Chromosome replication Essay example -- essays research papers

Exact chromosomal DNA replication during S period of the phone cycle is a significant factor in the correct upkeep of the genome from age to age. The current â€Å"once-per-cell-cycle† model of eukaryotic chromosome duplication portrays a profoundly organized procedure by which transiently managed replicon groups are consecutively actuated and therefore joined to frame two semi-moderated duplicates of the genome. Replicon groups, or replication spaces, are included individual replication units that are simultaneously enacted at foreordained focuses during S stage. Bi-directional replication inside each replicon is started at intermittent AT-rich sources along every chromosome. Starting points are not portrayed by a particular nucleotide succession, yet rather the spatial course of action of cause replication edifices (ORCs). Given the term of the S stage and replication fork rate, contiguous roots must be fittingly divided to guarantee the total replication of each replicon. C hromatin game plan by the atomic network might be the supporting variable answerable for ORC situating. The six subunit ORC ties to starting points of replication in an ATP-subordinate way during late telophase and early G1. In yeast, every replication space basically contains a solitary ORC restricting site. Be that as it may, increasingly complex starting points are portrayed by a commencement zone where DNA union may start at various areas. A solitary round of DNA combination at each initiated beginning is accomplished by â€Å"lic...

Personal Case Study Paper Example | Topics and Well Written Essays - 1250 words

Individual Paper - Case Study Example Job strife can come in different structures. Job struggle typically comes as status, job, and desire. There are various scholastic analysts that have been done as to job struggle. This paper targets talking about how scholastic research identifies with job struggle. There is constantly a fluctuation in conclusions with regards to how job clashes ought to be taken care of. In any case, what is sure is that the way wherein you oversee job struggle decides how it will influence your association. Despite the jobs played or the people associated with a contention the two sides are in every case contrarily influenced by the contention. Berko, Aitken and Wolvin affirms that when reliant people or gatherings happen to have sees, sentiments, qualities, and objectives that are clashing it will be difficult for them to work for a typical course (Berko, Aitken and Wolvin, 2010). Individuals who overlook job clashes have a higher chance of bombing when contrasted with the individuals who recognize their reality and work towards comprehending them. To ensure that job clashes are put leveled out jobs of the different people and gatherings that are reliant ought to be characterized. This will assist everybody with understanding the limits of their jobs and the significance of their job to the basic reason. While picking or designating jobs you should ensure that individuals or gatherings are given the jobs that they are best in. This will be in the offered of ensuring that everybody is alright with the jobs that they should play (Settles, Sellers and Damas Jr, 2002). This will imply that before the day's over everybody would have assumed their jobs and since the normal course is subject to the individual jobs the regular course will be accomplished. Nonetheless, Beaucham and whinny affirms that letting individuals and gatherings assume the jobs that they are best in will lessen the chance of there being grievances from the others or gatherings engaged with the course (Beauchamp and

Characteristics of Addicted Gamers

Characteristics of Addicted Gamers Addiction Addictive Behaviors Internet Print Characteristics of Addicted Gamers By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Updated on December 08, 2019 Hero Images / Getty Images More in Addiction Addictive Behaviors Internet Caffeine Shopping Sex Alcohol Use Drug Use Nicotine Use Coping and Recovery When most people think of video game addiction, they probably see the typical addictive gamer as a teenage boy who spends countless hours in front of a TV with fingers flying around the controller in his hands. That was probably accurate back when. But not today. The market of people who game (play video games) has grown. So has gaming addiction, as video game addiction and Internet ?and computer addiction have ensnared more and more demographic groups.? An estimated 155 million Americans play video games.Of that number, 42% play 3 hours or longer each week.The average length of time Americans have been playing video games is 13 years. Who Are Todays Video Gamers? These days, theres no one type of gamer. Here are some of the characteristics identified by research. Kids While most American youth do play video games, only 26% of gamers are under age 18. However, it appears that the younger the child, the more vulnerable he or she is to the negative effects of gaming and to video game addiction. Children under age 10 are particularly vulnerable to developing  aggressive behaviors they learn from  video games. Adults Research shows that the average gamer is age 35, and 67% of heads of U.S. households play video games. Males Gaming is not an exclusively male activity, although 56% of gamers are male with an average age of 35. Only 15% of gamers fit the stereotype of boys under age 17. Females What you may consider a surprising 44% of gamers are now female, a third of the adult women with an average age of 43. In addition, as many women as men play online puzzle and cellphone games. And some online multi-user video games are also attracting more women. Do women tend to play less aggressive video games than men? It may appear that way, but research has identified a sub-group of young female gamers who play the kind of aggressive games traditionally thought attractive only to males. Who Commonly Becomes Addicted to Video Games? Studies show that up to 15% of video game players meet the criteria for addiction. This may seem to indicate only a small number of people until you consider gamings huge and growing popularity: Its actually a lot of people.   More research is needed, but, at present, the group most likely to become addicted to playing video games are those known as Massive Multiplayer Online Role-Playing Game (MMORPG) players, also known as the persistent multiplayer gaming universe. They form 9.1% of video game players, and they play their video games  addictively  on the internet. Video game addiction, computer addiction, and Internet addiction can form a powerful lure, particularly when combined and especially for young children. And then you need to consider the negative effects of excessive video game playing. If you have a child who plays video games or may want to start playing them, youre encouraged to follow the guidelines for preventing harmful video game effects.

PIctures and Profiles of Plesiosaurs and Pliosaurs

similarities and differences between greece and ancient...

An application of Abraham Maslow s Hierarchy of Needs to Carl Rogers 10 Principles of Learning An Application of Abraham Maslow s Hierarchy of Needs to Carl Roger’s 10 Principles of Learning Colin W Lambert Regent’s College School of Psychotherapy Counselling Psychology This paper was produced as part of the Foundation Course of RCSPCP Summer Intensive 2011 All correspondence concerning this paper should be addressed to Colin Lambert 34 South Molton Street London W1K5RG E-mail: colin@tlgconsulting.co.uk Page 1 of 11 An application of Abraham Maslow s Hierarchy of Needs to Carl Rogers 10 Principles of Learning Introduction The objective of this paper is to explore the relevance of applying Maslow’s†¦show more content†¦Ã¢â‚¬ËœOn the other hand, the practical person who does not understand theory is also handicapped’(Goble,1970). It is clear Maslow supports Rogers view of experiential learning. Our Basic Needs Maslow perceived the human as driven, motivated and propelled by potent forces and called these forces human needs: ‘Human needs arrange themselves in hierarchies of pre-potency, that is to say the appearance of one need usually rests on the prior satisfaction of another, more pre-potent need. Man is a perpetually wanting animal’ (Maslow,1943). He also added that no need or drive could be treated as if it were isolated or discrete and that every drive was related to the state of satisfaction or dissatisfaction of the other drives. Maslow presented his theory of motivation as a pyramid-like structure covering five levels of need; psychological, safety, love and belonging, esteem and – at the pinnacle - self-actualisation. The psychological needs are somatic (i.e. they relate to the body not the mind) and as such are not strictly motivated actions. Maslow defines the somatic drives as: air, food, water, sex and secretion. Once the somatic drives are met, motivated drives will follow. Significantly, Maslow was the first to expound the premise that learning can only commence once the psychological needs have been satisfied and that at least part of each stage of learning must be achieved before

Assessment Methods 3 Free Essays

Assessment Methods Assessment is the means of obtaining information or can be defined as a method of evaluating learning (The starting point for this is the curriculum along with the process of learning and teaching). This helps to know when a concept is understood or not, whether you have re-teach a topic or can move on, allowing teachers, pupils, and parents to make judgments about the pupil progression. (Wilson 2009) When choosing assessment items, it is useful to focus on the immediate task of assessing student learning in that particular unit of study. We will write a custom essay sample on Assessment Methods 3 or any similar topic only for you Order Now The primary goal is to choose a method, which effectively assesses the objectives of the unit. Choice of assessment methods should be aligned with the overall aims of the program, and may include the development of disciplinary skills (such as critical evaluation or problem solving) and support the development of competencies (such as particular communication or team skills. ) (Wilson 2009) When considering assessment methods, it is particularly useful to think first about what qualities or abilities you are seeking to engender in the learners. It is also important not to seem discriminating in any way and supportive to any learners who may have additional needs, giving the best opportunity to demonstrate their ability in respect to the course. There are wide ranges of assessment methods used to measure learning some I will touch briefly, two of these methods would be used for my subject area, which I will elaborate on. Assessment methods can be: †¢ Formative – the purpose is to indicate the effectiveness of teaching and learning. Formative assessment and the way it is used, is crucial to effective learning and teaching. It can identify areas of learning forgotten or misunderstood by the pupil, reveal unsuspected knowledge of skills, identify possible barriers and provide information on relevance, pace and interest of teaching for a learning group. †¢ Diagnostic – to indicate strengths and weaknesses of the learner †¢ Summative – for recording and reporting purposes at the end of the curriculum †¢ Informal – on-going for teacher and pupil information †¢ Self and peer assessment †¢ Verbal/oral- questions are asked in efforts to establish depth of knowledge and are useful assessment tool to complement observation in order to check understanding. Observation – this is used in practical situation when a learner demonstrates their competence or natural ability while being observed by the assessor. You can also observe group work, encouraging †¢ Simulation – this is similar to observation, but uses a simulated activity rather than a task or n atural performance. While this method is not generally supported by National Vocational Qualifications it can be appropriate when using high cost materials or in dangerous situations. Project and Assignments If assessment is to be seen as a valuable tool and respected by learners it must be seen to work effectively. For my subject area I would concentrate on Formative assessment and Initial /Diagnostic assessment. Formative Assessments Formative assessment is an interim judgment also known as ‘continuous assessment’ this mean it is ongoing, this give the learner the opportunity to know how they are progressing, giving them the opportunity to improve (Wilson 2009, Gravells 2008). This type of assessment is very motivational as it is seen as a review rather than an assessment, helping learners to progress and maximize their potential. Theorist David Kolb (1984) is used frequently to explain learning processes he describes how individuals learn from their experiences by trial and error. Reflective practice builds upon things that happen (concrete experience) and develop through understanding, like having another go at it, this Kolb suggest is a logical development, which constantly (through repetition) leads to better practice. Formative assessment method helps the student to constructively identify achievement and areas for further improvement. The teacher is able to evaluate the effectiveness of his own teaching to date, and to centre future plans based upon that evaluation During a Formative assessment (Minton 2009). Because of the flexibility of its application formative assessment is a great way for teachers gauge how effective their teaching is as it shows up areas of strengths and weakness in time for corrections to be made sooner than later. Formative assessment can be seen as a measure of the teacher’s ability to teach effective lessons by the results of student performance (Gould 2009, Minton 2009). Initial/Diagnostic assessment Initial assessment is a term given to that part of the learning process that aims to combine the learner, the teacher and the curriculum. Carrying out an initial assessment helps to plan appropriate sessions for learners, this is to identify the specific needs of learners and to devise the best teaching strategy. Wilson 2009, Petty2009) Initial assessment is really the first stage in a process designed to create an interesting and relevant program of study for learners, Looking at how Achievable and relevant the proposed course is the potential learner (Gould 2009). This type of assessment immediately gives credibility to the fact that assessment is very influential throughout the process of learning; it measures attainment, potential and identifies skill gaps, aspirations, support neede d and the level of ability of learners. A good initial assessment of learners’ suitability for a course can positively affect continual attendance and successful completion of a course (Minton 2005). Initial assessment sets out to do quite a lot and depending on the individuals. Individual differences will have impact upon teaching and it is important to recognize that as much as the individual is affected so also is the style and manner in which teaching is delivered, therefore expectations must be communicated in such a way as to positively influence students (Petty 2009, Gould 2009, and Minton 2005). It is very important the learner is well informed about the course before starting so a decision can be made about the suitability of the course for the learner. Diagnostic assessment is additional information, which is linked to information gather from the initial assessment. Together they help both teacher and the learner build a clear picture of the individual, based on the skills and knowledge already achieved. In order to begin the process of personalizing learning, developing an individual learning plan and begin the process of assessment for learning that will continue throughout the learner’s program make links to progression routes and prepare for the next steps (Gould 2009, Petty 2009). Individual differences will have impact upon teaching, so it is important to recognise that as much as an individual is affected so also is the style and manner in which teaching is delivered. Therefore expectations must be communicated in such a way as to positively influence students (Petty 2009, Gould 2009, and Minton 2005). It is important that teaching strategies are seen to be, and treated as strategies. These are always changing and it is important to make it a point of duty to be conversant with the all strategies that may be appropriate for the individual and collective needs of students as needs as well as pupils vary. Learning is cumulative that is to say that as a result of continuous and varying experiences human beings gain knowledge, form concepts, increase in skills and attitudes and thus are able to apply understanding and grow. During this process feelings are discovered about environmental factors and intrinsic values, learning can be viewed as a combination of cognitive, social and affective elements (Pollard 2008). The true focus of assessment is learning and how we learn. Adversely when intelligence and ability has become the focus, many authors have shown in their research that it is a nebulous concept to focus on measuring pupils’ intelligence or ability. Learning is crucial to the way in which human beings deal with different stages of life and determines whether or not good or bad experiences re-occur (Minton 2009). Over the course of time it has been realised that knowledge, understanding and learning is crucial and should be the focus of any form of assessment. Learning is constant and takes different shapes whether academically or socially it is a part of our lives whether you realize it or not life. Everyday we learn something new, how important it is to us, only an individual will know, this is determine through assessment whether self or secondary. . Bibliography 1. Practical Teaching A Guide to PTLLS DTLLS: Linda Wilson 2009. 2. Reflective Teaching: Andrew Pollard 2008 3. Achieving your PTTLS Award: Mary Francis and Jim Gould 2009 4. Achieving your PTTLS Award: Mary Francis and Jim Gould 2009. 5. http://www. brookes. ac. uk/services/ocsld/resources/methods. html. 6. Preparing to Teach in the Lifelong Learning Sector: Ann Gravells 2008. 7. Reflective Practice in the Lifelong Learning Sector: Jodi Roffey-Barentse and Richard Malthouse 2009 How to cite Assessment Methods 3, Papers

Venom(2015) by Bullet For My Valentine free essay sample

After the flop that is Temper Temper in 2013, this Welsh Metalcore decided to try to redeem themselves by going back to what made them good in the first place: Thrash metal inspired melodic metalcore music. This is a band that I have been listening to since their debut album in 2006 The Poison and they still have left me to listen to them today. Although Venom may not be a good explamation why I like these guys, it is part of the reason why. If this is the first time hearing of this band, I highly recommend you check them out sometime. Venom is the bands fifth full length album going back to their thrash inspired roots when compared to their more softer approach on Temper Temper. From the singles you may have gotten before this like No Way Out or You Want a Battle(Heres a War), you can tell theyre not pulling any punches from here on out. We will write a custom essay sample on Venom(2015) by Bullet For My Valentine or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Matt Tuck, the lead singer, has a very iconic voiceat least with his clean vocals but whatever. That can translate to what you hear from this album with the mostly ballad-like style of metalcore which was also done by other bands like Killswitch Engage and All That Remains. The instrumentation, while fairly typical for metalcore, is surprisingly fast and heavy at times that this could rival stuff from their first two albums(The Poison and Scream Aim Fire), as shown in songs like the previously mentioned No Way Out and Broken. The solos are decent at worst and can even rival the likes of massive shredders like Micheal Romeo, Marty Friedman and John Petrucci, somehow. While not the most diverse album Ive seen, that probably be The Poison, you should expect a ballad of any sort in here somewhere. The first of which being track #7, Venom. Not entirely speed heavy and relies mostly on Matts clean vocals which can work really well for ballads and always has as far as Im aware. For a metal core album, there are a surpising lack of breakdowns that I can at least make out to be as such. Yeah sure, they had many songs with no breakdowns like Tears Dont Fall, All These Things I Hate, Bittersweet Memories, etc. although they were still highly prominent in their music, this is not really much of a complaint though, just something I noticed. I can say I like this album quite alot here. You may not but I will consider this their comeback album. I give this an 8.5/10, I am the Grim Reaper, signing off.