Dan Marino Essays - Dan Marino, Pro Football Hall Of Fame Inductees

Dan Marino Essays - Dan Marino, Pro Football Hall Of Fame Inductees Dan Marino Dan Marino of the Miami Dolphins has had a very successful career on and off of the foot ball field. Dan Marino has led a very interesting life throughout his existence on this planet. Whether it is playing football to appearing in commercials or movies to leading a normal everyday life with his family. Dan Marino has grown to being a role model foe millions and millions of children and adults to look up to. Dan Marino has had a very successful career that has had its ups and downs, but he still manages to be a good all around guy and more importantly a good sport. Dan Marino was born in Pittsburgh Pennsylvania, and he lived with his parents and two younger sisters. Dan came from the same area as Joe Montana, Jim Kelly, and Joe Namath. As a child Dan and his friends were always playing either football or baseball. In both of the two sports, Dan's father had coached. He was the one who had taught Dan how to hold the ball next to his ear and throw without winding up. Dan's father played a huge role in his life, he taught Dan to try hard and have fun while playing whatever sport he chose. In elementary school Dan thought too much about becoming a professional athlete and not enough about his schoolwork. As a child Dan wanted to go to Central Catholic High School because it had great sports teams. But because eof Dan's poor performance in the classroom, he had been warned by a teacher that if he continued to produce bad grades that he would not be able to get into Central Catholic High School. So Dan's father sat him down and had a talk with him about the fact that if he didn?t start doing well in school that he would have no choice but to take him off of all athletic activities. This little talk that Dan and his father had was more importantly a wake up call that had inspired to do better in school and stay on his sporting teams. When it became time for Dan to take the test to determine if he would get into Central Catholic High School, he was completely ready and passed the test barely but he still managed to get in which was a big accomplishment. While Dan was atten ding Central Catholic High School he managed to become outstanding scholastic athlete in the city as a junior, and was All-American at the quarterbacking position. In High School Dan was excelling in athletics. While playing baseball Dan batted well over .400 . After graduating high school, Dan was drafted in the seventh round by the Kansas City Royals but Dan did not have his eyes set on turning pro yet, well at least not as a baseball player. Dan wanted to attend college and try to fulfill his career as a football player at the University of Pittsburgh. Dan had several colleges such as Michigan State, Clemson, UCLA, and ArizoDan Marino of the Miami Dolphins has had a very successful career on and off of the foot ball field. Dan Marino has led a very interesting life throughout his existence on this planet. Whether it is playing football to appearing in commercials or movies to leading a normal everyday life with his family. Dan Marino has grown to being a role model foe millions and millions of children and adults to look up to. Dan Marino has had a very successful career that has had its ups and downs, but he still manages to be a good all a round guy and more importantly a good sport. Dan Marino was born in Pittsburgh Pennsylvania, and he lived with his parents and two younger sisters. Dan came from the same area as Joe Montana, Jim Kelly, and Joe Namath. As a child Dan and his friends were always playing either football or baseball. In both of the two sports, Dan's father had coached. He was the one who had taught Dan how to hold the ball next to his ear and throw without winding up. Dan's father played a huge role in his life, he taught Dan to try hard

Nobel Prize History - How the First Nobel Prizes Were Awarded

Nobel Prize History - How the First Nobel Prizes Were Awarded A pacifist at heart and an inventor by nature, Swedish chemist Alfred Nobel invented dynamite. However, the invention that he thought would end all wars was seen by many others as an extremely deadly product. In 1888, when Alfreds brother Ludvig died, a French newspaper mistakenly ran an obituary for Alfred which called him the merchant of death. Not wanting to go down in history with such a horrible epitaph, Nobel created a will that soon shocked his relatives and established the now famous Nobel Prizes. Who was Alfred Nobel? Why did Nobels will make establishing the prizes so difficult? Alfred Nobel Alfred Nobel was born on October 21, 1833, in Stockholm, Sweden. In 1842, when Alfred was nine years old, his mother (Andrietta Ahlsell) and brothers (Robert and Ludvig) moved to St. Petersburg, Russia to join Alfreds father (Immanuel), who had moved there five years earlier. The following year, Alfreds younger brother, Emil, was born. Immanuel Nobel, an architect, builder, and inventor, opened a machine shop in St. Petersburg and was soon very successful with contracts from the Russian government to build defense weapons. Because of his fathers success, Alfred was tutored at home until the age of 16. Yet, many consider Alfred Nobel a mostly self-educated man. Besides being a trained chemist, Alfred was an avid reader of literature and was fluent in English, German, French, Swedish, and Russian. Alfred also spent two years traveling. He spent much of this time working in a laboratory in Paris but also traveled to the United States. Upon his return, Alfred worked in his fathers factory. He worked there until his father went bankrupt in 1859. Alfred soon began experimenting with nitroglycerine, creating his first explosions in early summer 1862. In only a year (October 1863), Alfred received a Swedish patent for his percussion detonator - the Nobel lighter. Having moved back to Sweden to help his father with an invention, Alfred established a small factory at Helenborg near Stockholm to manufacture nitroglycerine. Unfortunately, nitroglycerine is a very difficult and dangerous material to handle. In 1864, Alfreds factory blew up - killing several people, including Alfreds younger brother, Emil. The explosion did not slow down Alfred, and within only a month, he organized other factories to manufacture nitroglycerine. In 1867, Alfred invented a new and safer-to-handle explosive - dynamite. Though Alfred became famous for his invention of dynamite, many people did not intimately know Alfred Nobel. He was a quiet man who did not like a lot of pretense or show. He had very few friends and never married. And though he recognized the destructive power of dynamite, Alfred believed it was a harbinger of peace. Alfred told Bertha von Suttner, an advocate for world peace, My factories may make an end of war sooner than your congresses. The day when two army corps can annihilate each other in one second, all civilized nations, it is to be hoped, will recoil from war and discharge their troops. * Unfortunately, Alfred did not see peace in his time. Alfred Nobel, chemist and inventor, died alone on December 10, 1896, after suffering a cerebral hemorrhage. After several funeral services were held and Alfred Nobels body was cremated, the will was opened. Everyone was shocked. The Will Alfred Nobel had written several wills during his lifetime, but the last one was dated November 27, 1895 - a little over a year before he died. Nobels last will left approximately 94 percent of his worth to the establishment of five prizes (physics, chemistry, physiology or medicine, literature, and peace) to those who, during the preceding year, shall have conferred the greatest benefit on mankind. Though Nobel had proposed a very grandiose plan for the prizes in his will, there were a great many problems with the will. Relatives of Alfred Nobel were so shocked that many wanted the will contested.The format of the will had formal defects which could have caused the will to be contested in France.It was unclear which country Alfred had his legal residence. He was a Swedish citizen until age nine, but after that he had lived in Russia, France, and Italy without becoming a citizen. Nobel had been making plans for a final home for himself in Sweden when he died. The location of residency would determine what countrys laws would govern the will and the estate. If determined to be France, the will could have been contested and French taxes would have been taken.Because Nobel had wanted the Norwegian Storting (parliament) to choose the peace prize winner, many charged Nobel with a lack of patriotism.The fund that was to implement the prizes did not yet exist and would have to be created.The organizations that Nobel named in his will to award the prizes had not been asked to take on these duties prior to No bels death. Also, there was no plan to compensate these organizations for their work on the prizes. The will did not state what should be done if no prize winners for a year were found. Because of the incompleteness and other obstacles presented by Alfreds will, it took five years of hurdles before the Nobel Foundation could be established and the first prizes awarded. The First Nobel Prizes On the fifth anniversary of Alfred Nobels death, December 10, 1901, the first set of Nobel Prizes were awarded. Chemistry: Jacobus H. vant HoffPhysics: Wilhelm C. Rà ¶ntgenPhysiology or Medicine: Emil A. von BehringLiterature: Rene F. A. Sully PrudhommePeace: Jean H. Dunant and Frà ©dà ©ric Passy * As quoted in W. Odelberg (ed.), Nobel: The Man His Prizes (New York: American Elsevier Publishing Company, Inc., 1972) 12. Bibliography Axelrod, Alan and Charles Phillips. What Everyone Should Know About the 20th Century. Holbrook, Massachusetts: Adams Media Corporation, 1998. Odelberg, W. (ed.). Nobel: The Man His Prizes. New York: American Elsevier Publishing Company, Inc., 1972. Official Website of the Nobel Foundation. Retrieved April 20, 2000 from the World Wide Web: nobel.se

The effect of domestic law in international courts and tribunals Essay

The effect of domestic law in international courts and tribunals - Essay Example The paper tells that the international court is to apply â€Å"judicial decisions and teachings of the most highly qualified publicists of the various nations, as subsidiary means for the determination of rules of law†. The development of law with regards to the consultation with domestic law is ambiguous and an extent cannot be declared as such. However various pleadings brought before the ICJ are replete with myriad references to legal literature and case laws. In this regards it is noteworthy that the proceedings of international courts and tribunals are often replete with judicial decisions as well as juristic writings. These are discussed below in greater detail as per their influence on the proceedings of international courts and tribunals. During the proceedings of international courts and tribunals, the decisions of international courts and municipal courts as well as publications of academics can be referred to. These references are not as sources of law but rather as means to recognise various laws established through other sources. The actual practice of the ICJ is not to refer to domestic decisions but even then the ICJ does invoke its own previous case laws. International law does not recognise the rule of stare decisis. The decision of any international court or tribunal has no binding force of any kind except that recognised by the contesting parties. Such recognition is only valid for the particular case under consideration as per Article 59 of the statute of the ICJ. ... teachings of the most highly qualified publicists of the various nations† serve as beacons for â€Å"subsidiary means for the determination of the rules of law†. Although the works of various prominent jurists are not considered as source of international law but they are considered indispensable to developing rules that are sourced from custom, treaties as well as general principles of law even those derived from the decisions of domestic courts. Such principles are accepted practice for the interpretation of international law in various cases. One such case that was utilised by an international court was the decision by the United States Supreme Court in the Paquete Habana case (175 US (1900) 677 at 700-1). 2. Conclusion Conclusively it can be said that the decisions of domestic courts are considered by international courts and tribunals but this practice is limited when compared to other sources of international law. The varying legal principles in use by different na tions restrict the use of decisions made by domestic courts in international law. â€Å"Does the Court need to consider in order for a rule to be established as customary, if there must be absolute conformity and practice with the rule or is it enough that there is a general consistency†. Do you agree with this statement? 1. Introduction When international law is considered it must be kept in mind that rules can be established as customary even if there is only general consistency with the rule and not absolute conformity. It must also be noted that absolute conformity is not possible when considering international law because states hold their interests supreme. Moreover nations cannot be forced to accept decisions taken under international law and instead international law is practiced through wilful

Microbiology Essay Example | Topics and Well Written Essays - 250 words - 6

Microbiology - Essay Example ganisms is the ability to ferment lactose with the production of acid and gas which is detectable through a 24-48 hour incubation period at 37 degrees. Among these three, S.aureus is the most pathogenic and is known to be a strong nosocomial pathogen. The pathogenicity of S.aureus is a result of a number of virulence factors. The structure as well as the excreted products of this organism plays a crucial role in its pathogenicity. The ability to survive and the increasing resistance to anti-bacterial agents make it more pathogenic. The factors that determine the pathogenicity of S.aureus are- presence of surface protein (MSCRAMMs) that promotes easy adherence to hosts, invasins which help the bacteria spread in the host tissues (Gordon & Lowy, 2008), factors present on the surface of the capsule that inhibits phagocyctosis, secretions of toxic substances that damage host tissue, biochemical ability that allows survival in phagocytes and acquired resistance to strong antimicrobials e.g. Methycillin resistant

Trust in the Press Essay Example for Free

Trust in the Press Essay Trust in the Press is essential in an ever changing society. Not only must the Press be trusted but it must be believed and must behave in an ethical manner. But what constitutes an ethical manner? Laws might be set to achieve certain outcomes and may not necessarily be ethical. What is legal and demanded by law may not be considered ethical from a journalistic point of view. With respect to your personal point of view of the above, discuss what you believe journalists have to do to maintain the trust and respect of the public. The historian Thomas Babington Macaulay introduced the notion of the media as the Fourth Estate; the role of a watchdog that checks on abuses of power by government and professionals.1 Lord Hutchinson, QC defence council for the ABC Case regarding the Official Secrets Act 1989, said it is the task of the press to examine, probe, question and find out if there are mistakes to embarrass the government.2 With such a role of responsibility, it is vital that the public trust what the press tell them. Codes and laws are in place to make sure journalists act as a collective conscience.3 In practice this is difficult as individual consciences come into play, along with the obstacles of time, money and competition that face journalists in their profession. One common rule among journalists is to never reveal your sources. If you do, your career will be tainted with mistrust. This journalistic ethical code secures a relationship with the public and provides protection. But there are laws that contravene this. Section 10 of the Contempt of Court Act 1981 says courts have the right to demand that journalists reveal their source if disclosure is necessary in the interests of justice or national security or for the prevention of disorder or crime. The Police and Criminal Evidence Act 1984 says police investigating a serious offence can obtain an order requiring the journalist to submit evidence considered useful to the court. It is difficult to defy the law, especially when the consequence could be imprisonment or a fine. However, I would still try to keep my sources confidential; otherwise they could face a fine or imprisonment. I would find that difficult to live with because I am just as responsible for protecting my sources and for imparting the information. In these circumstances I would argue for freedom of expression under the Human Rights Act 1998. Trainee journalist Bill Goodwin appealed successfully with this argument after he was fined for refusing to hand over documents concerning engineering company Terra Ltd. In another case the Guardian exposed their source Sarah Tisdall in 1984 under pressure from the courts. She leaked information about the delivery of cruise missiles to RAF Greenham Common and was jailed as a consequence.4 Where a source has taken the initiative and given a story to the press, especially in matters relating to national security, they must have recognised the risk and it is not unreasonable for them to take the consequences. There are legal reporting restrictions that a journalist can overturn. Section 39 and 49 of the Children and Young Persons Act 1933 can be lifted if a juvenile has committed a serious crime and naming them would act as a deterrent to others. Journalists often cite public interest in their reasons for disagreeing with the law and this is an ethical way to maintain the trust and respect of the public. Yet the problem lies in defining public interest. The Press Complaints Commission states that public interest includes: 1. Detecting or exposing crime or a serious misdemeanour 2. Protecting public health and safety 3. Preventing the public being misled by some statement or action of an individual or organisation5 Reporter Ryan Perry went undercover in 2003 as a footman at Buckingham Palace in order to observe their security methods. His report in the Daily Mirror highlighted the need for tightened security and this was achieved. His behaviour, although deceitful, was for the publics safety and I agree with German journalist Gà ¯Ã‚ ¿Ã‚ ½nter Wallraff who said, you have to disguise yourself in order to unmask your society.6 The BBC reiterates this in their guidelines for public interest: when dealing with serious illegal or anti-social behaviour it may occasionally be acceptable for us not to reveal the full purpose of the programme to a contributor.7 This is when the ethical behaviour of a journalist starts to depart from the ethical code of the public and indeed the law. I would find it difficult to lie in order to get a story but if it was for the publics benefit, I could do it. I do not think behaving this way, if it revealed vital information, could lose the respect or trust of the public. If the person I was exposing was a family member or boyfriend, I could not report on the story. I would not cover up their crime but similarly, I would not offer them up for public scrutiny. Ethical manner as a journalist is different to ethical manner as a daughter or girlfriend and in this case the personal is stronger than the professional. I do not think Perrys report on Buckingham Palace should have included photographs of private bedrooms and details on the storage of breakfast cereals. This does not come under the Press Complaints Commission code of public interest and I do not think it can be justified as ethical behaviour. Undercover work cannot be held up as ethical when the outcome is less important than the act and Perrys inclusion of these private details undermine the ethical reasons for reporting undercover. When it becomes a matter of what the public are interested in, rather than what they need to know, ethical manners begin to vary between journalists and other factors come into the equation. The media is to a certain extent controlled by the people who own the newspapers, radio stations and television companies. They pay the journalists salary and they ultimately make the decisions. A senior executive of News International said: If an editor went to Murdoch and said that he had carefully examined the PCC code of conduct on chequebook journalism and had come to the conclusion that to pay to get a story would be a breach of the code and, therefore, he hadnt done it, he would be fired.8 This shows that a journalists so-called ethical behaviour is not always their own. However the journalist can decide who they work for. If I was asked to pay for stories that revealed matters that I did not consider of public interest, then I would refuse and work for a different organisation. This is, of course easier said than done and when one organisation is willing to pay for a story, others follow suit to keep up with competition. The public are aware of this and join in the game. Neighbours of Shannon Matthews have begun to charge for their stories, and they know the media will pay. It is difficult not to succumb to this method of journalism when competition is so fierce but then motivation for talking to the press becomes about money rather than truth. The competition and pressure to get a good story causes some journalists to fabricate, especially in the television industry. Regulators Ofcom demonstrated the penalty of misleading the public when they fined ITV à ¯Ã‚ ¿Ã‚ ½5.675 million for phone vote scandals. Journalist Max Hastings said deceit is woven into the very nature of television. He described how some camera crews in war zones have encouraged soldiers to open fire so they can film dramatic footage that was missed when it actually happened.9 I understand the desire to produce a captivating documentary but asking soldiers to potentially put themselves and others in danger for dramatic effect, is not ethical behaviour. In television there is a fine line between deceiving the public and assuming they know about the editing tricks of the trade. Filming a sequence over a three-day period but presenting it as one day is not harmful deception but the reality of television production. The BBCs broadcast in 2007 of the Queen storming out of a portrait session was deceiving because editing gave a false representation of the actual events. Ofcom hold a similar view in regard to fairness. They say broadcasters should take reasonable care that material facts have not been presented, disregarded or omitted in a way that is unfair to an individual or organisation.10 When covering a story about parishioners protesting against their church being demolished, I was told by my editor to ask them to shout save our church for the camera. They did this and it brightened up the news package. It could be argued that this was unethical behaviour because it misled the public about the protest; as soon as I had gone, the shouting stopped. I did question my actions. However the desire to entertain the viewer, the opinion of my editor, the willingness of the protestors themselves and the low impact it would have on the public perception stopped me going against the decision. This is a minor case but it shows how potential deception in television is an ever-present reality. The need for impartiality is heavily stressed in journalism codes of conduct. Ofcom states that television and radio programmes must exclude all expressions of the views and opinions of the person providing the service on matters of political and industrial controversy and matters relating to current public policy (unless that person is speaking in a legislative forum or in a court of law).11 To be impartial as a journalist is not as simple as it seems; merely editing requires some personal judgement. As a reporter, it is not that easy to completely remove yourself from a story. Journalist Gill Swain said simply, dont get emotionally involved.12 Yet detach yourself too far and your reporting will get labelled as forensic.13 Sometimes the best journalism happens when you do engage emotionally and follow a story with passion. If Bob Woodward and Carl Bernstein had not done that, the revelation of Watergate and eventual resignation of US President Richard Nixon in 1974 would have never come about. Personal interest and involvement can be a helpful motive in investigative journalism. A few years ago I wrote about my college boat club in a university magazine. I was told various stories about club money that had gone missing. As a member of that boat club, I felt obliged to find out what had happened and inform university students. After publication the head of the boat club asked me to her office to explain myself. She was unable to deny any of the facts. If I had not had personal involvement in this story, the financial difficulties of the boat club would have not been revealed. Yet the actual writing of the story should be impartial and not convey the opinion of the journalist. The public should trust that you are giving them a fair and accurate report on a matter of importance to them. However, sometimes personal belief and gut instinct that go against codes and ethical manners can benefit the public. During the time Senator Joseph McCarthy made charges that the United States government had been infiltrated by Soviet spies, American journalists had to abide by the strict codes of reporting without analysis or comment. They knew McCarthys claims were false but the journalistic laws meant they were unable to investigate his statements and tell the public the truth. More recently, the Washington Post, New York Times and New Republic all apologised to their readers for not being sceptical when reporting White House claims that Iraq had weapons of mass destruction.14 Part of being a journalist is to face adversity and going against a law or code is sometimes the only way to tell the public the truth, but truth is what ultimately gains their trust and respect. Laws and codes are necessary to provide a benchmark for journalists to work from and maintain professionalism. Without them some journalists would lose sight of what fundamental principles they need to follow in order to behave responsibly. There are times when a journalists own instinct and ethical manner will maintain respect and trust of the public better than the codes. There are also instances when pressure, time and money prevent a journalist from maintaining those codes. Whatever the circumstances, the one rule that should be constant is that journalists are the eyes and ears of the public; their trust and respect should always take precedence. BIBLIOGRAPHY Frost, Chris. Media Ethics And Self-Regulation. Pearson Education Limited, 2000. Harcup, Tony. The Ethical Journalist. Sage Publications Ltd, 2007. Keeble, Richard. Ethics For Journalists. Routledge, 2001. Rosenstiel, Tom and Mitchell, Amy S., ed. Thinking Clearly: Cases in Journalistic Decision-Making. Columbia University Press, 2003. Welsh, Tom, Greenwood, Walter, Banks, David, eds. McNaes Essential Law For Journalists, 19th Edition. Oxford University Press, 2007. Wesbites: http://www.ofcom.org.uk 1 Richard Keeble, Ethics For Journalists (Routledge, 2001) 127. 2 Tom Welsh, Walter Greenwood, David Banks, eds. McNaes Essential Law For Journalists, 19th Edition (Oxford University Press, 2007) 415. 3 Keeble 131. 4 Keeble 29. 5 Tony Harcup, The Ethical Journalist (Sage Publications Ltd, 2007) 36. 6 Harcup 41. 7 Harcup 45. 8 Harcup 112. 9 Harcup 12 10 http://www.ofcom.org.uk/tv/ifi/codes/bcode/fairness/ 11 http://www.ofcom.org.uk/tv/ifi/codes/bcode/undue/ 12 Keeble 130. 13 Keeble 140. 14 Harcup 17.

To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays

â€Å"To Kill A Mockingbird†   Ã‚  Ã‚  Ã‚  Ã‚  After watching To Kill A Mockingbird, the characters I see the author trying to teach me through is Atticus Finch, Scout and Jem, and Arthur â€Å"Boo† Radley.   Ã‚  Ã‚  Ã‚  Ã‚  To begin, Atticus Finch has experienced and understood evil throughout his life. He has been confronted with prejudice and racism, but has not lost his faith in the human capacity for goodness. Atticus understands from his own experiences and reflection that most people have both good and bad qualities. Also, through Atticus, the important thing in life is to appreciate the good qualities and understand the bad qualities by treating others with sympathy and trying to see life from their perspective. He tries to teach this ultimate moral lesson to Jem and Scout to show them that it is possible to live with conscience without losing hope or becoming cynical. For example, in this way, Atticus is able to admire Mrs. Dubose’s courage even while deploring her prejudice. In much the same way, Scout’s progress as a character is defined by her gradual development toward understanding the lessons Atticus Finch tries to teach her when Scout at last sees Boo Rad ley as a human being. Her newfound ability to view the world from his perspective ensures that she will not become jaded as she loses her innocence.   Ã‚  Ã‚  Ã‚  Ã‚  Secondly, I believe the most inspirational and in depth character in this movie was Jean Louise â€Å"Scout† Finch. From beginning to end, she learns to control her temper, to back away from fights, and to respect Calpurnia. She really learns her value to the family. Scout is also able to maintain her basic faith in human nature despite the shock and unfairness of Tom Robinson’s courtroom conviction. However, Jem’s faith in truth, justice and humanity is very badly damaged. He does not understand why all of this is happening. Prejudice and racism does not make any sense to Jem. Initially, Scout and Jem assume that all people are good by nature and tolerant of others. It is not until they see things from a more realistic adult perspective that they are able to confront evil, as well as prejudice, and incorporate it into their understanding of the world.   Ã‚  Ã‚  Ã‚  Ã‚  Lastly, Arthur â€Å"Boo† Radley has for decades been maliciously slandered in the county. The people that have done so do not know Boo and the reason they can make such judgments escapes me. When there was a series of pets being mysteriously slaughtered, the consensus was that it was performed by Boo.

Children Benefit From Having Choice Education Essay

The term independent suggests being able to make things for oneself. Williams suggests that an addition in independent attitudes and accomplishments is a mark of turning up and that farther development of independency relies on the attitudes and influences predominating from the place environment. Teachers should fit kids with the desire and the capacity to take charge of their acquisition through developing the accomplishments of self appraisal ‘ ( Assessment Reform Group, 2002 ) . Puting this cognition into a school context, Furedi ( 2010 ) expressed concerns that some kids, particularly in Key phases 1 and 2, are being progressively over protected and therefore the development of their independency is being stunted. In Furedi ‘s ( 2010 ) study it was noted that ‘a batch of kids no longer hold chances for experimentation, hazard pickings or escapade in primary school ‘ . Furedi ( 2010 ) set out to promote Key phase 1 and 2 instructors to appreciate the scope of positions and past experiences that kids bring with them to school and to ‘provide a schoolroom environment in which kids can make their single potency and where an addition in independency, every bit good as corporate duty, is valued ‘ ( Williams, 2003 ) . The National Curriculum states that schools should ‘influence and reflect the values of society ‘ and ‘ †¦ develop students ‘ unity and liberty†¦ ‘ ( DfEE/QCA 1999: 11 ) . Autonomy can be defined as ‘the ability to do determinations about what to make instead than being influenced by others. In add-on to this, the ‘National Curriculum for primary instructors ‘ ( DfEE/QCA 1999:11 ) it is stated that the course of study should ‘build on student ‘s strengths, involvements and experiences and develop their assurance in their capacity to larn and work independently and collaboratively ‘ . Following on from this the course of study counsel for the foundation phase ( DfEE/QCA 2000: 12 ) suggests that ‘the larning environment should supply a construction for learning within which kids explore, experiment, program and do determinations for themselves ‘ . This besides indicates a strong desire to advance pi ck and independency from the start of a kid ‘s instruction. Attitudes on advancing pick and independency in larning are examined in a broad scope of authorities studies and research. Well- managed Classes ( Ofsted 1991 ) provided grounds from six instance surveies of six instructors. From this research, it was concluded that good organised schoolrooms were seen as those where students had duty for stuffs and doing picks. If kids have duties, they have a grade of independency. In this survey kids were organised into groups to give chances for leading and duty and to let kids to work unsupervised when instructors were with another group ( Ofsted, 2002 ) therefore advancing independency. In add-on to this, when discoursing unsuccessful lessons, Primary Matters ( Ofsted, 1994 ) cited lessons with an complete trust of work sheets. This study went on to propose that effectual instructors were seen as those who question efficaciously and measure a kid ‘s cognition of a topic through reexamining their independent survey as opposed to supervisin g work sheets. During my initial experimental arrangement, I worked in a school where there was a ‘no work sheet ‘ policy and as stated in my experimental arrangement reappraisal, I feel this helped hike kids ‘s ego esteem as they had an active function and shared duty for their ain acquisition and therefore greater independency. This theory is supported by Sammons et Al. ( 1995 ) who cited that â€Å" kids who have shared duty for their ain acquisition will increase larning effectiveness. † The National Curriculum ( DfEE/ QCA 1999: 11 ) provinces that primary schools are required to ‘ †¦ develop ( student ‘s ) assurance in the capacity to larn and work independently and collaboratively ‘ . Supporting this impression, the ‘National Advisory Committee on Creative and Cultural Education ‘ suggests one attack to learning involves ‘providing chances for immature people to research and recognize what their ain premises and values are and how they have been formed ‘ ( NACCCE 1999: 97 ) However, there are critics of the impression that a schoolroom in a primary school scene can efficaciously advance an independent attack or if this is merely rhetoric. A job for instructors is said to be keeping the publicity of kids ‘s independent responses, while at the same clip resulting the course of study marks are met. Moyles ( 1992 ) suggested that there is an of import relationship between instructors preferred learning manners and their ability to ‘learn from kids ‘s part to the instruction and larning procedure ‘ connoting that independency is null. Moyles ( 1992 ) stated that â€Å" a instruction manner that encourages a assortment of parts from kids will be one that recognises the importance of an independent attack to learning and larning. † When I asked the instructor with whom I was placed, what they considered an independent kid to be, they expressed the kid must be able to make the followers. An independent kid must hold the ability to larn and believe for themselves ; the ability to work by themselves and to besides to be confident in seeking aid ; the ability to work without seeking blessing and the ability to utilize inaugural and equilibrate the outlooks or them in school. I besides enquired about the troubles in being able to accomplish these in a primary school and was told that utilizing an independent attack has a large affect on instruction and the curriculum/classroom environment sometimes inhibits independency and the duties that can be achieved. Research suggests that ‘children should be encouraged to compose independently and allowed to experiment freely in order to understand to power of written messages ‘ ( Whitehead, 1996 ) . Whitehead ( 1997 ) said that the literacy environment in primary schools should promote kids to experiment and understand the messages that can be conveyed through authorship. Whitehead ( 2000 ) besides implied the importance of kids ‘s thought and how it is conveyed as they talk and goes on to state that a instructor who can understand the nexus between idea and linguistic communication can scaffold kids as they think out loud. Therefore, it is of import to make an environment in the schoolroom where there are chances for kids to believe independently and to portion their ideas with others. I found this an highly utile tool when on my arrangement. I found that leting the kids to discourse their thoughts in little independent groups foremost, before sharing them collaboratively as a category, improved the manner they put across their thoughts and helped enormously when composing their thoughts down. My findings hence support Whitehead ‘s ( 1997 ) theory that independent thought is good to kids ‘s authorship. Whilst on my arrangement I besides noticed the importance of silence and important intermissions throughout the course of study, and how these gave kids clip for contemplation and to explicate thoughts. This was something I learnt from the experient TA in my placement category who justly said that all excessively frequently grownups are really speedy to leap in and assist kids, when in world ; the kid is acquiring at that place independently. I decided to prove this out with a little group of kids in a literacy lesson that I was learning. The lesson was on direction authorship and I had purposefully given them bad instructions. Despite my inherent aptitude to assist them understand why they were bad instructions, I took the advice of my TA and remained silence. Although it took a batch longer than I had anticipated for the kids to come to the terminal consequence, I was over the Moon when they reached it and made really clear how pleased I was for them. The kids seemed delighted that they had done this independent of the grownups in the category and took a batch more pleasance from the larning nonsubjective than other kids in the category who had received more input. The theory of leting silence to advance an independent acquisition environment is supported by Calkins ( 1986 ) who says that ‘the context for speaking and composing should include clip for kids to believe, reconsider and rework. ‘ Piaget ( 1959 ) believed that a kid ‘s knowledges ‘consisted of internalised and coordinated action scheme ‘ . From this we can picture that, it is of import to let chances for discoursing and composing about subjects that are relevant to the kids and that reflect their lives outside of school. During my 3rd arrangement hebdomad, whilst learning ‘instruction composing ‘ in literacy, I decided that it was really of import to utilize illustrations of instructions that were relevant to them. In my concluding lesson, I allowed the category to work independently on composing their ain instructions. I gave them some limitations such as following a typical instructional format, but on the whole they had a free pick to compose instructions for anything they wanted. The consequences were outstanding. The kids had unbelievable thoughts changing from ‘How to turn your instructor into a toad ‘ to ‘How to play ‘Missing † ( their front-ru nner category game ) . One kid even wrote a set of instructions for the kids in Key phase 1 on ‘How to do it to Year 6 ‘ . Not merely were the consequences of this lesson highly rewarding, the kids did n't desire to halt authorship. I believe that if I had gone in and been regimented and dictated to them that they were to compose a set of instructions on a subject in which they had no involvement, I would hold lost their involvement. The fact that they had the pick and independency to make up one's mind what to compose about, allowed them to experience passionate about their work and bring forth believable consequences. From reading literature with respect to this country of teaching method, and in relation to the grounds I gathered during my ain instruction and experimental experiences, I have come to the decision that advancing independency in the literacy environment is highly of import. Calks ( 1986 ) states that ‘an independent environment that is aesthetically pleasing and where kids will desire to speak and to compose for assorted audiences ‘ . During one of my yearss moving as a TA in another category, I witnessed the kids come in from interruption clip where the day of the month and instructions for ‘independent literacy work ‘ was on the board. The instructor read out a verse form about the conditions. She asked the kids to compose a verse form about the conditions, including samples of personification. The instructor and I moved around the schoolroom. I found that the degree of concentration was varied and it was clear from the plenary that some misunderstood the u ndertaking. However, despite the deficiency of understanding the hebdomadal timetable showed such a tightly organised course of study programme, that the instructor decided to disregard the misconceptions and travel on to numeracy. Alexander ( 2000 ) discusses that ‘the organizational schemes that instructors bring to the course of study and the interpersonal relationship between grownups and kids will hold a permanent consequence on kids ‘s acquisition. Overarching policies from cardinal and local authorities and the sensed restraints that result must be tackled with assurance and soundness, when set uping what is appropriate. ‘ Therefore, a acquisition environment that promotes independency farther kids ‘s self-pride and duty and may hold provided an chance for this instructor to turn to the misconceptions in jussive mood. Promoting pick and independency can besides be used when planning and learning numeracy. The first whole lesson I planned and taught during my arrangement was on steps. Before I started to be after any of my lessons I thought I would research what makes an outstanding lesson. Harmonizing to Ofsted, basicss of an outstanding lesson rely on a assortment of things, including students enjoyment and motive, pupil battle and independent acquisition and thought accomplishments. With this cognition, and inquiring how I could make an environment for this to be possible in, I asked a figure of instructors in the staffroom how they developed positive attitudes towards larning numeracy, and how they developed confident kids who can work independently. One instructor told me that in numeracy it is critical to utilize a assortment of undertakings and utilize plentifulness of resources and to allow the kids decide which mensurating device to utilize. She stressed the importance of guaranting that t here were plentifulness of chances for the kids to see success. Another instructor told me that in order to advance pupil enjoyment in numeracy there must be plenty of ‘hands-on ‘ activities and to utilize existent life illustrations to assist the kids become more independent. All of the staff members, with whom I questioned that twenty-four hours suggested that in order to develop confident scholars who would hold otherwise happen numeracy dashing and who are able to work independently, as a instructor I must admit every kid ‘s parts in a positive mode, promote the kids to larn from their errors, and explain that ‘wrong ‘ replies ‘ aid us detect new apprehension. With this advice, I planned and taught my first numeracy lesson, seeking my best to set into pattern my freshly acquired cognition of advancing independency in numeracy. Throughout my first hebdomad of learning numeracy I besides found that encouraging independent and little group resear ch allowed the kids to value different attacks to work outing numeracy jobs and ignited their desire to happen out more. Polya ( 1971 ) said that â€Å" A instructor of Mathematics has a great opportunity.A If he fills his allotted clip with boring his pupils with everyday operations he kills their involvement, shackles their rational development, and misses his opportunity.A But if he challenges the wonder of his pupils by puting them jobs proportionate to their cognition, and helps them to work out their jobs with stimulating inquiries, he may give them a gustatory sensation for, and some agencies of, independent thought. â€Å" A Unfortunately, as I witnessed in my twelvemonth 5 arrangement category, as kids get older the force per unit area of the course of study additions and the demand for answerability becomes greater. Curriculum bringing focal point ‘ less on independent acquisition and may go didactic, which as Polya ( 1971 ) suggests, has the possible to kill mathematical involvement. Tensions necessarily exist and Cullingford ( 1990 ) describes a ‘major job for instructors bein g†¦ the struggle between what they would wish to make in numeracy lessons and the worlds of the schoolroom ‘ . Sammons et Al ( 1995 ) when speaking about raising kids ‘s ego regard in numeracy from a immature age saw the attitude of instructors towards their kids as being of paramount importance. Sammons et at ( 1995 ) implied in this research that esteeming and understanding kids, reacting to personal demands, pass oning enthusiasm, and leting independency in their acquisition, were seen as holding a ‘beneficial influence on results in their numeracy work. ‘ From the numeracy lessons that I taught and observed on my arrangement I came to the decision that when instructors promote independent acquisition in numeracy, they are promoting their pupils to go self-sufficing in their ain acquisition and to hold more liberty over their acquisition. Through observations in numeracy I saw that most larning took topographic point when the kids were happening and roll uping information, doing determinations and transporting out probes. Even in these independent necessities of these lessons, the kids had a big grade of true independence.A In this case, the instructor might put prep to mean independent larning but literature forces us to believe of the differences in kids ‘s independency and finishing a worksheet. This is assessed after each lesson, which compared to a longer term undertaking is non entirely motivated by the schoolroom acquisition. This highlights that despite the grounds that advancing independency is good, the course of study can sometimes be keeping. In add-on to English and Maths, it is besides of import to discourse the publicity of pick and independency in scientific discipline. As a big portion of the primary course of study, I feel that scientific discipline offers the greatest chances for kids to go independent scholars. During my arrangement I was highly utile to be placed with the schools scientific discipline co-ordinator and therefore, I non merely got to detect exceeding scientific discipline, but I besides managed to profit from her broad cognition about advancing independency in scientific discipline. My category instructor explained that her chief precedence when learning scientific discipline was to ever acquire the kids up on their pess making things for themselves, even if the experiment went incorrect. She explained to me that scientific discipline is all about independent geographic expedition and in order to research the kids need to be engaged with synergistic lessons. She went on to explicate that every less on should incorporate practical work. I questioned this and she went onto to explicate that a scientific discipline instructor may depict ‘practical work ‘ as open-ended probes, presentations of rules, and chances for larning practical techniques, amongst others. There could even be a instance for stating that ‘children sitting at a desk reading, composing and speaking with their neighbors is practical in the sense that the kids are fully-involved and on-task ‘ ( Alexander 1995 ) . My arrangement highlighted to me that the most of import standard for practical scientific discipline should be seen to be freedom of motion, around the schoolroom or scientific discipline research lab, and even the school evidences. Following that, I noted that we need to see that the kids are deriving some apprehension of how scientific discipline works, and holding the chance to portion their experiences with their equals, and others in Science Club, for case which promotes an i ndependent attack. Practical work in all capable countries can integrate freedom of motion and sharing of thoughts through presentations, therefore it seems that practical work in scientific discipline must underscore how scientific discipline works ( Harlen et al. , 2004 ) and hence prosecuting the kids in independent acquisition. The scientific discipline co-ordinator besides explained that the kids need to hold free entree to all resources in their schoolroom and the independency to experiment with it. Having held this place in her anterior school, and after presenting her old category to this freedom of motion ( at least during their scientific discipline activities ) , she advised and supported all the other instructors in this new school, of whom, non surprisingly, the infant instructors were the most able, to implement this. Apparently, some instructors chose to make scientific discipline with their whole category at the same clip, others used an incorporate twenty-four hours arrangement so that a group of kids would be making scientific discipline whilst the others were making something else. The of import factor of class is that all of these thoughts promote pick and independency in scientific discipline, and the consequences are plentiful. This impression of independent freedom of motion is implied in Coulby ‘s ( 2000 ) survey. Additionally, with the concern of scientific discipline fieldwork, it was explained to me that one time kids are researching their ain school evidences independently in the same manner that they are encouraged to research their schoolroom resources and scientific discipline research labs, so they are deriving experiences which they can transport farther afield on organized field trips. Here we are speaking about the geographic expedition of natural milieus, streets, Parkss, creaky edifices, disused railroad lines, , etc. Organised visits to nature militias, farms, mills, museums, historic edifices, etc. , utile as they may good be, would non come under this schools definition of practical work in scientific discipline. Because they are regimented lists and do non advance independency. Even if the activities themselves are non planned in item, with the thought of promoting open-ended questions is indispensable and kids are merely independent larning if they have the opportunity to see k out cognition ( Assessment Reform Group, 2002 ) . In this illustration, the kids will be exhaustively briefed beforehand, maps provided if the country is extended ( by so the kids will be familiar with programs of schoolrooms, research labs and school evidences ) , and systems for covering with exigencies and unexpected events included in their preparation. This school feel they successfully promote independency in scientific discipline. These are to call but a few of the antic thoughts this instructor had to advance pick and independency in larning in scientific discipline and she stands house that the more independency a kid has to look into, the more they are likely to larn as a direct consequence, back uping Williams ‘ ( 2003 ) survey. My experimental experiences on placement lead to me the decision that independency liberates the kid from being constrained by the course of study and will let the kid more pick in precisely what they will larn approximately. This led me to oppugn the function of the instructor. A thrust to advance independency within the course of study surely means the instructor ‘s function will change.A With kids taking more duty for their acquisition in English, maths and scientific discipline, the instructors ‘ function alterations from one of manager instead than manager of acquisition. However, teacher ‘s functions are far from superfluous.A In fact, their function becomes more of import. In my sentiment, the old ‘dictator ‘ manner of learning can moderately be completed by anyone brave plenty to stand at the forepart of a category and convey the appropriate sum of information.A Essentially, if kids are larning this manner, the instructor has become wholly pre-pa red and afraid to divert if necessary and the instructor ‘s occupation is truly merely one of leaving information. On the contrary, in an environment that promotes independent acquisition, the instructor ‘s function becomes more compound.A It seems that there is more of a demand to hold greater accomplishments and cognition to react to a potentially wider course of study covered by kids who have had the independency to larn curiously. As a consequence, it was clear to me that the instructors who promote idependence besides need to be prepared to be flexible.A On arrangement I witnessed that instructors are able to help kids ‘s acquisition in legion ways and the instructor has to be prepared that these will change with every lesson and every pupil. I was fortunate to see instructors moving as facilitators ; supplying kids with resource stuffs, giving the kids chance to prove out their acquisition, and assisting kids to do sense of what they have learnt through experimentation. In decision, it is clear to see from the literature discussed in this essay and through my experimental and learning practise that there are legion theories as to why pick and independency should be promoted throughout the course of study in primary schools. Teaching in order to click boxes on the course of study helps students pass the test and teaches them precisely what is required of them and how to carry through those requirements.A However, as clear from the used literature for this essay, this manner of learning does non fix kids for life beyond the schoolroom, and in most instances it stunts their passion, the flicker they might hold had for a peculiar topic, and most significantly their enjoyment. To this terminal, it has been established that advancing independency in primary schools allows kids to hold abilities that will stand them in good position both during and beyond their instruction. Such abilities include the aptitude to obtain and deploy information, communicate expeditiously, work out jobs independently and associate to others. It is critical to repeat that one of the most important functions of a primary school instructor is to advance independency in their kids ‘s learning.A This essay has highlighted that there are a figure of exercisings you can take to accomplish in order to advance independent learning.A These include ; giving kids appropriate choices so they can take to larn about things that involvement them and maintain the flicker ignited, promoting group work in the schoolroom so that kids can larn from each other, work together with students to put shared larning aims, prosecute kids in lesson planning, promote kids to reflect and finish ego and p eer appraisal before their work is handed in. It is besides critical to repeat that the instructor does non go otiose one time independent acquisition is taking place.A In fact, quite the reverse is true.A The instructor ‘s function becomes more important than ever.A It does, nevertheless, change beyond all acknowledgment. Promoting pick and independency in acquisition is n't something that needs to go on throughout English, Maths and Science, but to the whole course of study. I believe that more research needs to be done to back up the bing research and to foreground this further in order for the necessary alterations to be made.

Swot for Marriott Copenhagen

Internal/ External: SWOT analysis Strength * Famous brand of Marriott hotel chain in 67 countries,focus on B2C and B2B market * Staff(130 full-time employees) and staffs turnover is only 5%- high retention level, but during summer time number of employees increases (full-time and part-time) * Advantage of location according to the centre of Copenhagen and water view * Discounts packages for customers (family discounts, free transportation before/ after cruise) and the points system * Company’s culture is orientated to the statement â€Å"How Marriott never forgets a guest. – high attention to the customer* Core product is experience for customers and also additional services * Green key hotel and Environmental Committee * A lot of rooms (383) and 11 conference rooms, which are big in European standards; * Mergers with Tivoli and transportation company Weaknesses * Customer satisfaction: 81. 2 % in 2009, 18. 8% of customers can influence negatively on reputation, becaus e of mouth-to-ear information distribution * High prices in 5* hotel (food and beverage, rooms), extra expenses (Wi-Fi); Opportunities To have more facilities: like swimming pool or water center, boat trips * Eco- food will support the idea of the â€Å"environmental fight† Threats * Monopolistic competition, 65 competitors: 3-5 star hotels in Copenhagen; * Financial situation: crisis, inflation influences on customer decisions[ 1 ]. http://marketingteacher. com/Lessons/lesson_swot. htm[ 2 ]. http://www. marriott. com/corporateinfo/glance. mi[ 3 ]. Asking receptionist[ 4 ]. http://www. marriott. com/hotels/hotel-deals/cphdk-copenhagen-marriott-hotel/? offerInfo=364544[ 5 ]. http://www. marriott. com/search/redeemRewardsPoints. mi[ 6 ]. http://www. dengroennenoegle. dk/English/Cases. aspx[ 7 ]. http://www. dengroennenoegle. dk/English/Cases. aspx[ 8 ]. http://www. marriott. com/hotels/hotel-rooms/cphdk-copenhagen-marriott-hotel/[ 9 ]. http://www. marriottdevelopment. com/index . html#brands/mhr/ performance

Free Essays on Write A Paper

How You Should Present Papers Here are some hints and expectations for your assignments: Any written assignment given to you with more than one class night to complete must be typed. No excuses. Please do your work well ahead of time so that if your printer or computer should explode, you have time to take care of the assignment. Please only count class nights. If I assign you a short paper on Wednesday and we do not meet on Monday, that is still only one class night even though four nights have gone by. If I give an assignment on Monday and ask for it on Wednesday and we meet every day that week, please type it. Figure it out when you write your assignment down in your notebook. When in doubt, please ask. Place your name, period and date in the upper right hand corner of the paper. These facts will be essential for years to come. I want to know who wrote the paper. I will never remember which period of English class you are in, and I want to know how long it has been since I have received your paper and I still haven't marked it. Double space your paper. One inch margins please. I am not a fanatic. I don't take a ruler to your paper. Just try for one inch margins on the sides and top and bottom. It is neater this way. Please use only Times Roman or Arial 12 point font. Assume all assignments are meant to be on paper unless told otherwise. Do not walk in to class with a computer disk. If the assignment was meant to be on paper, have it on paper. Spell check and grammeer check your document. Have your assignments looked at by a talented peer, a parent or a writing tutor before I see it and while there is still time to do something about it. If you should see a minor error on the hard copy, you may correct it in pen or pencil neatly. Neatly! Send writing-related questions and papers for editing and feedback to my attention. Papers should be saved in DOC format, or Rich Text Format, and sent a... Free Essays on Write A Paper Free Essays on Write A Paper How You Should Present Papers Here are some hints and expectations for your assignments: Any written assignment given to you with more than one class night to complete must be typed. No excuses. Please do your work well ahead of time so that if your printer or computer should explode, you have time to take care of the assignment. Please only count class nights. If I assign you a short paper on Wednesday and we do not meet on Monday, that is still only one class night even though four nights have gone by. If I give an assignment on Monday and ask for it on Wednesday and we meet every day that week, please type it. Figure it out when you write your assignment down in your notebook. When in doubt, please ask. Place your name, period and date in the upper right hand corner of the paper. These facts will be essential for years to come. I want to know who wrote the paper. I will never remember which period of English class you are in, and I want to know how long it has been since I have received your paper and I still haven't marked it. Double space your paper. One inch margins please. I am not a fanatic. I don't take a ruler to your paper. Just try for one inch margins on the sides and top and bottom. It is neater this way. Please use only Times Roman or Arial 12 point font. Assume all assignments are meant to be on paper unless told otherwise. Do not walk in to class with a computer disk. If the assignment was meant to be on paper, have it on paper. Spell check and grammeer check your document. Have your assignments looked at by a talented peer, a parent or a writing tutor before I see it and while there is still time to do something about it. If you should see a minor error on the hard copy, you may correct it in pen or pencil neatly. Neatly! Send writing-related questions and papers for editing and feedback to my attention. Papers should be saved in DOC format, or Rich Text Format, and sent a...

Defining Permafrost

Defining Permafrost Permafrost is any soil or rock that remains frozen (below 32 F) throughout the year. For a soil to be considered permafrost, it must be frozen for at least two consecutive years or longer. Permafrost can be found in cold climates where the mean annual temperature is less than the freezing point of water. Such climates are found near the North and South poles and in some alpine regions. Soils in Warmer Temperatures Some soils in areas that experience warmer temperatures thaw for a short time during warmer months. The thawing is restricted to the top layer of soil and a permafrost layer remains frozen several inches below the surface. In such areas, the top layer of soil (known as the active layer) warms up enough to enable plants to grow during the summer. The permafrost that lies below the active layer traps water close to the soils surface, making it quite soggy. The permafrost ensures a cool soil temperature, slow plant growth, and slow decomposition. Permafrost Habitats Several soil formations are associated with permafrost habitats. These include polygons, pintos, solifluction, and thermokarst slumping. Polygon soil formations are tundra soils that form geometric shapes (or polygons) and are most noticeable from the air. The polygons form as the soil contracts, cracks, and collects water trapped by the permafrost layer. Pingo Soil Pingo soil formations form when the permafrost layer traps a large amount of water in the soil. When the water freezes, it expands and pushes the saturated earth upward into a large mound or pingo. Solifluction Solifluction is a soil formation process that occurs when thawed soils slide down a slope over the permafrost layer. When this happens, the soils form rippled, wave patterns. When Thermokarst Slumping Occurs Thermokarst slumping occurs in areas that have been cleared of vegetation, usually due to human disturbance and land use. Such disturbance leads to the melting of the permafrost layer and as a result the ground collapses or slumps.

Genetics Essay Example | Topics and Well Written Essays - 2000 words

Genetics - Essay Example ed by the combination of these chromosomes; and males have a combination of 46, XY chromosomes, while females have a combination of 46, XX chromosomes. These chromosomes consist of strands of genetic information, which are termed the DNA. Genes are parts of the DNA, and their location is known as the locus. Genes produce protein in human bodies through the information present in them. An autosomal chromosome from the mother and the father, constitute a pair of chromosomes that carry information that is by and large the same (Genetics). The genes in different persons will be almost similar, with slight variations. In the DNA, these variations, which transpire in less than 1% of the DNA sequence, produce alleles. The abnormality of a gene results in abnormal protein, or an abnormal quantity of a normal protein. The pairs of autosomal chromosomes contain a gene from the mother and a gene from the father. If both these genes are healthy, then the pair is termed a healthy pair. If one of the genes is defective, and if the other gene produces extra amounts of proteins to prevent disease; then the disease is termed as recessive. Moreover, the gene is deemed to have been inherited in a recessive manner (Genetics). In some cases, just one gene will be responsible for causing a disease. This is described as a dominant hereditary disorder. In such disorders, if one abnormal gene is inherited from a parent, then the child is likely to develop the disease. An individual with one abnormal gene is termed as heterozygous for that gene. Children, who receive an abnormal recessive disease gene from both the parents, develop the disease; and are rendered homozygous for that gene. If both the parents have a copy of a recessive disease gene, then each of their children, has a one in four, risk of developing that disease. If one of the parents has two copies of the recessive disease gene and the other parent has one copy, then each of their children, has a 50% chance of being