Sordaria Fimicola Crossings Linkage Analysis And Frequency Biology Essay

AbstractionThe intent of this probe is to find the frequence of meiotic divisions analyzed from intercrossed crossings collected from different strains of the fungus Sordaria fimicola. The experiment was conducted to show intercrossed crossings with MI and MII forms of ascospores within the asci. Over the class of seven yearss, the sample of Sordaria was incubated and fused under research lab conditions. In the outer countries of the blocks of agar, hyphae growing from the mutant sunburn strain ( t-g+ ) and wild-type black strain ( t+g+ ) was seeable through the â€Å" X-shaped † and outer rims of the Petri dish. By placing the sums of non-hybrid and intercrossed MI and MII asci, the observation of ascospores within the asci displayed the one possible form of MI, and the four possible forms of MII. The first portion of the laboratory experiment formed a hypothesis foretelling that 8 ascospores would ensue from two phases of Meiosis and one phase of Mitosis. After ciphering the frequence of traversing over, the map distance of the cistron to the kinetochore in the sunburn colored cistron observed was 32 map units, significantly different from the projected void hypothesis and expected 26 map units.IntroductionMany research probes utilize the common fungus Sordaria fimicola as a primary and dependable theoretical account being for exposing genetic sciences due to its house construction and life rhythm. Maping the distance between the tan cistron ( t-g+ ) and the centromere requires careful readying of a amalgamate sample of Sordaria already incorporating intercrossed and non intercrossed agreem ents in the ascus. By mensurating the sums of intercrossed MI ( non-crossover ) asci and MII ( crossing over ) asci, and ciphering the frequence of crossing over, the per centum of Asci may besides be calculated from the rate of crossing overs throughout the experiment. With an apprehension of frequence of crossing over, biological political orientations such as version, mutant, and recombination are expressed to the full within the experiment. The void hypothesis provinces that there will non be a considerable difference between the expected 26 map units and the ascertained map distance from the gathered category informations ( Helms, Kosinski, Cummings, 350 ) . Corporate attempt from each bench to cipher the right sum of asci assigned will surely impact the frequence of computation and rejection or credence of the void hypothesis. Biological development closely relates to the procedure of Sordaria crossing overs. Mendel ‘s Law of Independent Assortment is straight validated through the life rhythm of the fungus. As a member of Ascomycota, Sordaria fimicola patterns â€Å" rigorous sexual reproduction † , and provides the easiest visual image of miosis I, II, and mitotic division found in the ascus ( Volk ) . Some features that display the relaxation of observation prevarication in the Sordaria fimicola construction. Elongated nature of the ascus prevents the imbrication of ascospores. Therefore, carefully ruptured perithecia are justly lined up harmonizing to the production of miosis of sunburn and black spores: doing it comparatively easier to execute with more efficiency in numbering MI and MII forms. With its phenotype about tantamount to its genotype, due to the absence of another dominant allelomorph, the accurate physical traits are examined straight from the familial make-up of Sordaria ( H elms, Kosinski, Cummings, 334 ) . During intercrossed crossing overs in Prophase I, a four forms four haploid karyon, each of which so form two monoploid karyon, taking to a sum of eight ascospores in a individual ascus. Generally, Sordaria is a common fungus for genetic sciences research because of assorted grounds centered on the relaxation in the presentation of Meiosis, observation of construction, and/or behaviour of its life rhythm. Growth of the Sordaria fungus is a important factor and dependent variable carried out throughout the survey. The Ascomycota fungus merely grows under the conditions of break uping flora, doing it available for foods to be absorbed and increase hyphae growing and extension ( â€Å" Meiosis and Recombination in Sordaria Fimicola † ) . The consequences of this survey could lend to a broader cognition of mutant, biodiversity, and segregation. Further applications towards look intoing meiotic and mitotic crossing overs and map distances may shortly suggest new readings of Mendel ‘s Torahs.Materials and MethodsDuring hebdomad one of the experiment, wild -type black ( + ) and mutant sunburn ( T ) civilizations of Sordaria fimicola were obtained and while utilizing sterile technique, placed in a unfertile Petri dish divided into four subdivisions labeled for the two cistron colourss. After a metal spatula was disinfected into 95 % ethyl alcohol, it was heated utilizing a Bunsen burner and cooled for 10 to 15 seconds. While carefully raising the palpebra of the Petri dish somewhat to forestall taint, a block of agar was removed and transferred faced down for mycelium linkage and traversing agar. After re-flaming the spatula and reiterating proper sterile technique, the procedure was repeated with wild type ( + ) black strain and two mutation ( T ) sunburn strains positioned on the Markss of the Petri dish bespeaking the labelled asset ( + ) mark. After all necessary blocks of agar have been placed in the proper subdivisions of the Petri dish, the home bases were incubated in 22 to 24A °C temperature in the dark for 7 yearss. During hebdomad two, a home base of Sordaria fimicola incorporating the merger of black and tan strains were obtained for the analysis of loanblends and non loanblends within the 8 produced ascospores. Using a toothpick, the surface of the home base along the â€Å" X-shaped country † was scraped gently to roll up a sample of perithecia. A slide of perithecia was prepared by dropping H2O on a slide the collected perithecia, and so secured with a coverslip. Before puting the slide under a 10x Objective microscope, the slide was foremost gently pressured with a pencil eraser or tantamount force per unit area arrow tearing the perithecia without destructing the construction of the ascus. Using the microscope, slides were examined to turn up loanblend and non intercrossed asci. Class information on Numberss of MI, MII, Total Asci, per centum of crossing over, and frequence were calculated. A Chi -Square Test was performed since necessary. ( Helms, Kosinski, Cummings 336 -350 ) .Co nsequencesBench DataBench # of MI Asci 4+4 # of MII Asci 2+2+2+2 2+4+2 Entire ( MI+ MII ) % Asci Showing Crossover Frequency/2 ( Map Units ) A 8 12 20 60 % 30 Bacillus 5 5 10 50 % 25 C 13 14 27 52 % 26 Calciferol 9 11 20 55 % 27.5 Tocopherol 7 13 20 65 % 32.5 F 49 110 159 69 % 34.6 Gram 8 12 20 60 % 30Class Data ( sums )# of MI Asci 4+4 # of MII Asci 2+2+2+2 2+4+2 Entire MI +MII % of Asci Showing Crossover Frequency /2 ( Map Units )9917727664 %32I†¡A? = I? ( Observed – Expected ) A?__________________ i? I†¡A? = 16.291Expected P & lt ; 0.001, reject void hypothesis because 26 a†° 32 Degree of freedom ( d?’ ) = 1DiscussionBased on the single bench consequences, the figure of entire MI and MII asci counted depended on the figure of asci assigned per individual. For illustration, since there were merely two bench members in Bench B and each bench member in the category were assigned to happen and number 5 intercrossed crossing overs each, accordingly, there was a sum of 10 MI and MII asci for Bench B, shown on the tabular array. Harmonizing to the Biology Lab manual, 26 map units was the published map distance of the sunburn spore cistron from the kinetochore ( Helms 350 ) . The degree of frequence is closely related to how â€Å" slackly † or â€Å" tightly † linked cistrons are on the chromosome. For this experiment, the divergences between the frequences of the benches separately does non look drastic, although the consequences from Bench F shows a rebuff over computation of entire asci counted, hence ensuing with the highest frequence degree of 34.6, manner over the expected 26 map units. Analyzing the category informations as a whole, with 276 entire MI and MII Asci counted, the per centum ( % ) of Asci demoing crossing over was 64 % , giving a frequence of 32 map units. In order to warrant if there is a important difference between the 32 map units observed and the 26 map units expected, we perform a Chi -Square computation. With I†¡A? bing 16.291, my decision is that the category information demonstrates a much higher frequence than expected. The grade of freedom ( d?’ ) for the experiment was 1, from n-1, with 2 properties MI and MII. Since the chance value ( P ) was greater than ( & gt ; ) 0.05, we rejected the void hypothesis and accepted the alternate hypothesis asseverating that our ascertained frequence of 32 map units is significantly different from the expected 26 map units provided by published consequences. Possible Beginnings of mistake can be closely examined from the bench informations consequences. Besides an over computation of MI and MII asci, mentioned earlier that produced inconsistent figures, another beginning of misreckoning may hold come from counting/including intercrossed crossing overs that had a 3-1-2 or 2-3-1 unnatural agreement. Many times pupils were obligated to reconstitute a new slide of perithecia because their slide either did non hold adequate loanblends, or they ruptured the vulnerable perithecia falsely, turn outing really clip devouring. Overall, the conducted lab was precise in ciphering the frequence. Sordaria fimicola probes have multiple intents and applications. If conducted right, the fungus demonstrates an accurate agreement of spores ensuing from the meiotic and mitotic divisions. In a really similar research lab experiment, Meiosis and Recombination in Sordaria Fimicola, the same attacks of the two labs shared common processs including: traversing a wild type and mutant type cistron, turning the hyphae in decomposing flora, and ciphering the familial map distances. Calculating the figure of map units will be consistent throughout most Sordaria fimicola surveies because the frequence of traversing over is ever divided by 2 ( because frequence of recombination is precisely.5 of frequence crossed over ) proved in most probes. The relaxation of turning agar on Petri dishes and traversing a wild type and mutant cistron additions recombination of familial stuff, taking to additions in the scope of genotypes, paving a manner towards future additions in biological development.Menti onsHelms, Doris R. , Carl W. Helms, Robert J. Kosinski, and John R. Cummings. Biology in the Laboratory Third Edition: Biol 1161 & A ; Biol 1162: Intoduction to Biological Sciences Laboratory University of Houston. Third. New York: W.H. Freeman and Company, 1998. 334-352. Print. â€Å" Meiosis and Recombination in Sordaria Fimicola. † n. pag. Web. 8 Mar 2010. & lt ; hypertext transfer protocol: //www.lehigh.edu/~mrk5/bios116 % 20- % 20sordaria.pdf & gt ; . Volk, Tom. â€Å" Sordaria Fimicola, a fungus used in genetic sciences. † n. pag. Web. 6 Mar 2010. & lt ; hypertext transfer protocol: //botit.botany.wisc.edu/toms_fungi/mar2007.html & gt ; .

Proposal for a Animation Dissertation Essays

Proposal for a Animation Dissertation Essays Proposal for a Animation Dissertation Essay Proposal for a Animation Dissertation Essay Three initial ideas for dissertation. 1. Analogue film and its imprint on the digital era. This thesis for a dissertation would have set about to analyse the relationship between analogue and digital filmmaking and the differences in these practices since the rise of the latter’s popularity and usability. The paper would have evaluated digital filmmaking practices and the new range of techniques that modern technology has brought about, giving reference to the rise of importance in editing since the development of red-one and the response to this of various filmmakers, Lars Von Trier etc. New aesthetics would have also been explored, looking at films such as Inland Empire (Lynch, 2006) and Trash Humpers (Kornine, 2009) and the ways in which contemporary films utilise imperfections of the digital medium to create new aesthetics in opposition to that of the cultured visuals of Hollywood cinematics. The essay would also have devoted a chapter to Marshall McLuhan’s theories of the postmodern effect of globalisation through the Internet and how new media has changed the face of film and the way practitioners can operate within visual culture. . Auteurism – career momentum that outlasts the diminishment of practitioner’s talents. This dissertation would have explored the effect on a director that being branded an auteur can have. The paper would have formed a discussion on how being branded an auteur early in a filmmakers career can end up inadvertently damaging their product. The dissertation would have utilised case studies on directors such as Michel Gondry, Wes Anderson and M. Night Shyamalan to form the basis for an argument on the view that the directors films are so highly praised for aspects of cinematography and narrative that, in later projects, revert to conforming to what they believe audiences expect of them and begin to display a distinct impression of ‘style over substance’. It would go on to suggest, backed up by aforementioned case studies, that directors can have the tendency to become lost within their own visuals and thematic traits and loose sight of what got them branded as n auteur in the first instance. This idea was formed through watching M. Night Shyamalan in chronological order and forming an opinion that he has utilised the ‘twist’ ending to such an extent that it no longer shocks an audience and creates the effect that garnered him so much critical acclaim after the release of The Sixth Sense (1999). Stemming from this realisation the paper would study other auteur branded director’s films and form ed an opinion on whether the tag of an auteur can damage a practitioners brand. . Hasta la vista†¦ movie – the effect of ‘geek culture’ on the modern day movie experience This paper would have studied the effect of geek culture on the modern day viewing experience when anticipating and watching an upcoming film. The paper would have drawn on statements made by Marshall McLuhan about the rise in usability of the internet and new media and how this has affected the way in which modern day audiences participate in the movie going experience. The dissertation would have utilised examples such as the modern trailer, blogs, the film website, critics reviews and events such as film and comic book conventions to introduce the thesis that curiosity and commentary on films through these mediums destroy the feeling of ambiguity experienced by cinema goers who previously could enter a film not knowing a thing about the film they were about to watch, and how this is an era that now lies well within the past. It would analyse the modern day climate in which a person can read a magazine and scour the Internet for 30 minutes and have already found out the main events, listened to the soundtrack and know every stylistic trait of a film before viewing it. The paper would have presented this view but also attempted to present an unbiased argument by stating that it is because of this ‘geek culture’ and its positive promotion on the Internet that many modern day films are produced and received so successfully. As reference for this argument a case study would be conducted into the promotion of film through viral videos, and a further case study would be conducted into the forthcoming film Tron: Legacy (2010) and how the internet may have facilitated its production. Word Count: 701 Abstract This study addresses the viability of auteurism in the contemporary moving image industries and the significance of this in relation to whether or not an animator can be considered a genuine auteur within the wider context of general artistic practice. The purpose is to provide an up to date and comprehensive, analytical framing of auteur theory and enhance the arguments laid down by critics, thinkers and theorists on both the psychoanalysis concerned with the consideration of the ‘original’ self in a postmodern society and whether the collaborative, creative nature of the animation industry lends itself to the term auteur. The dissertation will provide a social, historical and theoretical study of a number of discourses concerned with the animation industry, examining distinguishable personalities within the medium and formulating a thesis on arguments limiting auteur theory to the status of â€Å"high art† whilst questioning the genealogical construction of understanding surrounding the bourgeois construct of authorship. The paper sets about to provide an unbiased argument on the authentic nature of auteurism within contemporary perceptions of animated cinema, it attempts to present two sides to arguments that concern the author and audiences of a ‘text’ and their role within a process of cognitive perception. It will instigate discussion on aspects of auteurism by presenting case studies on Pixar and they ways in which the corporation operates in contrast to non-western animators such as Hayao Miyazaki and The Brothers Quay. The central argument is concentrated on an animator’s ability to experiment and diversify, create new perspectives on the interrelations between the highbrow and the popular, aesthetics and ideology. Word Count: 263 Methodologies Report This paper is a theoretical and historical study of the animation industry, how it has grown and blossomed from the advent of Joseph Plateau’s Phenakistoscope in 1832 and the early animated films of Reynaud And Melies in the late 1800’s, through to the modern day industry dominated by the market conditioning animation studios such a Pixar and Disney. Alongside this contextual background the relativity of auteur theory will be discussed in relation to its possible existence in a contemporary business that competes against contemporaries often seen to exist on a plane artistically above that of the mainstream animation industry. This question of authorship within the animation practice has been widely disputed and contended by a range of commentators throughout its short history and this study will serve to provide a conclusive framing of the topic. The first problem with thinking about animation and its broad stable of directors as a base for authorship can be traced back to its association with ‘high art’ and the origin of the word auteur in conjunction with media studies, Cahiers du Cinema. During the 1950’s, a period in which French film enjoyed widespread artistic acclaim, this influential film journal, written by, among others, Jean Luc Goddard, Francois Truffaut and Jacques Rivette, attempted to emphasise the role which a filmmaker assumes in the direction of their film and the significant way in which they acquired a distinguishable signature style from production to production. This became further associated with terms such as camera-stylo or metteur en scene. The Cahiers du Cinema insisted that if a director was to become recognised as displaying the traits of an auteur he must be recognised as contributing a signatory licence across a series of films, that clearly defined both aesthetic and thematic trends and offered a conclusive view of the elementary principles of an ‘art form’. Problems arose with the theories concerning auterist film practice in the late 1960’s almost a decade after the Cahiers had coined the phrase during the French renaissance. The collaborative and procedure orientated nature of making a film was called into question and â€Å"became subordinate to the critical parameters that determined film as a directors medium and as the significant voice of the film† (Wells, 2002 p. 72). Notable screenwriters such as Nicholas Kazan and Ernest Lehman have voiced their discontent with the notion of the director as the singular contributor to the stylistic and thematic contents of a film. Supporting this, since the late 60’s, few film historians have onoured the notion of a director as a singular contributing factor within a film and note other practitioners – the screenwriter, cinematographer and producer – to having mounted a substantial challenge to the directors claim to the romantic concept of the author. It is obviously true that the animation director’s influence can have a large effect upon the films artistic direction but it is interesting to consider whether or not they alone hold the pen or camera-stylo, as it were. Inevitably because of the range of opinions that exist within the subject of auteur theory especially considering the spectator and the sociological connotations that are implied by the author and audience existing alongside the text and inhabiting it (Barthes, 1982) it is hard to provide a definitive account of authorship in animation practise and the discussion of this theory remains challenging within media studies. The addition of thinking about the animation director as an auteur further complicates the debate of authorship. It can be said that in one frame of mind the animation industry perfectly echoes that of filmmaking practice in relation to production process and artistic conditioning implied through this range of processes. On the other, it further complicates the argument concerning the ability of the filmmaker to work within an arguably even larger creative environment or completely alone. It has been argued (Wells, 2002 p. 73-74) that this allows animation to be seen as one of the most auteurist of art forms and that’s its methods of production, especially when considered to be at its most collaborative, insist upon the strict intervention of a singular voice that acts as an authorial presence. Frustratingly few animation directors have been praised as auteurs within the medium, with their identities often becoming swallowed up by corporate image, in the case of animation houses such as Pixar and Disney, being debased with the appeal of consigning it simply to a petty form of narrative or, again, falling victim to the acceptance of the mutually reliant process of production. Connected to this is the concept that animation has been, and will always be, produced for a predominantly immature audience and that auteur theory cannot be applied to a film practice that concerns itself with providing articles for such a demographic. This has become a tired argument as there a huge variety of ways in which a director can be described to be an auteur. Drawing arguments from a wide variety of sources and assisted by specific case studies it is this dissertations aim to provide a vocabulary for how the animation auteur can be addressed. It is this papers intention to, utilising a variety of modes and methods, signal the opinions of scholars that have campaigned for the existence of a recognisable auteur within the media industries and then go on to transplant these theories into that of the modern day animation industry. The essay will touch on contemporary titans of the animation world such as Disney and Pixar whilst also giving special consideration for the foundations that have been laid by the historical forbearers in crafting a profitable industry in which today’s practitioners of mainstream animation operate. Alongside the mainstream, consideration will be given to the independent or ‘experimental’ animator, working outside the confines of an industry that, it has been suggested, limits they way in which a director can remain in control of the artistic and thematic outputs of their film. Special consideration will be given to the eastern European animators such as Jan Svankmajer, The Brothers Quay and Yuiry Norstein and the ways in which we can regard them as auteurs through the methods of production in which they practice their ‘art’. It will also analyse how the work of Hayao Miyazaki is differentiated from that of its western counterparts not only through its visual and thematic styles but also through the sociological boundaries in which it is released. Thought will be given to a society, and the pschoanalysis that accompanies it, in which audiences flock to the cinemas to see the newest releases from a highly recognised and respected animation house, but also, a director that is considered to be a genuine auteur and one of the artistic powerhouses of contemporary Asian cinema. Following this, my final chapter will concern itself with the major discourses in animation today. It will utilise a case study instigating investigation into the way in which the modern animation houses conduct their modes of production and whether or not this can be seen as adding to or detracting from the auteur model laid down by Cahiers du Cinema. The theoretical background for this paper will cover many areas of film history and criticism and point to key areas in which the auteur theory has come under contention, drawing on key sources it will analyse their relevance within the contemporary animation industry and provide current case studies of animation auteurs and production houses to provide a coherent context for the theories that it attains to underpin. The dissertation will cover well-known critics ranging from Cahiers du Cinema to modern day articles from film journals such as Sight Sound and The Online Animation Journal. The writings of these authors will be used to give context for some of the statements that are made concerning auteur theory and to assist in cultural references to animated movies and cinematic movements from the last 130 years. The paper will also reference the work of cultural theorists such as Roland Barthes and Michel Foucault, whose work has been invaluable in the affirmation of what constitutes a genuine author and the ways in which we can view them in a modern day society. The dissertation aims to provide a spread of criticism from a wide range of historical periods during the 20th century, and, as the essay is concerned with the shift within the understanding of an auteur and its place in the industry of today, it was considered to be important to include opinions from more than the contemporary to demonstrate the shift that has occurred in our understanding of the director as an author. Alongside a wide range of scholarly sources directly concerned with film criticism that have been implemented the essay attempts to utilise areas of psychoanalysis and cognitive deconstructions to attain some idea of how sociological boundaries have been built up concerning the idea of the individual self, especially situated within a creative industry and within the confines of a post modern society. The study borrows and reconstitutes ideas and theories from such well-known thinkers as Sigmund Freud, Jacques Derrida and Richard Harland. Although not directly connected with the world of cinema the ideas put forth by these thinkers have greatly influenced the way in which proportions of society think of the ‘unified self’ and the case for ‘original thought’. It was important to consider dialogue provided by theorists working outside of the filmic world as it has allowed the paper to gain a more conclusive view of aspects that can affect auteur theory more concerned with the workings of an audiences conscious thought, rather than that of cinematography and narrative alone. During the course of this essay the proposed theories will be analysed through a variety of method and, as mentioned, the sources come from a wide range of authors to provide many different opinions on auteur theory. These include; cultural theorists, directors, film critics and psychologists. In addition to the wide spread of authors that have been used the material has been drawn from a variety of qualitative and quantitative ources that comprise of scholarly books, newspaper articles, film journals, blogs, online critics circles, websites providing information on box office receipts, films and other visual resources. These methods have been undertaken to avoid the time consuming necessity of providing a source of self-produced data such as interviews or focus groups conducted with individual interviewees and focus groups. The data provided through this wide range of sources should compensate for a lack of self produced data and give a clear indication of the criticism and ideas that exist across a wide range of society. The main critical ideas that are analysed and enforced within this essay is an affirmative opinion that auteur theory is alive and well within the modern day film industry and that this also translates through into the contemporary animation industry. The essay sets about to deconstruct misconceptions concerning the negative reception that auteur theory receives from both cinematic and cultural theorists, and whilst the focus of the essay is very much on the promotion of the auteur director and the analysis of the cultural surroundings in which he operates the paper is careful to provide a balanced view of the topic by framing the question with both positive and negative responses. In summary, the main critical ideas to be analysed will be animation aesthetic and message as well as the existence of the auteur within the film analysing both his, or her, impact on the messages, narrative and aesthetic of the their work from film to film. It reviews the sociological structures that we are surrounded with and brought up through that allow, or disallow us, to consider the director as a true author, taking into consideration industry, modes of production, aesthetics, messages, fluency, consistency and cultural impact and finally the shift in style of animation throughout the years and how it should be considered an equally important and valuable cultural artefact as that of the live action cinema. Word Count: 1980

The Truth About Online Plagiarism Checkers

The Truth About Online Plagiarism Checkers The Goal We decided to study three important questions: Are online tools safe? Are user privacy, data protection, intellectual property, and licensing of the content concerned? Does the free option hide any unexpected features? Is such software as reliable and helpful as advertised? How the Websites Have Been Selected First of all, we googled such keywords as plagiarism detection, plagiarism test, free plagiarism tools, plagiarism checkers, duplicate text search, plagiarism software, plagiarism scanner, etc. After that, we checked available reviews of online plagiarism services and added them to the list. We tested selected tools using free option, without registration, and removed services that didnt work. Finally, we had a list of 32 websites. How We Tested the Websites For each of the websites, we checked such sections as Disclaimers, Terms of Service, FAQ, Support Forums, Privacy Policy, and Warnings. We searched for information on licensing, use of submitted content, data protection, service location and governing laws, and liability limitations. We also compared the information on country location available on the website and information from the WHOIS database. We even visited professional forums and social media to confirm some data on the location of the service. Results According to results of our research, 25% of online plagiarism checkers save submitted content. 28% of such websites claim that they dont save the content, and for 44% its impossible to determine whether or not they save the content. 13% of websites admit that they use the submitted content for their own purposes (either commercial or non-commercial). For 54%, its impossible to determine whether they use the content or not. 31% of websites claim that they dont use the saved content. 34% of the websites are located in countries with proper laws regarding intellectual theft and copyright (USA, Germany, Australia, Hong-Kong, UK, Cyprus). 25% of the services are located in countries with weak legal protection (Ukraine, Pakistan, Russia). For 41% of the websites, we were unable to determine the location. Final Thoughts Many students, bloggers, teachers, and writers use online plagiarism services every day. According to the results of our research, the use of such services sometimes is very risky, because the submitted content can be unprotected against copyright violations. Most of the free online services dont provide users with clear information on what they do with the submitted content, and how they use it. Some services publish the submitted content as their own and use it in any way they want. However, such services want a stream of fresh content for a reason. They dont have many sources to determine whether or not a certain text is original. Thus, some complicated services use the submitted content to improve the effectiveness of their work. At the same time, such a use of the content creates an opportunity to steal the content. The Privacy Policies and the Terms of Use may be changed anytime, so users cannot rely on claims of such websites. The submitted content may be used for so-called content spinning software, which uses the original content to create many paraphrased copies of texts on the same topic. We can conclude that writers and students who use online plagiarism checkers risk giving their content to the content spinning software. We suggest not using online plagiarism checking websites. You can copy and paste sentences from your text into a search box of any search engine, and it will work just like plagiarism checkers, or even better. Do Online Plagiarism Detectors Work Honestly? You may have heard that there is nothing new under the sun. However, almost all colleges, universities, and MBA schools want their students to write an original content that will have nothing in common with works written before. Plagiarism isnt a new thing – even Shakespeare borrowed almost all his ideas from other sources, but the internet has raised plagiarism to a completely new level. Professors dont like when students steal their works from the internet. Given the large class sizes and fast pace of work, teachers dont have much time to consider each student individually, trying to figure out whether he or she have plagiarized the work or not. Plagiarism checkers are a perfect solution in such conditions; they allow teachers to check many papers fast and easily. Most plagiarism checkers compare texts to the available web pages, and already-uploaded texts (most teachers require all their students to use such online services). After that, plagiarism checkers provide users with an analysis of the content, taking into account the percentage of text that has been found in other sources. Such a method includes many drawbacks. For example, students may use quotes from various sources. Even if all the citations are written according to necessary standards, plagiarism checkers will flag these elements as plagiarized. Thus, if students have analytical papers assigned, and their works include many quotes from Shakespeare or Dickens, they can be accused of plagiarizing the content, even if they followed all the quotation rules. Another common problem related to the use of online plagiarism detectors is that many students use some common, trivial phrases, such as its easier said than done, in the heat of the moment, and so on. Of course, good academic writing implies avoiding such constructions, but the use of common phrases itself isnt plagiarizing. At the same time, some students just change the wording without changing the content, and their texts may pass plagiarism check because such algorithms are unable to detect paraphrasing. Computers are able to consider words and phrases, but not the meaning of the text. Plagiarism software also has its ethical side. Professors rely on online checkers instead of doing their job and checking all papers manually. Some students may not understand the concept of plagiarism. For example, why citing their textbook is considered plagiarism, while quotes from Shakespeare are not. Students from some foreign countries may even consider citing their professor as a form of respect. Thats why telling students what exactly is considered plagiarism, and providing them with examples is necessary. Professors have to create an environment that will motivate students to avoid plagiarism. They have to spend more time with students, helping them with assignments and learning each students writing style. Understanding capabilities of each student, teachers will be able to easily understand whether or not their content was plagiarized. Professors also have to figure out why certain texts are flagged as plagiarism and check if citations are written properly. Usually, common assignments produce more positive results, because students use citations from reliable sources and familiar ideas. Unique assignments are much more difficult for students because they are not sure where to find the information. Their citations may be formatted incorrect, which in turn, will cause a bad originality percentage for such a work. Finally, another problem with plagiarism checkers is that they add certain tension between students and professors, minimizing the trust. When students hear long speeches about how their papers will be checked for plagiarism, it doesnt motivate them to follow the honor code. In our opinion, professors must remember that policing their students isnt their main goal. Plagiarism checkers do their job, but they cannot solve such real problems as weak students skills and drawbacks of the educational system.

Are people born Gay Essay Example | Topics and Well Written Essays - 750 words

Are people born Gay - Essay Example My thesis statement is that, people are born gay and cannot change their sexual orientation. This essay will focus on this debate and the views of different writers for, or against this view. Approximately 2-5% of men are gay, and the statistics for women is half that of men. (Rahman & Wilson, 2003). The disparity here is explained by the fact that women are influenced by their culture as well as situations, unlike men. Nathaniel Lehrman (2005) stated that even after years of study, there is no evidence of a gay gene. The votes to normalize homosexuality seem to suggest that it is an inborn trait, but to him, this vote is political and not scientific. It is in the late 1970s that the term orientation began to be used in place of the word preference. This change he states has led many people to think that homosexuality is innate. The author sites examples of people who were previously engaged in gay relationships but had since stopped and are in stable relationships with the people of the opposite sex. Another explanation that he gives for his stand is that there is no clear description of what being gay is. Having attractions to the people of the same gender as you does not mean that you are gay. He uses this disparity to justify his belief that no one is born a homosexual. Nathaniel argues that the tests that claim that there is DNA proof to show that there are gay genes falls short of significance. The fact that there is no clear evidence pointing to the possibility of gay genes makes it hard to prove the same. According to research, some children who face maltreatment while younger become gay when they become adults. (Roberts & Koenen, 2013). Factors such as having a drunkard parent, parental mental illness and presence of a step-parent affect a child’s sexual orientation once they grow into adulthood. This study goes to show that there are other factors that may lead to one becoming gay, but the

Analyses of characteristics of bread made from chestnut flour using Assignment

Analyses of characteristics of bread made from chestnut flour using standard method - Assignment Example It is also seen that addition of chestnut flour helps in increasing sugar content therefore bread prepared from combination of chestnut flour and whole meal flour had more sugar content than whole meal flour bread. Results of odor test, taste test, smell test, triangle test and hedonic test establishes that bread prepared from combination of the healthier gluten-free chest-nut flour and gluten added whole meal flour or rice flour were better alternatives than breads baked solely by using 100% flour of any kind. Thus, combination of flours helps in making bread with enhanced characteristics in appearance taste, smell and health. Bread forms an integral part of our everyday diet. The choice of bread that is made has an impact on the consumer’s health. History of bread baking goes back almost 30,000 years. At first man was not familiar with the leavening process and produced flat bread. However along with passage of time leavening agents were discovered which helped the rising of the bread. The most common leavening agent was yeast. Using of leavening agent made the bread softer and enhanced sensory properties and therefore the use of leavening agents is widely used today (Yeh et al, 2009).Thus now when one thinks of bread, automatically one imagines a spongy, well risen loaf. The key element responsible for the sponginess of texture and the rising of the bread is gluten, a protein. Gluten is also the structure binding agent that helps the baked bread acquire higher volume (Anton & Artifield, 2008). There exist a wide number of flours that includes gluten in them. However, research has shown that this seemingly essential component of bread has adverse health impacts on human health. It affects different systems of the body including the hormonal, neurological, and digestive and the immune system and causes a number of problems. Some people have developed allergy

West Meets East an Exchange of Royal Letters Essay

West Meets East an Exchange of Royal Letters - Essay Example In his letter, King Louis seems to be interested in personal achievements rather than the general good of France citizens. Motivation to him appears to originate from the concept of punishing sinners and not propagating his religion, as stated in his letter to the King of Tonkin (Spielgovel 431). On the contrary, the King of Tonkin recognized the virtue of fidelity as held by King Louis as well as emphasizing the importance of justice. In his perspective, King of Tonkin notably believes that fidelity and justice would not produce worthy results. The King of Tonkin upholds the custom of his kingdom rather than that of private friendship. He also seems not to have belief and trust in King Louis following the long war that had persisted for several years between the two nations. However, the sense of sincerity from King Louis constitutes the source of his motivation. In addition, the feelings of justice and fidelity also motivate the King of Tonkin (Spielgovel 431). In writing to King o f Tonkin, King Louis had a wooing voice towards capturing the consideration by the King on accepting his request to propagate his religion. In the letter, the voice and language used presents numerous praises with the motive of irony. This would be evidenced by the use of certain praise words that seem to portray an opposite meaning to the King of Tonkin to what he really intends. King Louis also advocates a motive of expanding his personal ambitions and territory of operation. Furthermore, in the letter, King Louis gives reference to his subjects who once received protection under the Realm of the King of Tonkin. This inclusion of the protection accorded to his subjects indicates a point of reference by him in convincing the King of Tonkin to accept his request (Spielgovel 431). The letter by King Louis reveals certain personality traits about him. He does not exist as a theologian but instead uses the virtue of religion in seeking to achieve his personal associations. Also, he rem ains to be an eminent figure in France’s history during the western civilization period. Moreover, King Louis practices an authoritarian leadership style. This becomes evident in his letter when he informs the King of Tonkin about his commands for the Royal Company and Messrs to establish itself in Tonkin soonest possible. In presenting the gifts to the King of Tonkin, the language used in writing does not reflect the willing and free choice of giving, but rather a command. This, thus, portrays a sense of customary formality in his way of appreciation through gifts and not a heartfelt appreciation. King Louis may be a hypocrite in the sense that he pretends to have moral virtues and opinions that he does not actually have. The idea of Christian missionaries reveals this personality in him (Spielgovel 431). In his response to King Louis, the King of Tonkin refused to accept Christian missionaries in his kingdom. He justified his position by asserting that some authorities or e dicts had already introduced a custom that forbids Christian missionaries. In addition, the King of Tonkin justifies his position by way of asking a straight forward question indicating that he could disregard a well-established custom in satisfying private friendship.

Bilingual Education Argumentive Essay Essay Example for Free

Bilingual Education Argumentive Essay Essay The United States is a diverse country of many different races and languages. Even though many languages are spoken in the United States, English is the preferred language in the United States. Speaking English in America is the key to success. Without English, acquiring employment is almost impossible. More and more immigrants are attracted to the U.S every year, and the populations of immigrants, which do not know the American culture, continue to rise. This population must be assimilated into the United States in order for the population to find employment and function in the United States. Assimilation is the process by which an outsider becomes part of a new community by adopting its language and customs. Public schools are a vital place where the country’s customs, language, and culture, in general, can be taught. According to Ginsburg, ever since the 1960’s young immigrants and U.S born children, of immigrant parents, were sent to public schools with little to no understanding of the English language. These students were forced to â€Å"sink or swim.† The public school offered no help to LEP students. LEP (limited English proficiency) is term used to describe students whose level English language is low. As a result, many of these students began to drop out, but finally in 1968, the federal government passed the Bilingual Act which paid special attention to students whose native language was not English. This provided special funding to create and maintain bilingual education programs. The goal bilingual education is to teach English more efficiently to students, with low English proficiency, protect students’ self-esteem, increase their academic performance, and lowering dropout rates. In bilingual education, LEP students are taught subjects such as math, history, and science in their native tongue, while the LEP students take classes to learn English, and once a student shows increasing proficiency in English they are put into main-stream â€Å"English-only† (â€Å"Bilingual Education†). There have been many controversies whether or not the bilingual education programs are achieving their goal. Bilingual education programs should not be allowed as a way to teach English to students with low English proficiency because the programs segregate students based on their native language, are too costly, and are poorly  maintained. Bilingual Education programs segregate students based on their native language. These students are isolated away from other cultures and different perspectives for many years. This assimilates students slowly into mainstream English classes. While bilingual classes segregate students by their primary language, English immersion brings them all together to learn a common language, with the common goal of quickly entering mainstream classes. Speaking English is vital for communication and success in the U.S. The sooner a student understands and communicates in English the sooner they will transition into mainstream English, and the more successful the student will become, which will increase their self-esteem According to Ginsburg many students stay up to six years in these programs and still are low in English proficiency once they complete the program (Ginsburg). Bilingual education programs are too costly to maintain. Students are taking too long to learn English in bilingual education programs. According to â€Å"Bilingual Education,† A scientist named Christine Roswell found that there is little evidence that bilingual education is working, and he determined, from 78% of his studies, that student in bilingual education programs only do as well, or even worse, than LEP students in English immersion type programs or no programs at all. Also Roswell determined that English Immersion programs are a more affordabl e way to teach English. Some teachers are delaying the student’s education in order to receive more money. Most bilingual education programs persist because teachers and school districts receive more federal and state money if they maintain those programs and keep high numbers of students enrolled. Spanish speaking teaches can receive up to $5,000 in bonuses a year (â€Å"Bilingual Education†). In bilingual education, students are taking longer to transition to mainstream â€Å"English-only† classes. Bilingual education programs are poorly maintained. English immersion is a better solution to teaching English than bilingual education. Many LEP students often feel stressed out and frustrated in mainstream classes, which causes them to dropout. According to Clouthier, dropout rates among Hispanics, who speak Spanish, have not improved in the past 25 years that bilingual education programs started. Clearly bilingual education has not help students with frustration and stress or decreased dropout rates. Students learn English with less proficiency and more slowly in bilingual ed ucation  programs. Proponents claim that proficiently teaching a students’ native language first and then teaching English as a second language helps students in the long run, but according to Clouthier, The National Academy of Sciences reviewed 30 years of bilingual research and found no negative effects from teaching reading and writing in English, without first teaching proficiency in a students’ primary language. In bilingual education students take five to seven years to assimilate students; because the program believes that teaching the students, whose native language is not English, their culture values, languages, and customs, when the students’ parents should teach them their heritage (Clouthier). On the other hand, supporters of bilingual education believe that effective bilingual education helps students, for whom English is not their native language, to assimilate into main stream America. Supports say that the controversy is actually rooted in the misunderstanding and misapplication of how language is learned and taught. According to Stokely, students must first learn proficiently their first native language and then learn English as their second language. Supporters say that bilingual education programs enable non-English speaking students to learn English without losing learning time in other academic subjects. Supporters say that the reason some bilingual education programs are ineffective is because they are poorly maintained by the federal government and finding a bilingual teacher is very rare (Stokely). To conclude, bilingual education should not be allowed as a way to teach English students, which have a low proficiency in English, because bilingual education programs segregate students, are too costly, and are poorly maintained. Bilingual education segregates students from other peers based on their native language which cause slower assimilation. Since students are learning English at a slower pace which more funding is needed for these programs to run, and some teachers intentionally keep students longer these programs for the money, which makes these programs too costly. Most bilingual education programs are poorly maintained because these programs have not decreased the student dropout rate. English immersion is a better solution to bilingual education because it’s more affordable and joins students to learn one language. Works Cited Bilingual Education. Issues Controversies On File: n. pag. Issues Controversies. Facts On File News Services, 15 Feb. 2005. Web. 16 Oct. 2013. . Clouthier, Kris. Point: English Immersion: Creating Equal Opportunity For Immigrant Students. Points Of View: Bilingual Education (2013): 5. Points of View Reference Center. Web. 16 Oct. 2013. Ginsburg, Jill. Bilingual Education: An Overview. Points Of View: Bilingual Education (2013): 1. Points of View Reference Center. Web. 16 Oct. 2013. Stokely, Anne. Counterpoint: The Benefits Of Bilingual Education. Points Of View: Bilingual Education (2013): 6. Points of View Reference Center. Web. 16 Oct. 2013.