Socio

Socio Introduction This assignment is a discussion on the topic of giftedness and talent development. The discussion explores the topic by defining giftedness and how it’s related to talent. It archives this through looking at the socio- affective characteristics and personalogical development of the gifted child, and how they interact to assist or hinder the development of talents by the gifted children.Advertising We will write a custom essay sample on Socio- Affective Characteristics and Personalogical Development of the Gifted Child specifically for you for only $16.05 $11/page Learn More In the assignment therefore, the argument is that both socio- affective characteristics and personalogical development of the gifted child may have positive or negative effects on the gifted child, depending on how the parents, teachers and guardians respond to his or her needs. Those children, whose giftedness is properly nurtured, are able to develop the relevant ski lls and vice versa. The discussion is based on Francoys Gange’s model of giftedness as well as on various other readings. Discussion.  The Gifted Child Many scholars have for some time been grappling with the question of who really is a gifted child. Giftedness has usually been confused with talent, with some scholars like Joseph S. Renzulli, and Robert Sternberg using both giftedness and talent as synonyms (Rensuli, Smith, White, Callahan, Hartman, 1976). Some of the pioneers of the field of giftedness in education include Terman and Hollingworth. These two are believed to have been the first to notice the remarkable differences between the gifted individuals and the general population (Hollingworth, 1926). After the pioneer work by the above scholars in mid 1920s, other scholars like Tannenbaum Witty, Benbow and Stanely took the discussion on the topic a notch higher by establishing the differences between the gifted individuals and the general population in terms of apt itudes, temperament, family backgrounds and ability levels (Witty, 1930) and (Benbow Stanley, 1983). In recent years after the works of these scholars, psychologists developed some scales to measure and rate these characteristics in an attempt to quantify the most prominent behavioural indicators of giftedness.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More As recent as 2000, Francoys Gange developed what was referred to as Differentiated Model of Giftedness and Talent (DMGT) which is also referred to as the developmental theory. In the theory, Francoys Gange argues that giftedness is a pre-requisite of talent development and therefore a person may not become talented without being gifted in the first place. However, according to him, a person may just retain his or her giftedness without developing a talent but the reverse is not true (Gange, n.d). In DMGT, giftedness is simply defined a s a natural ability which is not necessarily innate, but has some genetic linkages. However, scholars are yet to unravel the mystery of the linkage of giftedness to genetics. Giftedness may also refer to an above average intellectual ability among the peers as well as a high cognitive ability than that of the peers. Talent on the other hand is defined as skills, competencies and expertise acquired through the process of learning. Talent may or may not emanate from giftedness; with talent emanating from giftedness being more versatile than the one emanating from normal learning. Talent may also refer to various forms of excellence like in technology, sports or arts. In the words of Francoys Gange giftedness and talent may be differentiated as follows; ‘GIFTEDNESS designates the possession and use of outstanding natural abilities, called aptitudes, in at least one ability domain, to a degree that places an individual at least among the top 10% of age peers’ (Gange, 2005. pp. 98-119). ‘TALENT designates the outstanding mastery of systematically developed abilities, called competencies(knowledge and skills), in at least one field of human activity to a degree that places an individual at least among the top 10% of age peers who are or have been active in that field’ (Gange, 2005. pp. 98-119).Advertising We will write a custom essay sample on Socio- Affective Characteristics and Personalogical Development of the Gifted Child specifically for you for only $16.05 $11/page Learn More Francoys Gange goes ahead to conclude that as, I quote, ‘talent development corresponds to the progressive transformation of gifts into talents. According to the DMGT theory, talent development constitutes of five components namely gift, talent, talent development, intrapersonal and the environment catalysts designated as G, T, D,I and E respectively. The interaction of these five components may either assist or hinder the transfor mation of giftedness into talent(s). In the following section, I will discuss in brief these five components of talent development (Gange, 1998. pp.87–95). Components of Talent Development The gift (G) component This component constitutes of other six sub components namely the creative (GC), intellectual (GI), social (GS), perceptual (GP), motor control reflexes (GR) and muscular (GM) abilities. According to Francoys Gange, these natural abilities may be observed in children as they perform various tasks like understanding mathematical concepts, reading and learning a foreign language, speaking, composing a song or a poem, writing a story, social abilities in interactions as well as physical and perceptual abilities like dancing, doing crafts and sculpture work (Gange, 2003.pp.60-74). Francoys Gange argues that these gifts manifest themselves in young children mainly because at that age, systematic learning is usually absent. It therefore follows that the more the children ar e exposed to systematic learning, the more these gifts are transformed into various talents during adulthood (Van Tassel- Baska, 1983. pp.139-144). The Talents (T) Component The World-of-Work classification of occupations classifies talents into nine sub-components, six of which are based on John Hollands well-known Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC) classification of personality, with the other three namely games, academic (K-12) subjects, and sports serving as complements of the other six in RIASEC. In DMGT, most of these talents are easily measured using various scales like exams, standardized achievements as well as various assessments in various occupations and fields of excellence. In the DMGT model, there is no room for elitism, which attributes talent development on learning, education and qualifications, but rather, a presence of giftedness and talents in many individuals in the general population (Sternberg, 2004. pp.79-95). Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Talent Development Process (D) Component This process is believed to begin as soon as an individual, either a child, an adult or an adolescent enters a systematic talent oriented development program mostly through the process of identification. This component is composed of other the sub- components namely progress (DP), activities (DA), and investment (DI). The main components of talent development activities include the curriculum offered in a specific format (DAF) and specific content (DAC). The learning environment or format may either be structured, for example in school or unstructured, also known as autodidactic learning. In the DMGT model, the development of a talent takes place in a gradual and progressive manner, moving from novice, advanced, proficient and expert (Colangelo Davis, 2003). During this process, which is mostly a longitudinal one, the teacher or coach is able to note the peak of the talentee during various activities or occasions like death of a loved on e, manifestation of love and excellent performance in various fields by the talentee which becomes outstanding and unique. Talentees may also be unique in the manner in which they spend their money, time and psychological energies, with most of them recording outstanding and unique approaches to these issues (Gange, 1999.pp.109-136). Intrapersonal (I) component This component is also referred to as the intrapersonal catalyst and constitutes of two other sub-components namely the physical and mental traits and the goal oriented process. The physical traits include things like race, ethnicity and chronic illness while the mental traits include things like personality and temperament. These traits, both physical and mental may positively or negatively impact on the individual’s ability to develop talents from natural giftedness (Heller Kurt, 2000.pp.67-79). The goal oriented process constitutes of three other sub-components namely motivation (IM), awareness (IW), and volition ( IV). Awareness of their personal strengths and weaknesses enables the talentees to adequately plan the development of goal identification activities. The talentees are also motivated by the achievement of some goals, which makes them specialize on such areas thus developing specific talents. Failure in some areas leads to less interest and lowered motivation in those fields, thus a low probability in developing talents in those areas (Gross, 2004). The Environmental (E) component This component is also referred to as environmental catalyst and constitutes of three other sub-components namely the individuals (EI), milieu (EM), and provisions (EP). EI sub-component constitutes the talentees’ social environment, and more so, the influence of the significant others like siblings, parents, teachers, public figures, mentors, and trainers as well as peers on the taletees. The actions of these significant others may influence the talent development by the gifted individuals either po sitively or negatively (Gange, 2003.pp.60-74). The EM constitutes of physical, social and economic environments in which the gifted individual find himself or herself in. Physical environment may include things like climate and the nature of the neighbourhood which may be either a rural or an urban setting. The social environment may involve things like the social and cultural environment of the general population in the place where the gifted child grows in while the economic aspect may include things like the financial status of the parents and family of the gifted child (Gange, 2003.pp.60-74). EP sub-component constitutes the talent development programs and services and is sub-divided into two sub-categories namely administration and enrichment , with enrichment referring to some specific talent development curriculum while administrative provision referring to the part time or full time grouping, grade skipping, early enrolment in schools as well as the advanced placement progra ms (Gange, 2003.pp.60-74). Chance Apart from these five components of the development process, psychologists have identified another component referred to as chance and the role it plays in the development process. According to Francoys Gange, chance ‘represents the degree of control that talentees have over environmental influences’. According to John William Atkinson, chance becomes relevant in the DMGT model in that we are not able to control the backgrounds in which we are born as well as our genetic make-up, yet, these two greatly influence the G and I components in the DMGT model. Chance therefore plays an important role in talent development because giftedness is influenced by genetic makeup, as well as the social, cultural, physical and economic backgrounds in which we find ourselves in (Gange, 2003.pp.60-74). After discussing the talent development process, I will now turn to the socio- affective characteristics and personalogical development of the gifted chil dren and how they influence their talent development. I would like to mention at the outset that giftedness is a natural ability, which may positively or negatively affect the gifted individual depending on the environment in which he or she grows in (Gange, 2003.pp.60-74). Many scholars in gifted education have argued that gifted children have special needs, which must be addressed so as to enable their natural abilities to be transformed into useful talents, as well as mitigate any negative effects of their giftedness. Many countries, led by the United States seem to have recognized the needs of the gifted children, and have thus established specialized schools and training for the gifted children with a view of nurturing their natural abilities so as to transform them into very useful talents. These countries also believe that there are many gifted children and if well nurtured, their natural abilities may be transformed into excellent talents which may put them well ahead of oth er countries in various fields like technology, commerce, sports and the fight against crime (Mills Jackson, 1990. pp. 410-422). Before discussing the characteristics, I would like to point out some of the issues which must be born in mind when discussing these characteristics. One of them is that it is not all gifted children who will portray these characteristics, meaning that some will exhibit specific characteristics but not others. It is also important to bear in mind that these characteristics are developmental, meaning that some children may show them as early as during childhood while others may show them during later stages of development. Also important to note is that some of these characteristics only appear when the gifted children are engaged in an aptitude or some areas of interest (McMillen, Eckert Little, n.d). The Characteristics of Gifted Children and How They Assist or Hinder Talent Development Preference of independent work Many gifted children prefer working alone in many activities, even those which require partnership with other children. This may be attributed to their ability to manage their issues properly without any assistance. It shows their exceptional ability to come up with appropriate solutions to problems or challenges as well as their ability to think abstractly, so as to come up with solutions to many challenges which may need group efforts to solve (Neither,Reis,Robinson Moon, 2002). This characteristic may affect the child in a positive manner in that if the child is assisted and guided by a mentor or instructor, he or she becomes motivated to come up with solutions to his or her personal problems, thus becoming an independent minded person. Such nurturance may also lead to enhanced creativity, which is a pre-requisite of innovation. When they are left to work in groups, this may inhibit their ability to think independently and come up with new and independent ideas. It may also inhibit their reasoning by the fear of a ppearing too exceptional among their peers (Silverman, 1993). If gifted children are not properly nurtured, they may develop antisocial behaviour, which may lead to their isolation by their peers. This is because their ability to develop and carry on with the unique behaviour of working alone may lower their self-esteem through perceiving themselves as abnormal instead of exceptional to others. There is therefore the need for care givers to motivate the gifted children to be more independent by informing them that they are not being deviant, but rather, are doing very constructive and important work for themselves and the society at large (Cox, Daniel Boston, 1985). Multiple interests Gifted children are unique in that they are able to have multiple interests at the same time unlike the other children who usually have their interests in a prioritized manner. This is attributed to their high cognitive abilities, which enables them to have the energy to pursue and concentrate in seve ral areas of interest at the same time. In situations where the gifted children are given the opportunity to explore various aspects of life, they are able to develop and master multiple talents. On the other hand, the lack of enabling environment for exploration may lead to frustration of the children, which may in turn lead to slowed development in their various aspects of life. Emotional intensity Usually, children are not supposed to have emotions like love, grieve or embarrassment. In contrast, gifted children portray emotional intensity at very early ages in life. They are able to have emotional feelings triggered by death or the absence of something which they adore. Their emotional sensitivity makes them suitable for theatre activities which is itself a talent. However, if other children realize that they are overly sensitive to various emotions, this may become a problem because the other children, out of ignorance would often disturb the gifted children by evoking such emo tions in them, which may hinder the development of the respective talents in them due to lack of the enabling environment to do so. Perfectionism Many gifted children are overly concerned about being perfect in everything instead of being excellent. They like to be perfect in academics, social life as well as in their decision making. They feel very angry when they make a mistake no matter how slight it might be. This tendency may be a resource especially because it makes the child work hard so as to be perfect. This may result in his or her excellence in various fields which in turn develops into various skills and talents. However, perfectionism may lead to anxiety and fear of failing to accomplish what they want in the way they want it. This may in turn lead to developmental challenges among the gifted children in that it leads to a feeling of guilt, which interferes with their maximum development. The gifted children therefore need to be nurtured and made to understand that whil e it is a virtue to work hard, it is good to understand that it is unrealistic for them to be perfect in everything they do, and therefore, the goal of being perfect should be replaced with the goal of achieving excellence. This can go to great lengths in transforming their hard work into useful talents in their areas of interests. Altruism and idealism Gifted children have strong passion in helping and working for others at early ages in life. They are very interested in helping their parents and friends as well as peers. They also like doing volunteer work in hospitals or in various humanitarian organizations or initiatives. This rather puzzling passion forms a basis for a career in various humanitarian fields like advocacy, charity work, philanthropy and diplomacy. However, if the goals of the parents and significant others are not compatible with those of the gifted child; they may not be collaborative and supportive to the child. Similarly, in social cultural environments which do not embrace altruism and idealism, the child may inhibit such a talent and may as well develop the opposite, thus becoming rebellious, cruel and in extreme cases, a sadist. Good sense of humour Many gifted children are able to play around with their social environment, using words, gestures or actions which transform a painful or tense situation to a friendly and humorous one, thus defusing any tension either within themselves or in others. This ability comes from their natural ability to understand various situations and their opposites, thus able to construct jokes, talks and actions which echo the painful or harmful situation, but in an opposite or less painful or harmful version. This ability, if well nurtured, especially in environment which encourages theatre and comic satires may help the gifted children excel in theatre work. However, if the socio cultural environment does not embrace humour, the child may not develop this particular talent. The other negative side of a good sense of humour is that it can sometimes lead to more developmental problems, especially if the child uses it to cover up his or her developmental challenges or weird personality traits. This is because the weird personality traits or developmental challenges are camouflaged, and continues to build up without being discovered as early as possible, so that the necessary steps are taken to deal with it. Strong attachments and commitments Many gifted children usually form more intense friendships and attachments to people who are order than them than with their peers. This may be attributed mainly to their natural ability to emulate others and excel in various fields or areas of interest. They are also overly committed to their work, more so during adulthood. This characteristic is useful for them, especially if they grow in environments which value mentorship of young children by their older counter parts. If assisted to attach themselves to people who are respectable and who hav e excelled in career or in some talents, the gifted children may develop good talents at their adulthood. However, in environments where there are few or no good role models to emulate, gifted children may end up emulating or attaching themselves to people with poor and undesirable characteristics, thus acquiring and perfecting bad behaviours, morals and values. The power of concentration Many gifted children display an exceptional ability to concentrate and an ability to deal with a specific problem for a long time than their peers. If they are given an ample time to concentrate without inference, they are able to excel in that specific field(s), be it science, mathematics or technology, which may form a strong foundation for their future career in those areas of interest. However, if disrupted or denied the time to learn how to concentrate at early age, this may hinder their later excellence in these areas of interests. Ability to generate original ideas The gifted child is able t o come up with original ideas, which are free from any external influence either alone or in partnership with others. The ideas may be in one field, like in technology or in multiple areas, like in technology, mathematics or social studies. This ability is useful in that it may lead to the specialization of the child in a single or multiple fields. However, there is the need for the parents, teachers and siblings to support the child psychologically so as to reinforce the ability to generate these ideas. If the gifted child grows in an environment where nobody seems to recognize his or her ability, this may compromise his or her abilities to excel in these areas of interests in future life. Conclusion In conclusion, this discussion has explored the topic of giftedness and talent. It has emerged that giftedness leads to the development of various talents. The talent development process has also been discussed whereby it has emerged that it is composed of five main components namely g iftedness, talent, talent development process, intrapersonal and environmental catalysts. Various characteristics of giftedness have also been discussed and how they interact with the socio cultural environment to either assist or hinder the development of talents by gifted children. What has emerged in all the characteristics is that giftedness is not a guarantee of talent development, but rather, it can lead to the acquisition of good or bad talents depending on the manner in which the gifted child is brought up and whether giftedness is nurtured so as to develop into the respective talent(s). If gifted children are left alone without guidance and nurturance, their natural abilities may be reduced to burdens to themselves or to the society, but if they are properly nurtured, such natural abilities may be tapped and transformed into useful skills and talents, which can help many countries in their development. It is for these reasons that many countries have established specialized schools and trainings for gifted children, so as to identify various natural abilities at the very early ages, and nurture them into useful talents through giving the gifted children the necessary motivation and setting the necessary learning environment for them to fully develop such talents. However, research is still going on in order to identify relationship between genetics and giftedness so as to adequately understand the needs of the gifted children in order to reap the maximum talents from them (Terman,1925). References Benbow , C.P Stanley J.(1983). Academic precocity. Baltimore, MD: John Hopkins University Press. Colangelo,N Davis, G.A.(2003).Handbook of gifted education (3rd Ed.). Baltimore, MD: Allyn and Bacon. Cox, J., Daniel, N., Boston, B.O. (1985).Education Able Leaners. Programs and learning practices. Austin: University of Texas Press. Gange, F. (1998). A proposal for subcategories within the gifted or talented populations. Gifted Child Quarterly, 42, pp.87â€⠀œ95. Gange, F. (1999). My Convictions about the Nature of Abilities, Gifts, and Talents. Journal for the Education of the Gifted, Vol. 22, No. 2, 1999, pp. 109-136. Gange, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In N. Colangelo G. A. Davis(Eds.), Handbook of gifted education (3rd Ed.), pp. 60-74. Boston: Allyn and Bacon. Gange, F. (2005). From gifts to talents: The DMGT as a developmental model. In R. J. Sternberg and J. E. Davidson (Eds.), Conceptions of giftedness (2nd Ed.), pp. 98-119. New York: Cambridge University Press. Gange, F. (n.d). The differentiated model of giftedness and talent (DMGT). In J. S. Renzulli, E. J. Gubbins, K. Gross,M.U.M.(2004). Exceptionally gifted children (2nd Ed.) New York, NY: Routledge. Heller Kurt. (2000). (ed.): International Handbook of Giftedness and Talent (2nd Ed). Oxford: Elsevier Science Ltd, pp. 67-79. Hollingworth, l. (1926).Gifted Children. New York: World Press. McMillen, R. D., Eckert, Little. C. A. (n.d). (Eds.). Systems and models for developing programs for the gifted and talented (2nd Ed.). Mansfield Centre, CT: Creative Learning Press. Mills ,J.R Jackson, N.E.(1990).Predictive Significance of Early Giftedness. The Case of Precocious Reading.Journal of educational psychology, 83(2), pp.410-422. Neither,M.,Reis,S.M.,Robinson,N.M Moon,S.M.(2002).The social and emotional development of gifted children ;What do we know ?Waco, Washington D.C.: American Psychological Association. Rensuli, J.S., Smith, L.H., White, A.J., Callahan, C.M Hartman, R.K.(1976).Scales For The Rating of Behavioural Characteristics of superior students. Mansfield centre CT: Creative learning press. Silverman,L.K.(1993). Counselling the gifted and talented.Denver: Love publishing Sternberg, R. J.(2004) (ed.): Definitions and Conceptions of Giftedness. Thousand Oaks:Corwin Press,pp. 79-95. Terman L. (1925).Genetics Studies of Genius (Vol. 1).Stanford CA: Stanford University Press. Van Tassel- Baska, J. (1983). The 1982 Midwest talent search finalists. Gifted child quarterly 27(3) 139-144. Witty, P. (1930). A study of one hundred gifted children. Lawrence, KS: Bureau of school service and research.

Analysis of gene research papers

Analysis of gene research papers Source: Ledford, H. (2017, March 07). CRISPR: gene editing is just the beginning. Retrieved July 05, 2017, from http://www.nature.com/news/crispr-gene-editing-is-just-the-beginning-1.19510 CRISPR has signaled a new age for molecular biologists, and non-profits like Addgene are on top of it all. Addgene has become the place where scientists deposit their tools while also turning to them in search of molecular tools. CRISPR now resembles something novel for researchers all around the world: Specificity – the ability to do exactly what they want and just what they want. The CRISPR tool can be used in many ways to suit the needs of the researcher. A common technique being used it to observe the effect of a change in the genetic code (particular genes) on the cell. This allows for a deeper understanding of metabolic pathways and effects of proteins and genes. The CRISPR associated protein 9 (CRISPR Cas9) is the enzyme which is in widespread use in laboratories. Researchers from Stanford University modified the Cas9 to just inhibit the gene, and not cutting the gene (as it would normally). The brilliancy of CRISPR is the fact that it itself has been modified and we can attach molecules that affect the epigenetics of the cell, that can be induced by specific stimuli and we can attach molecules that can even stimulate the expression of a particular gene. The ability of this tool to modify the epigenome with high specificity has massive implications as the epigenome has been linked to issues like cancer and neurological disorders. Lastly, CRISPR has had a major positive impact on the economical side of research by reducing both the time taken and cost of experiments considerably. For instance, CRISPR has enabled researchers to do what previously took a year in just a month! Article 2: Source: Larson, C. Schaffer A. (2016, October 04). New Tools for Editing the Genome Could Radically Change the Study of Human Diseases. Retrieved July 05, 2017, from https://www.technologyreview.com/s/526511/genome-editing/ Genetic editing using the CRISPR-Cas method is revolutionizing the world and has transformed the scenario of many labs throughout the world. It now provides a cheap and highly precise method of gene editing. CRISPR is a tool born from the collaboration between scientists from varied backgrounds pursuing a common goal. Recent research in China has proven the possibility of genetically edited macaques and this is a stepping stone towards â€Å"designer babies†. The introduction of ethical dilemmas due to the advent of this technology is an inevitable repercussion of any powerful tool. However, the success of the aforementioned experiment seeks to showcase the importance of primate models in research. Primate models have also been useful in understanding genetic diseases and mutations and CRISPR now allows researchers to identify these mutations and find gene therapies to it. Article 3: Source: Kiefer, J., Yin, H. H., Que, Q. Q., Mousses, S. (2009). High-throughput siRNA screening as a method of perturbation of biological systems and identification of targeted pathways coupled with compound screening. Retrieved July 05, 2017, from https://www.ncbi.nlm.nih.gov/pubmed/19597791 There are two ways to screen cells containing the CRISPR Cas9 nucleases that knockout specific genes: pooled format and arrayed format. In arrayed screening, the cells and other molecules are arranged in multi well plates (96 wells, 384 wells, or 1536 wells) and the cells that are placed in each of the wells are transfected or virally transduced individually (on a well to well basis). The wells are imaged and then the readout is based upon measurements of those images based on different parameters. In the pooled format, the reagents are synthesized in a pool and are then virally transduced into the cell. Viral transduction ensures that generally only one change to the cell occurs and the integration of the virus can be read through polymerase chain reactions and next-generation screening. The readout of the experiment is based on the abundance of the integrated transgene between samples (in positive selection groups, control groups, and negative selection groups). Article 4: Source: Phillips, T. (2016, October 14). What Is siRNA and How Is It Used to Attack Protein Cells in the Body? Retrieved July 05, 2017, from https://www.thebalance.com/what-is-sirna-and-how-is-it-used-375598 RNA interference (RNAi) is the usage of small interfering RNA (siRNA) that bind to the messenger RNA (mRNA) for specific proteins and cause their degradation hence inhibiting protein synthesis. The siRNA uses a combination of endonuclease and exonuclease enzymes to bring about the degradation of the mRNA. The problem with siRNA is that it can be rejected by the cell and may trigger immune responses. Also, RNAi is known to give false hits and can have an impact on multiple metabolic pathways/mRNAs and cause an unspecific, unwanted, and unknown knockout. However, this method is still very useful in stabilizing serums, enhancing the activity of cells and is also being used in designing therapies for genetic diseases. Article 5: Source: Tan, J., Martin, S. E. (2016, December 28). Validation of Synthetic CRISPR Reagents as a Tool for Arrayed Functional Genomic Screening. Retrieved July 05, 2017, from http://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0168968 The research conducted by Tan, J. and Martin, S. E. proves that the viral transfection based CRISPR Cas9 method can be used in the arrayed format by comparing the results of various different techniques and finding conclusive evidence that the results obtained from the arrayed format screening of the cells is similar to that obtained from using the pooled format and RNAi method. They tested their results based on the assay for aberrant DNA replication. Their findings show that the majority of the transfected cells showed a change in phenotype within 72 hours and also that high throughput gene editing and screening of the cells produced data (known DNA replication regulators ) that was comparable to that obtained from siRNA gene knockdown. Lastly, their findings also show that CRISPR screening gave less false hits, i.e. it was more accurate than siRNA screens performed in parallel.

Case study Example | Topics and Well Written Essays - 250 words - 99

Case Study Example Resistance is likely, as was the case of Cisco, and unless an organization has an effective leader who can initiate and influence implementation of the organizational structure, emulation is likely to fail. The organizational structure allows for exchange of ideas among employees and executives and therefore offers opportunities for developments into competitive advantage. Product differentiation and low cost products are some of the advantages that the organizational structure may initiate. Innovation into new â€Å"product design,† product reengineering, â€Å"product innovation,† and new operational procedures for cost effectiveness are some the strategies to competitive advantages that the organizational structure aids (Lamb, Hair, and McDaniel 41). Development of models for product differentiation and niche definition are other positive effects of the innovative environment, which the organizational structure facilitate, and aid competitive advantage. With its organizational structure, Cisco is likely to attract team players as employees. Such type of employees demonstrates qualities such as reliability, communication skills, proactive, cooperative, committed, respectful, and supportive (Brounstein n.p.). This prediction does not bode well with the future, as the new generation of workers prefers independence in

Critiquing an Argument Essay Example | Topics and Well Written Essays - 1250 words - 1

Critiquing an Argument - Essay Example We have to put emphasis on our tasks to maintain and preserve a safe and hale and hearty environment, from our own human rights to exhausting supplies of natural resources (Lewin 34). Thoreau existed in the era of slavery. He on one occasion spent a night in jail for failing to pay his taxes to the government that sustained it. But his protestation was not only to the slavery of the Negro, but rather the slavery of all people (Murphy 45). As one interpretation has illustrated Walden would be seen as a setting free narrative, the story of a flee from delusion. For Thoreau, the figurative deep South was just two miles away; Agreement, though it restricted family and friends, was a kind of prison people were not aware they were in, imprisoned by materialism and conventionality (Murphy 47). Thoreau prominently stated to his blank page, the mass of men lead lives of quiet desperation. With his acquaintance Ralph Waldo Emerson, Thoreau at the present, stands as a pillar of what may be described as the ethic of American distinctiveness (Murphy 54). The insincerity of this is the fact that they both railed in opposition to so much of what the United States and other Western countries have debatably become: prosperous consumer playgrounds shadowed by not having a personal meaning. Yet Walden and the writings of Emerson that so prejudiced it, is as striking as ever to those in hunt for something more (Lewin 58). Most of the opinions and ideas in it have gone through public awareness, and it has been one of the core inspirations for the modern generation of personal development writers. For example, among the descriptions of nature and people we find these now-famous lines: If one advances confidently in the direction of his own dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours, and I know of no more encouraging fact than the unquestionable ability of man to elevate his life by a conscious

Working Mothers :: essays research papers fc

Working Mothers Many women today are facing choices that their mothers never had to face. One of these choices is whether or not to go back to work after having a child. This was practically unheard of in the 1950's. In the 1990's it is not whether the mother will or will not go back to work, rather a question of when. When did the choice become set in stone? Why do the mothers of today have to work outside the home versus working in the home, much like their mothers did. When one thinks of the subject of working mothers, many differing opinions come to mind. What will happen to the child, will the mother have sufficient time to bond with the baby, how will household chores be divided, and so on. When thinking of working women, two models come to mind. One of which is paid employment that has a protective and beneficial mediating effect. Employment protects women against certain negative aspects of being full-time homemakers and mothers, such as monotonous housework, dependence on the male partner for financial and emotional support, increases self-esteem because they are contributing to the world they live in. These women receive a renewed interest in life because they are in the thick of it. They are living life to the fullest. This model is the one that is constantly referred to as â€Å"bad† because it paints the woman as someone who does not really care about the effect of working will have on the baby. In fact, most of these mothers have made this choice with painstaking care. They are constantly feeling what everyone is thinking, and this in turn causes undue stress on these mothers. The other model of the working mom is the one most people think of when discussing working mothers. This model is one of a woman having too many demands of her -- housewife, mother and paid employee - which may lead to role strain due to fatigue and role overload. The competing demands of such roles may also lead to conflict and psychological stress. Both of these models can be seen in the working mother at any given time. They are simply a fact of life, a by product of the world in which we live. Mothers are constantly jumping back and forth in these roles, striving to find a sense of balance. But is there such a thing? Most of the time the scales are tipped one way or another, there is never a true sense of balance. I believe this is how the mothers survive. Working Mothers :: essays research papers fc Working Mothers Many women today are facing choices that their mothers never had to face. One of these choices is whether or not to go back to work after having a child. This was practically unheard of in the 1950's. In the 1990's it is not whether the mother will or will not go back to work, rather a question of when. When did the choice become set in stone? Why do the mothers of today have to work outside the home versus working in the home, much like their mothers did. When one thinks of the subject of working mothers, many differing opinions come to mind. What will happen to the child, will the mother have sufficient time to bond with the baby, how will household chores be divided, and so on. When thinking of working women, two models come to mind. One of which is paid employment that has a protective and beneficial mediating effect. Employment protects women against certain negative aspects of being full-time homemakers and mothers, such as monotonous housework, dependence on the male partner for financial and emotional support, increases self-esteem because they are contributing to the world they live in. These women receive a renewed interest in life because they are in the thick of it. They are living life to the fullest. This model is the one that is constantly referred to as â€Å"bad† because it paints the woman as someone who does not really care about the effect of working will have on the baby. In fact, most of these mothers have made this choice with painstaking care. They are constantly feeling what everyone is thinking, and this in turn causes undue stress on these mothers. The other model of the working mom is the one most people think of when discussing working mothers. This model is one of a woman having too many demands of her -- housewife, mother and paid employee - which may lead to role strain due to fatigue and role overload. The competing demands of such roles may also lead to conflict and psychological stress. Both of these models can be seen in the working mother at any given time. They are simply a fact of life, a by product of the world in which we live. Mothers are constantly jumping back and forth in these roles, striving to find a sense of balance. But is there such a thing? Most of the time the scales are tipped one way or another, there is never a true sense of balance. I believe this is how the mothers survive.

Prejudice And Discrimination In Snow Falling On Cedars Essay

How does Guterson present the prejudice and discrimination against the Japanese Americans in chapter 1-15 of Snow Falling on Cedars. This book shows a great difference between cultures on the island of San Piedro. To start with the island is a very cosmopolitan island with its residents all from different backgrounds and countries, Japan, England, Germany, Spain and Denmark to name a few. We can tell this from the long lists of shops and their owners on page three. Chapter one tells us more about San Piedro. It tells us of the great beauty of the island. The â€Å"solitary fields and vales of alfalfa†, â€Å"careless roads† and the animals. It also tells us more about the residents. It says that they are close knit, a lot are deeply religious, they are respectful and are of limited means. The island in very quiet and so the trial is a very big event for them, â€Å"San Piedro generally lay clear of violence†. They also seem serious minded and conservative and traditional in their way of thinking. With the story being set after the Second World War and the bombing of Pearl Harbour the people of Japanese origin are experiencing the most discrimination on the island. In chapter four there is a scene with the fishermen at Amity Harbour. When they are talking about the accused man – Kabuo Miyamoto – also a fisherman, Dale Middleton referred to him as Miyamoto, not his first name. He then goes on to call all Japanese â€Å"suckers† and says â€Å"Never could tell them guys apart†. The term â€Å"Jap† is used throughout the book to refer to the Japanese. This is very insulting and sounds quite racist and rude. The first time this is used is by fellow fisherman William Gjovaag. This is the first real indicator in the book of the Japanese status on the island. Ishmael Chambers is the islands reporter and he is of Irish and Scottish descent. His function in the book is to be the person who experiences an inter-cultural relationship with a Japanese American girl. He isn’t a racist and his job as journalist is to give a fair view in the paper. He can’t be seen as discriminating in the paper. We learn more about this relationship as we read into the book. When Horace Whaley – the coroner and the local G.P. – sees Carl’s injury on his head he speculates straight away. He says of Sheriff Art Moran â€Å"he ought to start looking for a Jap with a bloody gun butt – a right-handed Jap to be precise†. He suggested all this from one wound in Carl’s skull, and instantly thinks it was a â€Å"Jap†. We learn from chapter five that Whaley is a war veteran and he feel bitter about the Japanese and this causes him to discriminate without any proof that it was a â€Å"Jap† to blame for the wound. Whaley wouldn’t say any of this in court, under oath, because he had no strong evidence, but he would speculate if he didn’t have to back it up. In chapter seven we learn that the Japanese people who are attending the trial sat at the back of the of the court room it says that they didn’t have to sit at there but did so because â€Å"San Piedro required it of them without calling it a law†. The chapter then continues to talk about the racism inflicted on the Japanese in the work place. They weren’t referred to by their Christian names, but by numbers or names that the census taker decided for them, such as; â€Å"Jap Number 1† or â€Å"Dwarf Jap†. This was very racist and disrespectful for them, aswell as embarassing and hurtful. We pity this verbal abuse. They were given the worst, most dangerous jobs. As if they were so insignificant it didn’t matter if they got injured. If this wasn’t bad enough the Japanese weren’t even paid the same as the other workers. They were made to sleep in barns and were treated like animals. They were on the same level as the Red Indians and treated with same amount of disrespect. Then in 1942 the government deported all of the Japanese workers out of San Piedro because of the start of the Second World War, they were seen as a threat or the â€Å"enemy†. Even though they were natives, it was thought that they could be spies for he Japanese government, and were therefore deported. Although many of the islanders were racist towards the Japanese some of the Japanese had their own views about the white people. To contrast Mrs. Shigemura taught Hatsue that white men were â€Å"dangerous egomaniacs† and that they had â€Å"fantasises† about Japanese girls and that it â€Å"distorted their sex drives†. Hatsue should â€Å"marry a boy of her own kind whose heart is strong  and good†.This shows us that all Japanese people don’t take the abuse. They practice their views like the white racists. The book carries a lot of detail about the Second World War and has many descriptions and feelings during and after the war. Also in this chapter we learn about Kabuo, his Buddhism and beliefs. These beliefs say that everything has a soul and shouldn’t be harmed and so he feels he carries the burden of war. The Americans didn’t think about, or take into consideration the fact that the Japanese Americans would be going out to fight their own kind, people from their homeland. Kabuo feels enormous guilt about this and carried it through out his whole life. Carl’s mother, Etta is asked to give evidence for the prosecution in chapter nine. She is a farmer’s daughter who was brought up in South Germany and she is very hardworking and proud. From the evidence she presented in court we feel she isn’t emotional in any way and that her traditional views make her seem set in her ways. It also becomes apparent that she is extremely racist and feels that the Japanese are below her. She talks about her husband – who doesn’t share her racist views – and Kabou’s father and about how they had an agreement, when her husband died she totally ignored the agreement, which is what she wanted to do in the first place. Carl was like his father in that he wasn’t racist either, he was friends with Kabuo and worried about them and their safety when they are told top leave the country. He relates to them and sees them as individuals rather than one awful race, like Etta. Carl’s and his mother’s views sometimes clashed. For example when he brought the fishing rod home that Kabuo gave him, she told him to take it back. Etta never gave Zanichi- Kabuo’s father – and his family a chance and she always talked down to him, even though he was constantly polite. This highlights the contrast between the two characters well and shows Etta to be old, bitter and twisted and very close-minded. When Etta tells the court about her and Kabuo’s conversation in chapter ten it emphasise Etta’s cold hearted, selfish, pathetic ways. She says that Kabuo has a â€Å"mean face†. She doesn’t realise that this is what the Japanese look like, and that it is impossible to read their faces. Yet she doesn’t  want to learn or listen either way. Etta’s character conveys racism very clearly and depicts how low, hurtful and quite petty some of the islanders actually are. We see how these attitudes effect the Japanese and how they cause problems and conflict, yet these people feel that it is their right to act this way toward them. A description of Pearl Harbour is given in chapter thirteen. It also tells us of what happens to the Japanese after and how they are discriminated against. Their bank accounts were stopped because there is a slight chance that they may be traitors. Also in chapter thirteen we learn more about Arthur Chambers, like his son he isn’t a racist at all and is a friend to the Japanese. He feels confusion when he hears the story of the bombing and doesn’t know what to print in his paper, because he doesn’t want to support or defend the actions of either the Americans or the Japanese. Instead he prints stories of Japanese contribution to the community. He is a balanced, stable character and isn’t racist in any way and therefore contradicts other characters in the book such as Etta and Horace. We learnt that Ishmael wasn’t racist right at the start of the book and here we start to find out why. Ishmael had his first relationship with Hatsue Imada who is Japanese. To Hatsue when she was growing up her relationship with Ishmael felt young, innocent and fun. They both enjoyed each other’s company and most of all liked each other. They found sanctuary in a hollowed out Cedar Tree in the woods earlier on in the book. There they were hidden away from the world and weren’t effected by anything going on in the outside. There they could be themselves and it wouldn’t matter that their love for each other was forbidden. Now in chapter thirteen the fortress of the cedar tree start to fall apart. The war starts it and now the fact that their countries are against each other upsets Hatsue and she realises that they have to stop meeting, especially as the relationship is starting to get sexual. Ishmael doesn’t see it that way he is naive and doesn’t see the problem as clearly as Hatsue as she starts to feel she is deceiving her parents. The F.B.I search on the Imada’s property takes place in chapter fourteen.  They come at night for the search. This instantly suggests they don’t have the decency to come during the day they arrive at night to cause upset and grief. The family is referred to as the â€Å"enemy† and â€Å"aliens† which misplaces them from the San Piedro community instantly. The men take away guns, dynamite and swords; they say that they are violent weapons and don’t listen when they tell them that they are only used to assist them with farming the land. The big men also take cultural objects, like a flute, some music and hatsue’s scrapbook. This is unjust and they are abusing their authority and their warrant. ThEy root through their draws and rummage in their underwear, this is embarrassing and very disrespectful. One of the officers deliberately says Hisao’s name incorrectly, this is very rude and must be frustrating because he said it wrong even when corrected. When the men unjustly arrest him they try to justify it as a sacrifice, even though none of this mess was their fault. Everything is taken away from the Japanese and they are then sent away to camps. The baseball team lost its best players and this saddened many people so they dedicated the match to them. This makes us realise that most people in San Piedro don’t want them to leave. Hatsue and her mother – Fujiko have a conversation about the discrimination she has been suffering or that she will suffer later in life, Fujiko is a bias character because she has suspicions about all white people and she has a very pessimistic outlook. She tells her how she and Hatsue’s father were embarrassingly poor yet they got through it with dignity. She explained about how she feels invisible to the whites of the island and that she was and is constantly ignored, but they should all except this because that was how it was and nothing was going to change. She tells Hatsue that the Japanese are worthless to the whites and their value is like â€Å"dust in a strong wind†. The journey to Manzanar is discussed in chapter fifteen. There is no comfort and they are treated like animals and we feel for these people because they don’t know the outcome of their fate, but they had to conform to the rules of the American Government. Fujiko tries to show she is strong by suffering  inwardly. The fact Manzanar is a desert we know there will be no escape and the hostile, barren, hot landscape will be a total contrast to San Piedro. Also in this chapter Fujiko finds out about Hatsue and Ishmael’s relationship. This is quite hypocritical because she talks to Hatsue about how white always discriminate against them but here a white person is being kind and loving to her daughter and she gets so upset. This is quite a contrast and shows that the Japanese can be just as bad at discriminating. In these fifteen chapters we see the suffering of the Japanese at the hands of the white islanders. The Japanese could not help many of the reasons at all and a minority of Japanese Americas punished for a war between the country they currently live in and the country they originated from. We pity the Japanese throughout and understand why some of them are suspicious. Some of the islanders are constantly hateful, spiteful and rude, with no respect for their fellow human beings. Whereas others are polite and kind and treat them as they would anyone else. Guterson conveys this pity in many of the nasty comments made by the whit islanders. Like the term â€Å"Jap† and many of the awful things they were subject to at work. Even though a couple of the Japanese characters don’t like whites. Much of the pity in the book is directed at the Japanese Americans.

Psychological Analysis Of James Augustine Aloysius Joyce...

Psychological Analysis and Symbolism in Two Gallants James Augustine Aloysius Joyce was born on February 2, 1882 to Mary and John Joyce in the Dublin suburb of Rathgar. A bright youth, Joyce attended private Jesuit schools where he excelled despite increasing familial problems, including encroaching poverty and his father’s alcoholism. Joyce, the eldest surviving son of Mary and John, was the only child in the family to attend college (Beja 11-14). Joyce subsided on various jobs after graduating, including teaching and working for a bank, but his main passion was always writing (18). He and his wife Nora eloped in 2004 and thereafter survived on a meagre income, often cohabitating with relatives in order to ease their financial burden. Their fiscal situation changed in 1915, when Joyce was introduced to a prominent English publisher and feminist named Harriet Shaw Weaver. Over the next 25 years, Joyce steadily gained popularity as a modern avant-garde writer, while Weaver provided Joyce with enough money to cease working his day jobs and focus exclusively on writing. He is arguably best known for his novel Ulysses, which examines a single day in the life of its main characters. In this novel, Joyce famously cycles through various story telling styles, including drama, parody, and stream-of-consciousness, switching from one viewpoint to another rapidly and without smooth transitions. The work of an advanced writer, Russian-American novelist Vladimir Nabokov praised Ulysses,