CB †Aziz Essay Example

CB – Aziz Essay Example CB – Aziz Essay CB – Aziz Essay CB – Aziz Name: Course: Date: CB – Aziz Week 1 The main issues of week one include freedom, governments and religion within the first two. The authors included in this week were King James I, James Harrington and John Winthrop. According to John Winthrop, liberty is in two kinds, natural and civil. In this regard, he says that the best way to achieve liberty is by honoring and upholding to authority while James I say it is through honoring the king and his law. The other issue is on governments and their role in ensuring liberty, their advantages and errors as well as solution used to solve the demerits of the ancient governments. Christianity at this time was seen as a source of authority, which is yet another issue. â€Å"†¦ They make and unmake their subjects; they have power of raising and casting down, of life and of death†¦Ã¢â‚¬  (James I 1610 P.4). â€Å"†¦so shall your liberties be preserved in upholding the honor and power of authority amongst you,† (John Winthrop 1645, P.19). â€Å"†¦ Anoth er error of Aristotle’s politics that in a well-ordered commonwealth, not men should govern, but the laws,† (James Harrington 1656 P.23 ). â€Å"the Lord hath given us leave to draw our own articles †¦ to enterprise these actions upon these and these ends, we have hereupon besought Him of favor and blessing,† (John Winthrop 1630 P.17). Week 2 The issues addressed in week 2 include civil governments and their effect on people, its problems, and nature of liberty, the difference between civil and natural governments as well as the best among them and how civil governments are created. The authors writing these articles include John Locke, John Trenchard and Thomas Gordon, John Wise and Sir John Randolph. â€Å"man being born, as has been proven, with a title to perfect freedom, and uncontrolled enjoyment of all the rights and privileges of the law of nature, equally with any other man, or number of men in the world hath by nature power, not only to preserve his property, that is, his life, liberty and estate against injuries and attempts of other men,† (John Locke P.59). â€Å"In most parts of the earth there is neither light nor liberty; and even in the best parts of it they are but little encouraged, and coldly maintained,† (John Trenchard and Thomas Gordon P 87). â€Å"The art of governing is thought to b e the most abstruse, as well as the usefullest science in the world,† (Sir John Randolph 1736 P.97). Week 3 Week three issues are about the British colonizers and their colonist concerning the power the colonizer has as well as the rights of the colonists. The other issue in week three is one tax within the colonies. The British constitutions and its extension to the colonies is another crucial issue, as well as its relation to colonies and sources of rights enjoyed by the colonist, which the article cite as the nature of a man to be free. The final issue of this week was declaration of independence. James Otis cites that, â€Å"A state has no right to make slaves of the conquered. Even when the subordinate right of legislature is forfeited, and so declared, this cannot affect the natural persons either of those who were invested with it, or the inhabitants, so far as to deprive them of the rights of subjects and of men† (1764 P. 154).. Under colonies Thomas Whately says, â€Å"The Revenue that may be raised by the Duties which have been already, or by these [stamp duties] if they should be hereafter imposed, are all equally applied by Parliament, towards defraying the necessary Expenses of defending, protecting, and securing, the British Colonies and Plantations in America,† (1765 P.166). Week 4 Under week 4, articles of confederation were the main issue regarding its ability in forming a sovereign government. The other issue was on the constitution of America and its divisions as well as whether it creates a limited or unlimited government. Additionally, the issues concern the likely consequence if the constitution is not implemented such as territorial war and the bills of rights contained in the constitution. â€Å" each state retains its sovereignty, freedom, and independence, and every power, jurisdiction, and right, which is not by this confederation expressly delegated to the united sates, in congress assembled,† (Articles of Confederation P.332). â€Å"Territorial disputes have at all times been found one of the most fertile sources of hostility among nations. Perhaps the greatest proportions of wars that have desolated the earth have sprung from this origin. This cause would exist among us in full force,† (Alexander Hamilton P.456). When talking about â€Å"ambition must be made to counteract ambition† James Madison meant, â€Å"But the great security against a gradual concentration of the several powers in the same department, consists in giving to those who administer each department the necessary constitutional means and personal motives to resist encroachments of the others,† (496). Week 5 Week five issues are varied as well, including favoring agriculture as opposed to manufacturing as well as the issue of slavery. The main issue is on establishing better economic stands that include why it would be in order to open a national bank or why it would be bad. Finance was another issue where debts are discussed as well. Politics also come into light where debates over political parties are discussed. The idea of a federal government as well, as how it should operate is discussed as well, where the power should be bestowed. â€Å"I consider the foundation of the Constitution as laid on this ground: That † all powers not delegated to the United States, by the Constitution, nor prohibited by it to the States, are reserved to the States or to the people,† (Thomas Jefferson P.615). Week 6 The main issue of this week is what democracy would be a wise idea, where ordinary people are allowed to make decisions regarding political matters. On this issue, several topics are discussed, including why different people felt democracy would not only fail, but also take away freedom from others. The conditions necessary for democracy to exist are addressed within the articles as well. Other than democracy, the characters of Americans that make them different from Europeans are discussed as well. â€Å"Relying, then, on the patronage of your good will, I advance with obedience to the work, ready to retire from it whenever you become sensible how much better choice it is in your power to make,† (Thomas Jefferson P. 690). Week 7 Week 7 brings to light a topic that was a major issue in America, which is slavery. Issues such as why the policies for abolishing slavery were wrong, why Africans were not right for democracy. Some of the authors see slavery as a bad thing in the society while others view it as right. The bible has been used to discredit slavery as well, showing the difference between people on the issue of slavery and offering Africans their freedom. â€Å"Let them remember, that though our cruel oppressors and murderers, may (if possible) treat us more cruel, as Pharaoh did the children of Israel, yet the God of the Etheopeans, has been pleased to hear our moans in consequence of oppression,† (Walker 1830 P. 965)). â€Å"Had the holding of slaves been a moral evil, it cannot be supposed, that the inspired Apostles, who feared not the faces of men, and were ready to lay down their lives in the cause of their God, would have tolerated it,† (Furman 1823 P. 954). Week 8 The eight week starts with the issue of citizenship for people within America, where Africans are not considered citizens according to some of the writers such as Taney after the declaration of independence. However, others such as Curtis counter his arguments on citizenship for slaves. Slavery issue is reflected again when Abraham Lincoln is brought into light, where he seeks to strengthen federal government when addressing the two sides of the house, conservatives and republicans. Additionally, the issue of southern thinking of secession from United States is discussed in Lincoln’s inaugural message. Finally, the issue of reconstruction is addressed in Lincoln’s second inaugural speech. â€Å"†¦no line dividing local from federal authority, nor anything in the Constitution, properly forbade Congress to prohibit slavery in the federal territory; else both their fidelity to correct principle, and their oath to support the Constitution, would have constrained them to oppose the prohibition,† (Lincoln 1860 1077). References Hammond, S.J., Hardwick, K.R. Lubert, H.L. (2007). Classics of American Political and Constitutional Thought: Origins through the Civil War. Indianapolis, Marion, IN: Hackett Publishing Company.

Probabilities for Dihybrid Crosses in Genetics

Probabilities for Dihybrid Crosses in Genetics It may come as a surprise that our genes and probabilities have some things in common. Due to the random nature of cell meiosis, some aspects to the study of genetics is really applied probability. We will see how to calculate the probabilities associated with dihybrid crosses. Definitions and Assumptions Before we calculate any probabilities, we will define the terms that we use and state the assumptions that we will work with. Alleles are genes that come in pairs, one from each parent. The combination of this pair of alleles determines the trait that is exhibited by an offspring.The pair of alleles is the genotype of an offspring. The trait exhibited is the offsprings phenotype.Alleles will be considered as either dominant or recessive. We will assume that in order for an offspring to display a recessive trait, there must be two copies of the recessive allele. A dominant trait may occur for one or two dominant alleles. Recessive alleles will be denoted by a lower case letter and dominant by an upper case letter.An individual with two alleles of the same kind (dominant or recessive) is said to be homozygous. So both DD and dd are homozygous.An individual with one dominant and one recessive allele is said to be heterozygous. So Dd is heterozygous.In our dihybrid  crosses, we will assume that the alleles we are considering are inherited independently of one another.In all examples, both parents are heterozy gous for all of the genes being considered.   Monohybrid Cross Before determining the probabilities for a dihybrid cross, we need to know the probabilities for a monohybrid cross. Suppose that two parents who are heterozygous for a trait produce an offspring. The father has a probability of 50% of passing on either of his two alleles. In the same way, the mother has a probability of 50% of passing on either of her two alleles. We can use a table called a Punnett square to calculate the probabilities, or we can simply think through the possibilities.  Each parent has a genotype Dd, in which each allele is equally likely to be passed down to an offspring.  So there is a probability of 50% that a parent contributes the dominant allele D and a 50% probability that the recessive allele d is contributed.  The possibilities are summarized: There is a 50% x 50% 25% probability that both of the offsprings alleles are dominant.There is a 50% x 50% 25% probability that both of the offsprings alleles are recessive.There is a 50% x 50% 50% x 50% 25% 25% 50% probability that the offspring is heterozygous. So for parents who both have genotype Dd, there is a 25% probability that their offspring is DD, a 25% probability that the offspring is dd, and a 50% probability that the offspring is Dd. These probabilities will be important in what follows. Dihybrid Crosses and Genotypes We now consider a dihybrid cross.  This time there are two sets of alleles for parents to pass on to their offspring.  We will denote these by A and a for the dominant and recessive allele for the first set, and B and b for the dominant and recessive allele of the second set.   Both parents are heterozygous and so they have the genotype of AaBb. Since they both have dominant genes, they will have phenotypes consisting of the dominant traits.  As we have said previously, we are only considering pairs of alleles that are not linked to one another, and are inherited independently. This independence allows us to use the multiplication rule in probability.  We can consider each pair of alleles separately from each other.  Using the probabilities from the monohybrid cross we see: There is a 50% probability that the offspring has Aa in its genotype.There is a 25% probability that the offspring has AA in its genotype.There is a 25% probability that the offspring has aa in its genotype.There is a 50% probability that the offspring has Bb in its genotype.There is a 25% probability that the offspring has BB in its genotype.There is a 25% probability that the offspring has bb in its genotype. The first three genotypes are independent of the last three in the above list.  So we multiply 3 x 3 9 and see that there are these many possible ways to combine the first three with the last three.  This is the same ideas as using a tree diagram to calculate the possible ways to combine these items. For example, since Aa has probability 50% and Bb has a probability of 50%,  there is a 50% x 50% 25% probability that the offspring has a genotype of AaBb.  The list below is a complete description of the genotypes that are possible, along with their probabilities. The genotype of AaBb has probability 50% x 50% 25% of occurring.The genotype of AaBB has probability 50% x 25% 12.5% of occurring.The genotype of Aabb has probability 50% x 25% 12.5% of occurring.The genotype of AABb has probability 25% x 50% 12.5% of occurring.The genotype of AABB has probability 25% x 25% 6.25% of occurring.The genotype of AAbb has probability 25% x 25% 6.25% of occurring.The genotype of aaBb has probability 25% x 50% 12.5% of occurring.The genotype of aaBB has probability 25% x 25% 6.25% of occurring.The genotype of aabb has probability 25% x 25% 6.25% of occurring. Dihybrid Crosses and Phenotypes Some of these genotypes will produce the same phenotypes.  For example, the genotypes of AaBb, AaBB, AABb, and AABB are all different from each other, yet will all produce the same phenotype.  Any individuals with any of these genotypes will exhibit dominant traits for both traits under consideration.   We may then add the probabilities of each of these outcomes together: 25% 12.5% 12.5% 6.25% 56.25%.  This is the probability that both traits are the dominant ones. In a similar way we could look at the probability that both traits are recessive.  The only way for this to occur is to have the genotype aabb.  This has a probability of 6.25% of occurring. We now consider the probability that the offspring exhibits a dominant trait for A and a recessive trait for B.  This can occur with genotypes of Aabb and AAbb.  We add the probabilities for these genotypes together and have18.75%. Next, we look at the probability that the offspring has a recessive trait for A and a dominant trait for B.  The genotypes are aaBB and aaBb.  We add the probabilities for these genotypes together and have a probability of 18.75%.  Alternately we could have argued that this scenario is symmetric to the early one with a dominant A trait and a recessive B trait. Hence the probability for this outcomes should be identical. Dihybrid Crosses and Ratios Another way to look at these outcomes is to calculate the ratios that each phenotype occurs.  We saw the following probabilities: 56.25% of both dominant traits18.75% of exactly one dominant trait6.25% of both recessive traits. Instead of looking at these probabilities, we can consider their respective ratios.  Divide each by 6.25% and we have the ratios 9:3:1.  When we consider that there are two different traits under consideration, the actual ratios are 9:3:3:1. What this means is that if we know that we have two heterozygous parents, if the offspring occur with phenotypes that have ratios deviating from 9:3:3:1, then the two traits we are considering do not work according to classical Mendelian inheritance.  Instead, we would need to consider a different model of heredity.

Anything Essay Example | Topics and Well Written Essays - 250 words - 7

Anything - Essay Example I could feel that I was no longer active. I felt lethargic and sluggish all the time. I was most of the time feeling sleepy during classes and while doing homework. I would quickly lose my breath after some walk. My parents got very much concerned, and took me to a physician, who referred me to a nutritionist after getting to know my eating habits. The nutritionist was an angel in disguise, who convinced me that my poor eating habits, too much consumption of junk food, and scarcity of healthy food in my diet, led my weight to increase. He told me that obesity was a growing concern, which brought with it a lot of diseases. I followed his advice and food charts, and started including healthy food in my diet. Leaving all the pizzas, burgers, and cakes was the hardest task for me in the world. But, I was determined to gain back my health; and, now, after two years of my decision, I have been able to shed my extra pounds, and feel quite active all the

Process vs Product Drama in Education Essay Example | Topics and Well Written Essays - 3750 words

Process vs Product Drama in Education - Essay Example This research will begin with the statement that the concepts of Process vs. Product Drama in education are eloquently and meaningfully described in detail by numerous theorists and educational drama practitioners. From Way to Heathcote to O’Toole, process and product drama are explored in order to explain intrinsic freedoms of expression of the process and meaningful designs/constructs of product and/or performance. Authors and educational drama practitioners Gustave J. Weltsek-Medina, Ph.D., Adam Blatner, MD, and Daniel Weiner, Ph.D. have written a stimulating account of the debatable, dialectic, dramatic concepts in â€Å"Interactive and Improvisational Drama; Varieties of Applied Theatre and Performance. An excerpt from the book defines Process Drama in the thought-provoking Chapter 9: Process Drama in Education: Explaining its Methods. â€Å"When one engages in Process Drama, the potential exists for a heightened sense of self-reflexivity. Process Drama is foremost a si tuation immersed in experiential knowledge and an experience of Living Through. Individual freedom is allowed to, not only explore ideas but to also provide the space to explore ideologies. A participant must reflect upon fictional situations and tap into her or his own set of social signifiers as a means to interpret the moment. The creation of the moment rests upon the immediate experiences of those involved as they reflect, act, and interact with one another as they live with and through the fictional moment†¦Ã¢â‚¬ 

My Philosophy of Education - Teaching Survival Skills :: Teaching Education Essays

My Philosophy of Education - Teaching Survival Skills I fundamentally believe that genetics plays more of a role in the classroom than most are willing to admit. Ever wonder why some people are better at certain things than other people. Why can some people do math in their heads and others need paper and pencil to add? I think it has more to do with genetics and instinctual factors. Think of it in terms of survival skills. We will be more likely to survive if we stick with the cognitive abilities that we are good at. So what does survival skills have to do with teaching children? The younger a child is the more in tune they are with the basic human instincts. Now granted a five year old in not going to have to run away from a lion, but he will instinctually want to be successful. Success is based on survival. Success at one point meant hunting for food to feed oneself. Being able to survive enables the person to pass on genetic material to offspring. Today, we still supply food to our family but in a different way. Over time humans instinctually develop, realizing that by taking good care of ones offspring could insure that the offspring will then themselves produce offspring. Now apply the argument of survival to the classroom. What do children do that makes us realize that they still using instinctual methods? My philosophy is a work in progress but I believe that learning itself is based on survival. Why do parents and teachers reward student? Parents realize that with good grades comes better paying jobs. With better paying jobs comes a better lifestyle and better health. Hence, healthier children and strong, healthy offspring. Another point on survival has to do with the special education student. The human race has genetic mutated over time. Mutation is a change in the DNA bases and sequences. Take dyslexia for example, over time for what ever reason, the genetic make up of society has mutated and dyslexia is still around. It must have contributed to survival of the human race. I think this true for all learning disabilities. Did the learning disabilities help us survive? Did human DNA mutate to better our survival skills? I have many questions that are still unanswered.

Mass and Chemical Reactions Lab Essay

Relationships in a Chemical Reaction Lab Introduction: This lab focused on mass relationships within a chemical reaction. To understand this lab first, it is necessary to understand the reaction that is going on in the reaction. The Copper (II) chloride hydrate reacts with Aluminum to produce Aluminum chloride, copper, and water. Theoretical yield and various other forms of yield must be understood too, theoretical yield is what amount of the product you should get theoretically according to your calculations; experimental yield is the product you get after you finish the experiment. Because of error usually your experimental yield will be off from your theoretical yield. Percent yield is the efficiency of the reaction to get to the theoretical yield. Data Collection And Processing: Raw Data: Table #1 : Substance / Object and Mass Table Substance / Object| Mass (Â ± 0. 01 g)| 200mL beaker| 67. 38 Â ± 0. 01 g| 200mL beaker + Copper| 69. 39 Â ± 0. 01 g| Copper| 2. 01 Â ± 0. 01 g| 200mL beaker + Dried Copper| 68. 01 Â ± 0. 01 g| Dried Copper| 0. 63 Â ± 0. 01 g| Qualitative Data: Before the reaction, the Copper (II) Chloride hydrate is a blue crystallized substance, the Aluminum was shiny and made crinkly sounds, it has a smooth metallic feel to it. During the reaction initially when stirred the water the water turns blue. When the aluminum is placed into the hydrous CuCl? the water becomes a darker murky substance. Steam is coming out of the water and aluminum is visibly dissolving. The aluminum is also turning black and vapor is forming along the sides. Foam like red pieces are forming and dropping. As the solid turns completely red the liquid is becoming clear again and is colorless.

Analysis Of Homer s The Iliad - 866 Words

In Homer’s The Iliad, women can often be overshadowed by the strong male warriors that dominate the epic poem. However, many women in The Iliad are central to the plot; without these women the poem would have a drastically different story. The influence of women in The Iliad varies from woman to woman, usually having some effect on the plot, but the extent of their involvement is typically dependent on their status in society. However, even when a woman is in a position of great power, she is still expected to bow to the will of others. Chryseis and Briseis, although treated as property and spoils of war, are the impetus for the actions of Achilles and Agamemnon early in the poem. It is due to the kidnapping of Chryseis that Apollo sends a plague upon the Achaians. Because Agamemnon is forced to give Chryseis back to her father, he starts a quarrel with Achilles. Eventually this quarrel leads to Agamemnon’s demand that he get Achilles’s prize Briseis as a reimbu rsement for Chryseis. It is because of this that Achilles abandons the Achaian army and asks Zeus to favor the Trojans instead (Book 1). Although Chryseis and Briseis only indirectly cause this, without them it is unlikely that such a quarrel would have arisen and therefore unlikely that Zeus would attempt to aid the Trojans. Although the Achaian men see them as property and believe their lives have no serious importance, they are the reason that the Trojans could potentially overtake the Achaians. One of the mostShow MoreRelatedAnalysis Of Homer s The Iliad Essay1231 Words   |  5 Pagesthe Iliad is a tale of war and aggression (Puchner 183). Written in the 8th century, it remains relevant to society today. The basis of the Iliad, warfare, brings with it portrayals of death, grief, and the real problem with humankind: we are not peaceful beings. In a war-ridden world, these topics remain pertinent to society. These terrors of war showcased in the Iliad generate an anti-war messag e. With this said, Homer creates a timeless lesson against war with his work. While the Iliad has beenRead MoreAnalysis Of Homer s The Iliad997 Words   |  4 Pagesare set up in a way such that the audience must believe at least one party loves another. How they act on behalf of this love is perhaps a testimony to the strength of their love and heroic status. Taking this structure at face value, in Homer’s The Iliad, Hector shows the most modern form of heroism in Book Six. He chooses to fight rather than see his loved wife fall to the Achaeans, while others throughout the story view their women as prizes and choose to fight- or not- based on very different values;Read MoreAnalysis Of The Homer s The Iliad Essay1010 Words   |  5 PagesPoor leadership is devastating in The Iliad.. Homer recognizes this, making a particular effort to demonstrate what traits constitute effective leadership. It is crucial, therefore, to determine exactly how Homer presents this idea in order to gain a coherent understanding of his beliefs. With Homer’s convic tions in mind, the individual gifts of these war leaders shine rather brightly. One can then begin to analyze them, deciding for oneself who fits Homer’s ideas the best. Assuredly, each of theRead MoreAnalysis Of Homer s The Iliad 1310 Words   |  6 Pagesunity in his tale. Homer was a writer who performed this feat throughout the entirety of the Iliad and showed his unique ability to weave a tale full of similes that both enhanced and unified his story. Although Homer used a variety of subjects in his similes, and many of them had a common thread. Homer’s unique ability was to create a tale so descriptive that the listener was able to fully immerse him or herself into the story. His usage of similes magnified this ability. Homer focused on the commonRead MoreAnalysis Of Homer s The Iliad887 Words   |  4 PagesIn Homer’s the Iliad there are two types of culture which are shame and honor. The Greeks rank great significance on personal honor. Why is tha t? The reason being is that to them honor means the ability to fight and be triumphant on the battle field. There are many ways honor is obtained to the Greeks, another way to prove your honor is to reveal athletic abilities. Meanwhile, the shame culture has a different concept to the Greeks. Shame meant to have good morals towards others and it is a moreRead MoreAnalysis Of Homer s Iliad 1382 Words   |  6 PagesRyan Doerhoff History of Greece Dr. Kirkland September 5, 2014 Document Analysis The primary documents that will be focused on in this analysis come from Homer’s Iliad. Homer is venerated today as the greatest of Greek epic poets, as his works had a colossal impact on the history of literature. Through his epics, Homer brings us first hand into the culture of the Greek world in the eighth century B.C. It is important to note that at this time very few had the privilege of an education, and lackedRead MoreAnalysis Of Homer s The Iliad 1177 Words   |  5 Pagesto the powerful, hardheaded fighters that generally appear in The Iliad. His purpose in The Iliad is to demonstrate, through tact and strategic ability, that strength and brawn isn’t all that compose a hero. Odysseus, the great tactician, isn’t known as the brawn, but the brain of the Achaian army. When compared with Menelaos, â€Å"Menelaos was bigger by his broad shoulders, but Odysseus was the more lordly† (III, 210). Here, Homer is intentionally lessening Odysseus’ physical prowess to uphold hisRead MoreAnalysis Of Homer s The Iliad Essay1692 Words   |  7 PagesA major theme seen in Homer’s The Iliad is one of war and the politics that play a role in it. A key part of politics is the interactions that take place between people when determining policies and courses of action. The focus of this paper will be on the interactions between the Greek leaders and the army in the opening of book 2. There will be a section where I will analyze these interactions and provide evidence showing what degree I believe the Greek leaders care about their army. The way thatRead MoreAnalysis Of Homer s The Iliad993 Words   |  4 Pages In Homer’s The Iliad, we learn that the mother and father relationships within the family is very important, but we don’t want to overlook the brothers. For instance, in the Greek and Trojan families, it was one way to bring everyone together. The brotherhood of Agamemnon and Menelaus, and Hector and Paris illustrates their devotion. Book Six of The Iliad comprehends several illustrations of how honor strengthens the bond between both brother’s Agamemnon and Menelaus and Hector and Paris. GloryRead MoreAnalysis Of Homer s The Iliad1040 Words   |  5 Pagesthe generation of leaves, so is that of humanity. The wind scatters the leaves on the ground, but the live timber burgeons with leaves again in the season of spring returning. So one generation of men will grow while another dies† (6.146-50) Homer in the Iliad tells of generation after generation fighting to bring glory and honor to not only themselves, but their families. Generations are connected by men who have fought before and men who have yet to fight. Diomedes, after being asked of his lineage