Unknown Plasmid - Restriction Enzymes, Gel Electrophoresis, and Transformation essays

Unknown Plasmid - Restriction Enzymes, Gel Electrophoresis, and Transformation essays Using DNA technology, including restriction enzymes, gel electrophoresis, and transformation we performed two experiments to identify an unknown plasmid. The first experiment involved gel electrophoresis of plasmid DNA with and with out restriction enzymes to determine migration and number of base pairs in specific fragments. Known DNA fragments were used to determine the size of the unknown fragments. Plasmid maps of pKAN and pAMP were used to compare the sizes to the unknown sizes, where by identification of the unknown was pKAN. The second experiment used the same unknown plasmid in a transformation to bacteria E.coli HD. The recombinant DNA of the bacteria was analyzed by growing the bacteria in plates containing antibiotics. The growth of the unknown sample was shown only in the pKAN/LB plate and the LB (standard medium) plate, thus the bacteria contained DNA which held resistance to kanamycin, a characteristic of the pKAN plasmid. Through the results of both experiments we th erefore conclude that the unknown plasmid was pKAN. Recombinant DNA is the extracting DNA from one genome and incorporating it into another genome. This genetic technology is used in a variety of ways and benefits a variety of people and industries. The usage of recombinant DNA makes products like insulin for those who are diabetic. Other health related uses include synthesis of vaccines and antibiotics, and research is currently being conducted to further integrate recombinant DNA into the world of medicine and health. Another important use of recombinant DNA is in agriculture. Both animal and crop agriculture benefit from this technology, plants can be created with greater pest resistance and higher quality, and animals can be injected with hormones synthesized through recombinant DNA to help regulate and improve their growth and reproduction. DNA technology has hundreds of applications, thus has its place firmly established in the realm of scienc...

International Relations - OpED Assignment Term Paper

International Relations - OpED Assignment - Term Paper Example The sophisticated arms that they used and the manner of the attacks point to a well funded, well trained group that bears the signature of the Lahkar-e-Tayyiba (LeT) and its several variants. Unlike in the case of many of the other terror attacks where bombs were placed in crowded places, this was a strange attack like the one on Parliament in 2002. The targeting of well known landmarks and high profile places including â€Å"Chhatrapati Shivaji Terminus†, the Taj and Trident hotels and Nariman house shows some previous knowledge of the place obtained by regular visits or through local people. Mumbai as the country’s financial and business centre has always been an obvious target for those seeking to destabilize the Indian state and terrorist’s attacks have been occurring in the city in the recent past. To maximize international attention, the terrorists have targeted Cafe Leopold, and Nariman house both visited by tourists frequently besides the hotels. Some reports speak of their seeking foreign nationals, mainly American and British for hostage-taking. The interrogation of those in custody should provide some details of the people and the organization behind the attack. The use of sea route by terrorists who could have landed on a small boat from out of a larger vessel in the high seas off the coast of Mumbai opens up the possibility of their coming in from Karachi. While the government of Pakistan appears to be serious in putting any form of support that it’s Inter Services Intelligence (ISI) provided for terrorism behind and in its pursuit of improved relations with India, there are several groups in the country that go about quiet openly recruiting and training people for terrorist attacks in India. Given the series of attacks within Pakistan itself, its government’s determination and ability to contain terrorist element within is no doubt open to question. Nevertheless, Islamabad needs to reminded once again to

In a culturally diverse word, the universality of human rights remains Assignment - 1

In a culturally diverse word, the universality of human rights remains unsettled. Discuss - Assignment Example All people should not be denied their rights unless in a situation that demands legal action against them. For example, the right to liberty can be withdrawn when a person becomes guilty and gets convicted of an offence. International human rights law in the form of treaties, international law, general principles, and other international law sources are factors that determine Human rights. International law seeks to achieve the universality of human rights; however, it faces challenges resulting from the current cultural diversity. Culture is the people’s way of life and contributes much to aspects of their lives. The different cultures that exist in the world are a challenge to trying to implement human rights law. Some cultures would not allow some actions as they differ with them. This work seeks to discuss how the diverse culture in the world contributes to the efforts put towards achieving or settling universality of human rights. It will discuss how the culture relates t o human rights and how it contributes either negatively or positively towards achieving the universality of human rights. It will also focus on different organizations formed to protect and educate the public on understanding their culture and human rights, and how their progress is at present. Background Information Although there have been developments in evolution of human rights, the process is under serious challenge. From 1945, more development of international human rights standards has occurred as compared to previous years (Forsythe, 2009: xviii). However, international issues like Chinese development as a world power, and the United States’ efforts to maintain national security after the September 2001 attack challenge these developments on human rights. As much as the international community talks of human rights and rights laws, there is a violation of the rights as a result of these developments. People did not know about human rights until 1945, but the United S tates and France practiced ‘rights of man’ although no human rights treaties existed until the period of United Nations. The treaties that existed were rights of foreigners. According to Forsythe, it is D. Roosevelt and others who pushed for inclusion of human rights in the United Nations charter. They believed that human rights contributed to international security and peace and that it was human rights’ violation that led to the origin of World War II (Forsythe, 2009: xviii). The quest to adoption of human rights to the UN charter became the origin of their development. Universality of Human Rights Universality is the quality of being dominant or available. Human rights universality is thus the ability to the existence of human rights to every human being. Universality is rather the ability of a society or state to allow its citizens to enjoy the availability of human rights. The diversity in culture, in the present world, affects the universality of human righ ts in various ways. Different cultures affect how their citizens enjoy the provision of human rights. According to Osiatyn?ski, the African take on human rights was not on an individual basis; it focused on the community. This is an indication that culture has a relative impact on human rights universality. In most tribes, in Africa, for example, the decision to marry does not come from a girl, but it is a decision made by the family and clan or the community, depending on the family status (Osiatyn?ski, 2009:128). This practice

Architectural Analysis of Nelson-Atkins Museum of Art Essay

Architectural Analysis of Nelson-Atkins Museum of Art - Essay Example â€Å"Steven Holl Architects’ extension to the Nelson-Atkins Museum of Art in Kansas City has torn up the rule book of established codes of extension conduct and transformed the existing building into one of the most exciting exhibition spaces we’ve seen. The existing Nelson-Atkins museum is a ceremonial, classical structure – all colonnades, porticos and grand facades, sitting atop the undulating hillocks looking down on Kansas City. When in 1999, Steven Holl Architects entered the competition to build a suitable extension, it was the only firm daring enough to tamper with the existing facade and not hide its proposed structure in the shadow of the grand building. And it clearly paid off† (Yanko Design, 2007). In order to understand the choices that went into the Bloch Building, it is essential to understand architectural theory, philosophy, phenomenology and structuralism. Interpretive Strategies of Architecture as Art Though a kaleidoscopic array of the ories exist on the matter of architecture, three should suffice. By far the most important is the architects' theory: Stephen Holls', as explicated in his 2009 Urbanisms: Working with doubt. Holls' philosophy here is that urban planning in the 21st century faces qualitatively new techniques. He argues that the attempt to break down all architecture to quantitative mathematical analysis is quixotic and counter-productive; instead, architects must â€Å"work with† and manage doubt in increasingly complex cityscapes by managing Fragments, Porosity, Insertions, Precious and Fusion elements. Holls emphasizes phenomenology here. He argues, â€Å"It is odd that few urban planners speak of the important phenomenological characteristics determining the qualities of urban life – spatial energy and mystery, qualities of light, color, sound and smell. The subjectivity of urban experience must be held in equal importance to the objective and practical† (2009, pg. 16). Holl a rgues that, just as the brain has a rational left side and a creative right side, so too must urban planners synthesize art and science, and urban planning must represent both the vagaries of subjective psychology and the rationality of controlled and planned spaces created by mathematical-scientific intervention. What is phenomenology? â€Å""The philosophical movement that concentrates on the study of consciousness and its immediate objects† (Lecture 2). The distinction is complex. In essence, since the skeptical revolution of Hume, wherein it was demonstrated that it is impossible to philosophically know any empirical fact (such as that gravity follows the inverse square or that billiards bounce the way a pool shark knows they do) because of the limits of inductive logic and the fact that to generalize from the past to the future requires an untestable assumption: That the past is like the future (Hume, 1910). Kant then argued that not only was it impossible to know the na ture of things, their ontology, but in fact human beings could never get access to ontological truth. Just as a camera takes an image of the world but that photograph it produces is not the same as the world it represents (â€Å"Ceci pas un pipe†), the human eye makes a model of the real world, a model that psychology has increasingly come to realize is a highly specific one with many features jettisoned for ease of processing. That model is not the real world, so no matter how precise our instrumentation or perceptions, we are never seeing things as they are. Thus, Kant argued that the study of ontology was impossible, and sharply cut it off from the study of phenomenology, which Husserl, Heidegger and Sartre later developed (Lecture 2). What does this have to do with architecture? Holl's argument is only

Economy :: Unions Labor Work Papers

Unions Why Unions? "Unions are groups of working people who join to talk to employers about wages and conditions of work instead of workers talking to employers on an individual basis."1 Because they speak for everybody, unions can get a better deal for each worker than one employee could by negotiating with the employer. As seen in the short movie "WHY UNIONS?", non-unionized workers talks about the unfair treatment they experience in the work place. Through collective action, workers formed unions so they could have a voice in deciding wages, hours, working conditions and dealing with the many problems arises in the workplace. Unions are not just organizations trying to get more dollars and cents or better working conditions for people who hold union cards. People who don't enjoy the benefits of union protection get benefits too. "The labour movement was in the forefront of the struggles for public health care, for public education, for minimum wages, holidays and employment conditions."2 1 D. Martin, Form War To Peace, Canadian Labour Congress, Quebec, 1991, P.17 2 Notes On Unions, Canadian Labour Congress, Quebec, 1992, P.1 Union Nowadays "Unions are like businesses: their success depends upon attracting and retaining buyers (new members). Recently, one of the major problems faced by the union movement is that few Canadians understand what services unions come into public."3 The public also don't know the union is also helping Canada in other parts of areas such as economy, etc. The public think that the only time unions come into the public's eye is as a result of strike or withdrawal of services. This is because of the impressed strikes held by the union workers. The memorable one would be the strike held by the Toronto Transit Commission workers back in September 1991. The lack of transportation resulted in inconveniences among the public. The Canadian public becomes upset over conflict. The strikes make the public forget about the contributions of unions in other areas. "From a marketing perspective, the union movement has positioned itself like the nuclear industry -- it receives attention only when it is about to blow up, melt or leak."4 Five important needs for union movements are: 3 Alistair Davidson and Ian Mckinnon, "Unions need to study marketing," The Globe and Mail, May 8 1984, Business section, P.8

Brain Development And Early Childhood Education Essay

Babies begin to learn about the world around them from a very early age. Children’s early experiences – the bonds they form with their parents and their first learning experiences – deeply affect their future physical, cognitive, emotional and social development. Learning starts in infancy, long before formal education begins, and continues throughout life. A young child’s brain needs certain types of stimulation to develop properly. Without that stimulation, certain types of learning will not be possible when the child enters school. Experts tell us that 90% of all brain development occurs by the age of five. If we don’t begin thinking about education in the early years, our children are at risk of falling behind by the time they start Kindergarten. This is why Early Childhood Education is so important. Infants and toddlers learn about themselves and their world during interactions with others. Brain connections that lead to later success grow out of nurturing, supportive and predictable care. This type of caregiving fosters child curiosity, creativity and self-confidence. Young  children need safety, love, conversation and a stimulating environment to develop and keep important synapses in the brain. During the first 3 years of life, children experience the world in a more complete way than children of any other age. The brain takes in the external world through its system of sight, hearing, smell, touch and taste. This means that infant social, emotional, cognitive, physical and language development are stimulated during multisensory experiences. Infants and toddlers need the opportunity to participate in a world filled with  stimulating sights, sounds and people. Before children are able to talk, emotional expressions are the language of relationships. Research shows that infants’ positive and negative emotions, and caregivers’ sensitive responsiveness to them, can help early brain development. For example, shared positive emotion between a caregiver and an infant, such as laughter and smiling, engages brain activity in good ways and promotes feelings of security. Also, when interactions are accompanied by lots of emotion, they are more readily remembered and recalled. The primary giver, when providing consistent and predictable nurturing to the infant creates what is known as a â€Å"secure† attachment. This is accomplished in that rhythmic dance between infant and caregiver; the loving cuddles, hugs, smiles and noises that pass between caregiver and infant. Should this dance be out of step, unpredictable, highly inconsistent or chaotic an â€Å"insecure† attachment is formed. When attachments are secure the infant learns that it is lovable and loved, that adults will provide nurture and care and that the world is a safe place. When attachment is insecure the infant learns the opposite. As the child grows from a base of secure attachment he or she becomes ready to love and be a friend. A secure attachment creates the capacity to form and maintain healthy emotional bonds with another. Attachment is the template through which we view the world and people in it. The brain grows from the bottom to the top. Each of the core strengths is related to a stage and site of brain growth. In infancy attachment bonds are acquired and lay down emotional signals deep within the brain. At the same time the brain stem is seeing to it that bodily functions can be self-regulated. Later on in childhood the emotional centers of the brain come under increasing control so temper tantrums disappear and the child controls their emotional life. In mid-childhood the child’s brain begins to develop the capacity to think and reflect on the external environment. It is at this stage when the frontal areas of the brain begin to mature and it is at this stage in brain growth when the core strengths of affiliation, attunement, tolerance and respect can mature as well. Reading aloud with children is known to be the single most important activity for building the knowledge and skills they will eventually require for learning to read. Babies show excitement by widening their eyes and moving their arms and legs when looking at a book with pictures of babies or other familiar objects. Babies learn from conversations even when they cannot understand what you are saying. When babies hear the same words over and over, the parts of the brain that handle speech and language develop. Talk to them as you are changing their diaper or feeding them. Get down on the floor with them when they are playing. Use this opportunity to talk about the different toys they have. You can talk about the color of the object or make noises, such as a car goes vroom, vroom. In infancy and early childhood, play is the activity through which children learn to recog- nize colors and shapes, tastes and sounds‚ the very building blocks of reality. Play also provides pathways to love and social connection. In early childhood, play helps children develop skills they can’t get in any other way. Babbling, for example, is a self-initiated form of play through  which infants create the sounds they need to learn the language of their parents. Likewise, chil- dren teach themselves to crawl, stand, and walk through repetitious practice play. At the preschool level, children engage in dramatic play and learn who is a leader, who is a follower, who is outgoing, who is shy. They also learn to negotiate their own conflicts. Study after study explicitly and unambiguously documents that what happens during the early years is critical to a child’s long-term cognitive and behavioral development, physical growth in childhood, and health in adulthood. Modern brain and child development research supports the need to provide nurturing, educationally stimulating, safe environments and experiences in the early years. A strong and nurturing relationship between children and adults is the most basic ingredient for growing up healthy. Supporting the whole child – physically, socially, and emotionally – provides a baseline for positive experiences from which the child can learn, grow, and thrive. These experiences shape a child’s life and create a strong, foundational web of support that positively contributes to their future.

Definition of Work and Equality - 898 Words

Equality has been loved and admired by some, while being despised and hated by others. It is a word that has created wars, influenced uprisings, and has given hope and strength to those in need. It represents our character as Americans, and portrays to the rest of the world in what we believe in. But, it has been abused and overturned from within our labor force, where equality has been masked by unfairness, discrimination, and greed. Equality in relation to work is an undertaking for equal compensation, equal opportunity, and equal treatment in order to pursue a more fair and balanced work place. The systematic definition of equality is described as the quality or state of being equal (Merriam Webster). The fight for equality first started during the 1960s when the Civil Rights Movement was introduced with a goal to end discrimination and racial segregation. The next immense movement began with the Womens Right Movement from 1848 to 1920. Its purpose was to allow better working cond itions and improved wages for women in the work force. These two movements may have restricted inequality and discrimination, but they have not completely ended these tribulations. Movements have been created in response low standards in equality, and the main reason for these degrading principles is to do with the influence of money. Money has always been an effective incentive for some to decide on a specific job. Big companies today make billions in profit and revenue. Big corporationsShow MoreRelatedEssay on True Equality713 Words   |  3 PagesEquality Paper Equality can be used in many contexts, as the general definition is â€Å"the state or quality of being equal or that one thing equals another; likeness. In this paper I would like to explore equality as dealing wholly with life experiences in general. 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