billion euros. It opened in 1992. Disneyland is a collection of adventures and shows drawn from Disney cartoons and films. However, according to Sehlinger (2010), Disneyland Paris has faced numerous challenges before its inception. One of them was seducing the government of France. A mob of protestors pelted Michael Eisner, the Disney chief executive with farm products from Brie, the day that the stock in Euro Disney was first offered on the Paris stock. Brie was one of the regions next to the future resort site. Moreover, young French communists shouted and heckled. Even citizens who were less radical expressed dismay on the Marne-la-Vallee beet farmers forced displacement. Disneyland Paris was aiming for a market that focused on generating images, experiences and products to customers that highlighted fun, service and imagination. It intended to offer a place where visitors could escape the concerns of the actual world through the magic of the mythical fairy tale and characters of the Disney family. Disneyland Paris

Social science methods - entertainment location Essay

Social science methods - entertainment location - Essay Example These matches were actually scheduled to take place in India itself, but because of the ongoing election process in India it has been relocated to South Africa. All the teams participating in these matches are from India though all the teams must have a compulsory 4 overseas players apart from the Indian players. So South Africans were fortunate enough to watch all world cricket superstars in action at South Africa along with their players also. The South African people's behaviour towards these matches was indifferent at times. I have seen in one of the matches in which the South African fast bowler, probably one of the fastest in the world today Dale Steyn, who is playing for Royal Challengers, Bangalore, hit for a six by former Australian player Mathew Hayden who is playing for Chennai Super Kings. Most of the South African spectators cheered for Hayden rather than Steyn on that occasion. On another occasion when Steyn uprooted the stumps of Hayden, they stood up and clapped for a long period in appreciation of his performances. We can call it as a sporting gesture from the spectators, but really wondered me is that the same thing did not happened when earlier this year the Australians toured South Africa for some test matches. I think the 20-20 cricket match has changed the people's attitude drastically.

Case Study Essay Example for Free

Case Study Essay We have a couple in their mid forties. Christopher works in the media and earns $135,000 p. a. before SGC and salary sacrifices an extra $10,000 p. a. His wife Anne works in IT and earns $145,000 p. a. before SGC and also salary sacrifices an extra $10,000 p. a. Next month Anne is to receive a bonus of $15,000 which she is planning to contribute to super as a concessional contribution. They bought their home 2 years ago with a mortgage of $1,250,000. The home is now worth ,450,000. The mortgage is a standard principle and interest loan over 25 years and costs them $7,491 per month. They have four children: a 19 year old, a 16 year old, a 14 year old and a 10 year old. The three youngest go to a private school costing $60,000 p. a. There are 4 terms in the year and the fees are due at the beginning of each term. A new term commences next month. The 19 year old is apprenticed to a local restaurant and is training as a chef. He earns $16,500 p. a. before SGC and works an average of 120 hours per month and goes to college. Christopher and Anne have their own Self Managed Superfund. Christopher has $175,000 in the fund and it is invested in cash. Anne has $180,000 in the fund and it is invested in a listed debenture issued by XYZ Ltd, a large property development company. Over the years Christopher and Anne have tried to diversify and have the following investments: 3 years ago they used a margin loan of $135,000 to purchase 90,000 $2 shares in a newly listed mining company. Unfortunately in the last day or so the shares have fallen in value and are now only worth $1. 0 each. The mining company does not pay a dividend. 4 years ago they purchased, as joint tenants, an apartment/unit for $450,000 by way of a Line of Credit for $450,000 at 5. 45% p. a. The unit is managed by an agent and they receive $500 per week as rent. The agent has told them it is now worth $585,000. When Christopher’s father died 4 years ago Christopher inherited $35,000 which he used to purchase a listed debenture. The debenture pays 6. 5% p. a. on a quarterly basis and matures in exactly 12 months time. The current market for the debenture is 5. 75%. They have a joint savings account with $5,000 for emergencies. He has a savings account for $7,000. They have 3 personal loans: Payout of $29,196 9. 00% p. a. 4 years to maturity. No early termination fee. Payout of $11,902 8. 25% p. a. 2 years to maturity. No early termination fee. Payout of $6,705 8. 65% p. a. 1 year to maturity. $550 early termination fee. Their credit card has an outstanding amount of $35,560 with a maximum of $40,000 and they make the minimum payment of 3. %. They are concerned that although they feel they should be doing better the credit card keeps getting worse each month and that schools fees are due for next term and they do not know where the money will come from. Anne’s mother has asked Anne to be executor of her will. The mother has been diagnosed with an inoperable brain tumour and has been told that towards the end she will not be able to communicate. Both David and Jennifer have wills they executed prior to their marriage. Neither has been married before.

El Cid Essay -- essays research papers

An Overview of the Life of a Spanish National Hero   Ã‚  Ã‚  Ã‚  Ã‚  Rodrigo Diaz de Vivar, known best as El Cid, is revered as a great national hero of Spain. The name El Cid comes from the Arabic ‘El Seid’ meaning the Lord. Known to his admiring countrymen as ‘campeador’, or champion, he was a Spanish warrior whom later legend made into a hero and the symbol of chivalry and virtue. El Cid was born in Vivar near Burgos in 1043. His father, Diego Lainez, was a member of the minor nobility, called the ‘infanzones’ of Castile. El Cid was also directly connected on his mother’s side to royalty.   Ã‚  Ã‚  Ã‚  Ã‚  History paints two pictures of Rodrigo Diaz. He was an unprincipled adventurer, who battled against both Christians and Moors. And on the other hand, he was also a symbol of romance, legend, and ballad. He is shown as the tender, loving husband and father, the loyal, courageous soldier, and an ever-present inspiration to Spanish patriotism. He stands out as the central figure of the long struggle of Christian Spain against the Muslim threats.   Ã‚  Ã‚  Ã‚  Ã‚  Fernando I, known as Fernando The Great, died in 1065, and at his death Fernando divided his lands among his three sons: Sancho, Alfonso, and Garcia, and his two daughters: Elvira and Urraca. He also asked them to promise him they would respect his wishes and abide by the divisions. But Sancho, who received the Kingdom of Castile, being the eldest, thought he should have inh...

Analysis of Hamlet’s Morality Essay

Hamlet is one of the greatest dramatic characters created. Throughout the play, we acknowledge the complexity of his persona. Even without Shakespeare providing an elaborated description of Hamlet’s characteristics, we instantly perceive him as contradictory. At the beginning of the play, Hamlet is presented to us as a cautious and courteous man; however, due to the negative circumstances he has to face, we see how his moral character becomes reckless and uncivil. Shakespeare uses antithesis, allusion, and irony, to show the â€Å"demoralization† of Hamlet’s character. Throughout the play, Hamlet is overwhelmed by a feeling of revenge but hesitates in the murder of Claudius due to his fear of making the wrong decision. Hamlet is held back by his consideration of religious morals and beliefs. This is clearly shown right after Hamlet stages the play. †Claudius â€Å"rises† in guilty startlement at The Mousetrap’s revelations† (Essays on Values in Literature). After this point, Hamlet is fairly certain that Claudius is guilty, and comes across Claudius in the chapel. Hamlet is given the perfect opportunity to kill Claudius, but he decides that he doesn’t want to kill him while he is praying. Hamlet feels that if he murdered him during prayer, he would dishonor his father by sending Claudius to heaven. Instead, Hamlet wants to kill him while he is doing something horrific, ensuring Claudius goes to hell, where Hamlet feels he deserves to go. Hamlet says: Now might I do it pat, now he is praying; and now I’ll do’t. And so he goes to heaven, and so am I revenged. That would be scann’d: A villain kills my father; and for that, I, his sole son, do this same villain send To heaven. †¦No. Up sword, and know thou a more horrid hent. (3.3.77-83, 93) A very significant component to Hamlet’s loss of morality is his decision to act insanity. It is a major risk he is willing to take in order to accomplish his father’s request. Hamlet realizes this is the only way he will be able to investigate his father’s death without being perceived as a threat. However, for this plan to work he has to unchain a group of new personality traits that contribute to the deterioration of his morality. Hamlet puts into practice his new role with Ophelia, whom along with her father, believes his madness is a result of his rejection of her. This display takes Ophelia’s father Polonius to Claudius, and together they set a plan to spy on Hamlet, using Ophelia as the lure. Nevertheless, Hamlet is a clever man, and rapidly finds out what is happening. This is a devastating point in Hamlet’s life as he comes to the conclusion that he has lost everything he once loved. The terrible realization that his last source of hope is now lost takes Hamlet to a new stage. The last sense of respect he had towards the people around him is now gone. Hamlet starts to exceed his rely on his â€Å"madness† to tell the truth about his thoughts. First to Polonius: Slanders, sir: for the satirical rogue says here that old men have grey beards, that their faces are wrinkled, their eyes purging thick amber and plum-tree gum and that they have a plentiful lack of wit, together with most weak hams: all which, sir, though I most powerfully and potently believe, yet I hold it not honesty to have it thus set down, for yourself, sir, should be old as I am, if like a crab you could go backward.(2.2.214-222) And later to Ophelia and his mother: O God, your only jig-maker. What should a man do but be merry? for, look you, how cheerfully my mother looks, and my father died within these two hours.(3.2.130-135) Hamlet exhibits a new change in attitude after he returns from his uncompleted trip to England. He starts to feel a consuming anger against Claudius for his father’s death. He recognizes that his indecisiveness has been preventing him from action. Hamlet makes it clear that he wants to end his indecisiveness when he claims, â€Å"O, from this time forth/ my thoughts be bloody ore be nothing worth† (4.4.68-69) With this proclamation, Hamlet shows his deep desire to focus on the death of his uncle. This change makes Hamlet able to seek full revenge for his father’s death no matter the consequences. Hamlet is then completely transformed into a man that acts out of pure revenge. This is clearly demonstrated when Hamlet thinks Claudius is spying on him again and kills Polonius by accident. At this moment, it is evident that this is not the same cautious man we met before. Eventually, Hamlet’s new characteristics lead him to the achievement of his main and primary goal. In this play, â€Å"the moral component is there in Hamlet’s thinking† (Corruption in William Shakespeare’s Hamlet, 70). His use of reason was his only tie to morality, and once this connection was broken, so was his moral character. However, Shakespeare plays with the idea of â€Å"what circumstances might justify an individual taking the law into his own hands† (Corruption in William Shakespeare’s Hamlet, 69); leaving us with the question of whether Hamlet had lost his morality, or he was the only moral man in an immoral world. The complexity and contradictions expressed in this play and in Hamlet’s character make this work exceptional. Works Cited Grace, Tiffany. â€Å"Hamlet, reconciliation, and the just state.† Renascence: Essays on Values in Literature 58.2 (2005) Johnson, Vernon Elso. Corruption in William Shakespeare’s Hamlet. Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. New York: Simon & Schuster, 1992. Print.

Bacterial Transformation Lab Report Essay

Backround: The plasmid pGLO contains an antibiotic-resistance gene, ampR, and the GFP gene is regulated by the control region of the ara operon. Ampicillin is an antibiotic that kills E. coli, so if E. coli, so if E. coli cells contain the ampicillin-resistance gene, the cells can survive exposure to ampicillin since the ampicillin-resistance gene encodes an enzyme that inactivates the antibiotic. Thus, transformed E. coli cells containing ampicillin-resistance plasmids can easily be selected simply growing the bacteria in the presence of ampicillin-only the transformed cells survive. The ara control region regulates GFP expression by the addition of arabinose, so the GFP gene can be turned on and off by including or omitting arabinose from the culture medium. Purpose: The purpose of this lab was to understand bacterial transformation, how it occurs, and to make DNA glow. Hypothesis: If the transformed E. coli is mixed with the ampicillin resistance gene, it will be able to grow in the ampicillin plates, but the non-transformed E.coli will not. Materials: Two microcentrifuge tubes 500 uL of ice cold 0.05 CaCl2 E. coli bacteria A sterile plastic loop A sterile P-20 micropipette 10 uL of pAMP solution A timer Ice A water bath 500 uL of Luria broth A spreading rod Four plates Incubator Procedure: Day before lab 1. Streak E. coli host cells for isolation. 2. Prepare six source plates. Day of lab 1. Get two microcentrifuge tubes, which should each contain 200 uL of cold CaCl2 solution. Label one tube with your initials and a (+) and the other tube with your initials and a (-). 2. Transfer 2-4 large colonies using a sterile plastic loop to each microcentrifuge tube and completely resuspend. Do not transfer any agar. Put the tip of the loop into the CaCl2 solution and spin until there is not any cells on the loop. 3. Close each of the tubes and put them in ice. 4. Ask your teacher to use a P-20 micropipette to add pGLO DNA to your transformation mix. 5. Add pGLO DNA to the (+) labeled microcentrifuge tube. 6. Incubate both microcentrifuge tubes on ice for fifteen minutes. 7. Take both tubes out of ice and immediately place in incubator at 42Ù ¥C for 90 seconds. 8. After place both tubes back in the ice for two minutes. 9. Add 200uL Luria Recovery Broth to both microcentrifuge tubes. 10. Let both the tubes rest at room temperature for 10 minutes. 11. During the 10 minutes, get the LB agar and LB+AMP agar plates ready. Mark your plates with the transformation tube mixture to use (+ or -), the lab group names, and the date on the top of the dishes. 12. Add 100ul of the pGLO transformation cell mixture to the center of the agar surface of the corresponding LB agar and LB+AMP plates. 13. Use a sterile plastic loop to distribute the cell suspension evenly on the plate by â€Å"skating† the loop back and forth across the LB agar plate several times. 14. Use the same loop and technique to spread the same cell suspension (+) on the LB+AMP agar plates. Dispose of the sterile loop in a beaker of germicide. 15. Repeat the procedure by spreading the (-) transformation cell mixture to each of the (-) labeled LB and LB+AMP plates. Be sure to use a fresh plastic loop for the ‘None’ transformation mix. 16. Stack your group’s set of plates on top of one another and tape them together. The plates should be left upright position to allow the cell suspension to be absorbed by the agar. 17. Place the plates in an inverted position (agar side on top) in a 37Ù ¥C bacterial incubation oven for overnight incubation (15-20 hrs.). Day after lab 1. Lower the lighting in the room and use a long wave U.V. light to visualize the transformed cells that will glow due to the expression of the green or blue fluorescent proteins. Data: LB+ (Positive Control) LB- (Positive Control) LB/AMP+ (Experimental) LB/AMP- (Experimental) Bacterial Growth lawn lawn 3 colonies No growth Conclusions: The bacteria treated with the pAMP solution developed a resistance to ampicillin and were able to grow on the ampicillin plate. Those that were not treated with the pAMP were not able to grow on this medium. The plates with no ampicillin served as a control to show how the bacteria would look  in normal conditions. Transformation is never fully effective, Only cells that are competent enough are able to take up the foreign DNA. Therefore, the ampicillin+ plates showed less growth that the control plate. Questions: 1. Record your observations about the color and growth (number of colonies) of bacteria on the Petri plates. If you have so much bacterial growth that you can’t count individual colonies, this is referred to as â€Å"lawn.† LB+ (Positive Control) LB- (Positive Control) LB/AMP+ (Experimental) LB/AMP- (Experimental) Bacterial Growth lawn lawn 3 colonies no growth 2. Calculate the transformation efficiency of your transformation experiments. Transformation efficiency refers to the number of cells transformed per microgram (ug) of DNA. The transformation efficiency of my transformation experiments is 0.0125 cells transformed per microgram (ug) of DNA.

Lydia Dustin Was Accused in the Salem Witch Trials

Lydia Dustin Was Accused in the Salem Witch Trials Lydia Dustin died in prison and is best known for being accused as a witch in the Salem witch trials of 1692. Dates: 1626? - March 10, 1693Also known as: Lidia Dastin Family, Background Not much is known of her other than connections to others also accused in the Salem witch trials. Mother of Sarah Dustin and Mary Colson, grandmother of Elizabeth Colson. More About Lydia Dustin Lydia, a resident of Reading (Redding), Massachusetts, was arrested on April 30 on the same day as George Burroughs, Susannah Martin, Dorcas Hoar, Sarah Morey, and Philip English. Lydia Dustin was examined on May 2 by magistrates Jonathan Corwin and John Hathorne, on the same day that Sarah Morey, Susannah Martin, and Dorcas Hoar were examined. She was then sent to Bostons jail. Lydias unmarried daughter Sarah Dustin was the next in the family accused and arrested, followed by Lydias granddaughter, Elizabeth Colson, who eluded capture until after the third warrant was issued (sources differ on whether she was ever captured). Then Lydias daughter Mary Colson (Elizabeth Colsons mother), was also accused; she was examined but not indicted. Both Lydia and Sarah were found not guilty by the Superior Court of Judicature, Court of Assize and General Gaol Delivery in January or February 1693, after the initial trials had been suspended when criticized for their use of spectral evidence. However, they could not be released until they paid jail fees. Lydia Dustin died still in jail on March 10, 1693. She is thus usually included on lists of those who died as part of the Salem witchcraft accusations and trials.

Electrocute

Electrocute Electrocute Electrocute By Maeve Maddox The verb electrocute was coined in the late nineteenth century on the model of execute in the sense of â€Å"to inflict capital punishment upon.† Unlike execute, which has a legitimate Latin etymology, electrocute is a portmanteau word. H. W. Fowler (A Dictionary of Modern English Usage) held it in disdain: This word does not claim classical paternity; if it did, it would indeed be a barbarism. It is merely a portmanteau word formed by telescoping electro- and execution, and, as it is established, protest is idle.† Fowler was writing about forty-five years after Buffalo, New York dentist Alfred P. Southwick invented the electric chair in 1881 as a more humane method than hanging. The first person to be executed by electrocution was William Kemmler (1860-1890). The newness of the word is apparent in the two earliest OED citations, dated 1889 and 1890: He wants to be ‘electrocuted’ The gentlemanshould be ‘electrocuted’ By 1903, the word was in use without enclosing quotation marks. The OED includes a second definition of electrocute as â€Å"to give an electric shock to† and includes this citation from an Australian source: I was electrocuted. I can still smell the flesh burning. American usage, however, does not allow for the survival of an electrocuted person. Merriam-Webster offers two definitions: 1. to put to death as a legal punishment by causing a fatally large electric current to pass through the body. 2. to kill by electric shock. The following examples from the Web illustrate nonstandard (US) usage: I was trying to unplug my cell phone charger and got my fingers too close to the bottom. They touched the prongs and I got electrocuted! I electrocuted myself three times trying to unplug my laptop charger. Teenage friends electrocuted trying to take selfie on top of  train (The girls were severely injured, but, as they survived, they were not electrocuted.) Paul Brians (Common Errors in English Usage) summarizes US usage this way: To electrocute is to kill using electricity. If you live to tell the tale, you’ve been shocked, but not electrocuted. For the same reason, the phrase â€Å"electrocuted to death† is a redundancy. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Compared "to" or Compared "with"?Between vs. In BetweenA "Diploma" is not a "Degree"

Breast Cancer Treatments Lumpectomy vs. Mastectomy Essay

Breast Cancer Treatments Lumpectomy vs. Mastectomy - Essay Example Consequently, both are the main choices of patients and physicians in treating the disease. Both procedures are also found to have equal survival rates. However, with the increasing awareness of women afflicted with breast cancer on the impact of surgery on their psychological state related to loss of their breast, more and more women are resorting to a less invasive treatment which is lumpectomy and adjuvant therapies. Added to this is the notion that mastectomy is over used. Lumpectomy is a surgical removal of the breast lump including some normal tissues. Although, lumpectomy and adjuvant therapies are preferred methods of treatment for most women with breast cancer, their use is bombarded with several controversies. Body One distinct issue with lumpectomy includes the inadequate outcome data to the extent of its use and efficacy. Clinical trials included insufficient size to establish a convincing result of its application. Although, there had been multiple randomized trials of l umpectomy in patients with or without radiation, it was found out that the survival rates are based solely on unpublished analysis. In addition, participants in several studies were over treated producing a bias result. This was revealed in the study by Cumming (n.d) where he added that using a meta- analysis pose a risk on grounds that methods might be a concern. Cumming also found out that in the case of ductal carcinoma alone, data is limited to show importance of lumpectomy and other treatments following it. Consensus among pathologists on pathologic staging is also a question because there is no recommendation as to the exact stage lumpectomy is effective. It was further revealed that studies on radiation therapy after lumpectomy had no uniform techniques in using different radiotherapy agent such as iridium, electron beam, and cesium needle brachytherapy. Added to the above problem is controversy surrounding the falsified claim that lumpectomy with adjuvant therapy was as effe ctive as mastectomy. The lead investigators are found to commit misconduct with the result of their study of not providing the correct result of their study. Although, lumpectomy has been found to be effective with the early stages of cancer, its credibility was damaged because of the controversy which ruined the trust not only of patients but the public in general towards lumpectomy and adjuvant therapies. This shows that not only the lack of data on the efficacy of lumpectomy combined with adjuvant therapies is a problem but is accompanied with several other problems. Interestingly though, the study published in the Journal of National Cancer Institute ( 2004) reported that there is a significant decrease in the recurrence in the number of patients who went through lumpectomy with radiotherapy however not in lumpectomy alone. There is also no survival advantage even with the addition of radiotherapy. Similar with the study of Cumming, the JNCI reported that information from curren t and previous studies are found to be deficient in attesting that lumpectomy in combination with adjuvant therapy is more promising. Whether lumpectomy is a choice of the patient or the physician, cost is also an issue for the choice of therapy among women with breast cancer. Lumpectomy with radiation therapy is more costly than mastectomy. Munoz and company (1986) found out in their