Tuesday, May 26, 2020
Compare and Contrast Tumor Suppressor Genes and...
Compare and contrast tumour suppressor genes and proto-oncogenes. Discuss an example of how recent advances in our understanding of these genes have led to the development of a novel therapy that is being used in the treatment of human cancer. Cancer known in medicine as a malignant neoplasm is one of the biggest killers worldwide. In 2007, cancer caused roughly 13% (7.9 million) of the planet’s deaths (Jemal, 2011). This will more greatly affect an aging society such as ours in years to come, and yet it is already the foremost cause of death in the developed world. The main reason cancer causes so many fatalities the body’s inability to mount an effective response to the failure of DNA replication within the body. This results in a mass†¦show more content†¦Mutations (for most cancers) must appear in both tumour suppressing genes and oncogenes for cancers to form. The tumour suppressing genes and oncogenes act in complementary fashion to one another; one pulls forward, and the other pushes back ensuring that the cell cycle occurs in a controlled manner (Sherr, 2004). Oncogenes were discovered in the 1960s, when it was discovered that some animal cancers such as lymphomas were caused by viruses. Some of these viruses were notable due to the simplicity of their RNA genome. These viruses only had three distinct transcription units, involved in the replication of the virus (coat proteins and reverse transcriptase etc.), and an extra gene. This was an oncogene. When oncogenes are properly functioning they are termed proto-oncogenes (Todd R, 1999). Their normal function is to control cell proliferation. These function in growth signalling pathways, and conversely to tumour suppressing cells are activated through a gain in function rather than a loss of it. This occurs in two ways, by producing more of a product, or producing a subtly different product, as a result of a mutation similar to tumour suppressor genes (Croce, 2008). Oncogenes play a particularly strong role in the development of breast cancers. Often the normal ERBB2 and other related genes are amplified in late stage neuroblastomas and rhabdomyosarcomas. ERBB2 encodes HER2 which is a member of the epidermal growth factorShow MoreRelatedBio 241 Hmwrk 11051 Words  | 5 Pagesï » ¿Christopher Scott Biol 241 homework Professor: Greg Crowther 1. Compare and contrast the reasons cell division is important for unicellular and multicellular organisms. Cell division is the method in which single celled organisms reproduce. Cell division allows multi-cellular to grow and repair dead or damaged cells 2. Provide an example of why cell division remains important to an adult organism even after it isfully developed. Some cells divide to heal wounds such as cuts or broken bones.Read MoreStudy Notes for Advanced Pathophysiology5046 Words  | 21 Pagesof mitotic division (e.g. - epidermis, intestinal epithelium, glandular tissue). Hyperplasia is a controlled process; occurs in response to Certain stimulus; Stops after that stimulus is removed. Involves activation of genes controlling cell proliferation the presence of intracellular messengers that control cell replication and growth. Can be physiologic and non-physiologic Atrophy-Occurs d/t a decrease in work demand, adverse environmental state
Friday, May 15, 2020
Risk, Demography, and Technological Evolution in...
Mark Collard’s lecture was about risk, demography, and technological evolution in non-industrial populations and he discussed the evolution of tool use among a variety of groups of hunter-gatherers and food-producing communities. Collard states that the number and complexity of tools varies greatly among populations and he focuses on why this variation exists. He starts off by discussing and analyzing toolkit variation in both hunter-gatherer and farming societies and then moves on to discuss overall technological variation in these societies and the possible explanation for it. He lists four hypotheses that help explain this variation in toolkits among groups. They are the Diet hypothesis, the Risk hypothesis, the Mobility hypothesis,†¦show more content†¦He then moves on to food producers (farmers) instead of hunter-gatherers. He notes that population size is a major driver in technological variation among food- producers and there is no evidence of risk of resource failure in these larger groups. I think that the most interesting question posed by Mark Collard is whether there is a difference between hunter-gatherers and food producers in regards to toolkit variation. Not only is he interested in the difference between the two group types, he uses multiple variables and hypotheses to measure and analyze these differences. If I was to do this experiment, it would have never crossed my mind to compare groups of different composition and social structure. I would have thought that humans are all capable of the same activities and that global variation among toolkit complexity and richness was due mostly to environmental factors. The most important thing I learned was how tool use evolved over time, leading to our species’ current use of advanced tools. Even though Collard did not speak about humans over a long period of time or directly about human evolution, one can deduce that as our species evolved from foragers to organized societies, our toolkit complexity and richness increased dramatically. Given the information inShow MoreRelatedEssay on Marketing Analysis of Fantasticc Golf Company4175 Words  | 17 Pagesstatement                                             6 Consumers’ analysis                                             6 Target market                                             7 Consumers’ characteristics                                   8 Market demography                                        8 Target market by cities                                   9 External Analysis of Sweden/Infrastructure                         9      Business-Related Infrastructure                              10      Consumer-OrientedRead MoreSurvival Strategy for Startup Business10775 Words  | 44 PagesBarry_Bayus@UNC.edu Rajshree Agarwal College of Business University of Illinois at Urbana-Champaign 350 Wohlers Hall, 1206 S. 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Wednesday, May 6, 2020
Dr. Elaine Sia s Life And Accomplishments - 1217 Words
Dr. Elaine Sia is a biology professor at the University of Rochester in Rochester, New York. She grew up in Midland, Michigan and moved to the Cleveland, Ohio area during her senior year of high school. Dr. Sia obtained her Bachelor of Science degree in the Biological Sciences from Michigan State University. After graduation she entered the PhD program at Columbia University, in the Microbiology Dept. at the College of Physicians and Surgeons. She obtained her PhD from Columbia in 1994. Dr. Sia’s father was a chemical engineer and worked at Dow Chemical company for his entire career. He modeled a scientific approach to problems throughout Dr. Sia’s childhood and instilled in her a enthusiasm for science and technology. While she attended Michigan State University, she worked as a technical assistant for Dr. Wendy Champness in the Department of Microbiology and continued that position for a year after graduation. Interacting with Dr. Champness led Dr. Sia to believe that she wanted to become a college professor and researcher. Dr. Champness was instrumental in her decision to attend graduate school. Dr. David Figurski was her graduate school mentor and was a fantastic role model, and helped Dr. Sia to learn to become a very successful independent researcher. It is standard in her field to have several years of postdoctoral experience with a different mentor, so after she obtained her PhD, Dr. Sia went to work in the laboratory of Dr. Tom Petes in the Biology Department in
Tuesday, May 5, 2020
Analyse the poetic techniques used in Robert Frosts The telephone Essay Example For Students
Analyse the poetic techniques used in Robert Frosts The telephone Essay The telephone Is a poem about an Individuals Interpretation of a telephone conversation with another. The speaker in the poem talks about a meeting with the same person that had happened in the past showing that there is some history and that this is a sequel to another conversation. We see constant misconceptions between both people, and in this respect it is a sort of rebirth and a sort of familiarity between the speaker and the person on the corresponding end. Through the poem we see Frost relating the phone metaphorically with natural wings, in this way he also personifies the object he is relating to the phone. He relates the telephone to being a Flower And thus relates the phone with a beautiful sweet smelling flower. In this respect, we come to the conclusion that the person on the other end is very close to the speaker, a significant other. Frost also links the flower with a Bee Making a clearer link with nature. The bee almost makes a melodious humming sound further describing the sound of the person on he other end Frost uses ranges of metaphors throughout the poem to tie in with his link from the telephone to nature. Frost makes the poem first person singular to get an insight of the speaker and his real thoughts. He also uses the word You To get the reader involved, but symbolically we know he Is referring to the other person. Using this method of first person, Frost Is successfully making the conversation more genuine and In some sense more truthful. And so by using the words And You The poem comes more realistic and gives us a look into the speakers thoughts making the poem a persona. The structural formation of the poem is irregular. Frost begins with a nine line stanza followed by a one line stanza. This slows the poems flow and lets the reader collect their thoughts. He goes onto having a seven line stanza followed by a pair of one line stanzas. This random structure In a way shows us that the speaker, who Is reminiscing on a past confrontation with the same person, has random remembrances of what was said. This is also mirrored in the poem by the speakers questions and attempts to revive the other persons memory Do you remember what it was you said? And thus by using this sort of irregular formation, Frost does not have any restrictions In the rhyme or rhythm although the poem does contain fair amounts of rhyme. Right through the poem, there is a lot of Juxtaposition. Frost uses words such as; Was Still Did To contrast with the words representing the present; Today This presents yet another concept of what the speaker is dealing with. He is dealing with the restraints of time which only make life travel faster. Yet also this gives the juxtaposition, Frost can make a further relation with the reader and also bring in history to make the poem more relevant. In conclusion, The Telephone by Robert Frost, is an overview of a telephone call the speaker makes. This conversation is linked with nature and natural elements to make the poem more down to earth. The first person in the poem, make it more personal and the Juxtaposition makes the poem more relevant to the audience.
Sunday, April 12, 2020
Running Head Youth Subcultures an Example by
Running Head: Youth Subcultures In Youth Activism in the 1990s Dennis (2006) describes the prevailing subculture of the twentieth century. Interestingly, in a culture where corporate America, economic performance and consumerism were the prevailing cultural drivers, to Dennis (2006) the resulting subculture represented exactly the opposite. According to Dennis (2006) the demonstrations against the World Trade Organization (WTO) that occurred in Seattle in 1990s is a clear illustration of the youth subculture that formed in the twentieth century. Intended as a demonstration of how subcultures are formed through cultural influences and economic conditions, Dennis explains that the demonstrations were organized as a means to execute democracy, voice an opinion and gather as a community. According to Dennis, when the generation could be characterized by technological breakthroughs allowing for individual and separate functioning, the subculture that developed revolved around forming a community against the drivers of i ndividuality, consumerism and separation. In essence, the subculture that formed in the 20th century was about forming bounds and social responsibility. Need essay sample on "Running Head: Youth Subcultures" topic? We will write a custom essay sample specifically for you Proceed People Very Often Tell EssayLab support: How can I order abortion essay online? EssayLab specialists suggest: Proceed With Order Now How To Write A Term PaperHow To Write A Research PaperBuy College EssaysPay For PapersPaper Writing HelpPaper Writers For HireCoursework Writing ServiceOrder Essay Online In a culture where individuality, freedom and autonomy took precedence through concepts of free trade, consumerism and the internet Dennis explains that prevailing subculture was about unity and community. Dennis illustrates that subcultures are often formed through a reaction against the prevailing culture. Dennis traces the occurrence of civil disobedience from the 1960s represented by the Punk style as a form of rejection to the idea of corporate America. The dissent conducted through style statements progressed in the early 90s through cultural expressions in the form of music, art and other media through the grunge movement. These examples cited by Dennis clearly illustrate that the formation of subcultures is directly related to the prevailing culture, in the case of punk, grunge and activism, the subculture was against the prevailing culture. What is interesting about Dennis' explanation is it not only discusses the prevalent anti-status quo subculture that developed in the 20th century, it also illustrates how similar subcultures, or a subculture of dissent, are formed throughout every generation. In the 20th century, when the country began on steady economic development, increasing technological breakthroughs and a relatively richer nation; in a time when very little complaining could be made, the subculture formed was about fighting the status quo of development. Dennis further illustrates that the subculture illustrated through the demonstrations in Seattle was not really about a growing distrust of corporations and capitalism but more about forming bonds and communities. Dennis explains that the protestors did not go to Seattle with one unifying cause, each group had their own specific agenda. What drove these activists to Seattle was the idea of coming together and protesting. As such the subculture formed was influenced not only by the economy and the prevailing culture, but also of the desire to assimilate. Dennis further emphasizes this insight by illustrating that the protestors were not really in Seattle with the fundamental agenda of fighting for economic responsibility and equality. Dennis illustrates that in fact, the majority of the protestors were privileged white youths who were fighting for the protection of impoverished populations throughout the world but failed to see the social inequalities within their own nation. Dennis explains that while the protestors came together it was noticeable that few African Americans, the minority who suffered many social injustices during that period, was not represented and participated very little in agenda set for the demonstrations. Through this argument Dennis illustrates that the subculture of activism was not about a social cause, but more about forming bonds. Reference List Dennis, M. (2006). "Youth Activism in the 1990s." Youth Subcultures: Exploring Underground America ed. Greenberg, A. Longman, p. 5-17.
Wednesday, March 11, 2020
Khan Doc Essays
Khan Doc Essays Khan Doc Essay Khan Doc Essay System manages the schedule of courses and teachers according to the rooms. Time Table is the key in any educational institution, as it allows scheduling the courses for study. All the students and teachers follow this schedule for effective study. Time Table Management System shall allow different teachers to schedule their courses and it shall also avoid clash of rooms and shall keep in mind the other subjects of the class to avoid any clash. 2. General Goal: Time table management is a difficult task in any educational institute management system and it is done manually.Goal of this project is to try to automate the process of Time Table Management. Automated Time Table Management System can be very effective in any educational management system. Another Goal of this project is to try to make it intelligent so it know a little about time table based upon user input and help the user in making the correct decision. Time Table Management System will be multi agent meaning that differ ent entities will exist independently and Time Table Management System will only provide a way for them to interact. . Current System: Current system in any SMS works manually and requires minimal input from involving entities and putting the entire decision making on one person, making extra work for that person. Teachers give their preferred time to the person responsible of Time Table Management. The Person responsible for time table management consider Teacher input and selects a subject, teacher, class, sees the available time slots and room and enters that information. Whole process is done manually. 4. Proposed System: 4. 1 Overview:We will design a multi agent based system, with teacher entering their desired timing and system will accept our available rooms. System will keep record of previous time table as well. System will also provide the list of the available rooms and time slots. 4. 2 Functional requirements: 1- There shall not be time table clash for a class or teache r. 2- Teacher can select room and subject to teach. 3- Subject or room already taken shall not be available again. 4- It shall not put the entire load on one person. 5- System can schedule time table dynamically. 6- Easy report generation. Teacher can not modify or update information. 8- If required system shall access teacher information from existing profiles and records. 4. 3 Non-Functional requirement: 1- Separate account for users with access types. As many people will be accessing the system simultaneously or separately, so it is necessary to maintain different account and access rights for the users. 2- Security implemented through account and login. The system need to be very secure apart from the automation, so it do not allow the users to make unwanted changes in any part of the system and it should not llow the unwanted users. 3- Report for available slot. Members shall have the able to view report about the available rooms and time slots. 4- Reports room, time and subje ct. Members shall be able to view time table in different ways, i. e. room wise, subject wise or time wise. 5- Information sent to teachers for any update in time table. If time table is updated by the admin due to any reason then a notification is to be sent to the concerned teachers. 6- Distributed application. The application shall be distributed and shall be available for access from different areas. 4. 4 ERD: [pic] 4. System Model: 4. 6 USE CASES: 4. 6. 1 Diagrammatic Use Cases: DEO Fig 1: Data Entry Operator’s Use Cases Teacher Fig 2: Teacher’s Use Cases Student and others Fig 3: Student’s Use cases. Fig 4: System Only Process 4. 6. 2 Descriptive Use Cases: 4. 6. 2. 1 Administration |UC-DEO-1 Enter Room Information | |Scope: |Administration | |Actor: |Data entry operator.To enter data | | |Admin to enter data. | |Pre condition | User logged in and identified | |Work Flow: | |User action |System Response | | |1.System provides List of existing room | |2. Us er enter room name. | | |3. User saves records. | | | |4. If record is saved then message is generated. | |Post condition |System enters the record and stays at the page. | |Occurrence |Very rarely only the start. | UC-SG-1 Generate available slots | |Scope: |Administration | |Actor: |System for calculation. | | |DEO to active it. | |Pre condition |Subject information is available. | | |Teacher information is available. | | |Semester information is available. | |Room information is available. | |Work Flow: | |User action |System Response | | |system generate available slot by making calculation | |Post condition |Record is saved. | | |Admin is informed. | |Occurrence |Frequently.To view the information. | |UC-SG-2 Make update schedule | |Scope: |Administration | |Actor: |System for calculation. | | |DEO to active it. | |Pre condition |Subject information is available. | | |Teacher information is available. | |Semester information is available. | | |Room information is available. | | |Timetable is Available. | |Work Flow: | |User action |System Response | | |system give schedule | |2- User makes changes. | |3- User saves Record. | | | |system update record | |Post condition |Record saved admin informed | |Occurrence |Frequently. To update the schedule. |UC-DEO-3 Enter teacher information | |Scope: | Administration | |Actor: | DEO to enter teacher information. | | |Admin to enter or view teacher information. | |Pre condition |User is logged in and identified. |Work Flow: | |User action |System Response | | |1- system provides existing records | | | | |2- User enters name, address, rank and educational | | |level. | | |3- User saves the record. | | | |4- System generate success message. | |Post condition |User is informed and stays on the page | |Occurrence |Rarely, only it starts. | UC-DEO-4 Account Creation | |Scope: |Administration | |Actor: |Data entry operator. To enter data | | |Admin to enter data. | |Pre condition | User logged in and identified | |Work F low: | |User action |System Response | |1.User will login name, email address and account type (DEO, Student, and | | |teacher) of the account. | | |2. User will enter name, address, status and study level of the account | | |3. User saves records. | | | |4. If record is saved then message is generated. | |Post condition |System enters the record and stays at the page. | |Occurrence |Very rarely only the start. | 4. 6. 2. 2 Reports UC-VI-1 View information | |Scope: |Report | |Actor: |DEO, to view information about Time Table. | | |Admin, to view information about Time Table. | | |Student, to view information about Time Table. | | |Teacher, to view information about Time Table. | |Pre condition |User is logged in and identified. |Work Flow: | |User action |System Response | | 1- User select report type (time table ,room schedule, teacher) | | | |2- System generate the report | |Post condition |System stays at the page. | |Occurrence |Very frequently to view reports. | 4. 6. 2. 3 Tea cher |UC-TE-1 Teacher time table entry | |Scope: |Teacher | |Actor: Teacher gives available time. | |Pre condition |Teacher logged in and identified. | | |Room and subject record exists. | |Work Flow: | |User action |System Response | | 1- User select subject to time table for | | | |2- System present previous time table for subject | |3- User selects room. | | |4- System gives available timing for that room | | 5- user select available timing | | | | | |6- User save record | | | |7. System generates the success message. | |Post condition |System update time table. | | |System informs admin. | | |System other teacher. | |Occurrence |Rarely. To enter information from the teacher at the start of the course. | 5. 0 Hardware and Software Requirements. 5. 1 Hardware specifications:Our System will require minimum system specification at the user end. With minimum P2 with 366 MHz processor with 64 MB RAM Internet connectivity. Our system will require high end system at the server end wit h minimum P4 1. 3 GHz processor with 512 MB ram 24 hour internet connectivity Power source. 5. 2 Software Requirements: At the user end our system will require Operating System Internet Browser At the server end our system will require an Operating system Web Server Software (i. e. Apache) PHP MySQL database. 5. 3 User Characteristics: Following types of users will interact with our system. Administrator: Responsible with over all functionality of the system. Data Entry Operator: DEO to assist admin in data entry process. Teacher: To enter his/her preferred time into the system to generate time table. And to view information. Student: To view time table information [pic] Enter room information Enter teacher information Enter subject information View available information Enter Timing View schedule View information Generate available slot Make/ update time table Administration Enter Room Information Generate available slots Make update schedule Enter teacher information Teacher Teacher time table entry Reports Account Creation 1 M M M M M 1 M 1 M Follow Follow Have Study Teach Subject Student Teacher Time Table
Sunday, February 23, 2020
American courts and the criminal justice system Essay
American courts and the criminal justice system - Essay Example This killed his victim on the spot. The unsworn statement however contradicted his earlier statement to the police that indicated that he had fired blindly while escaping1. Whichever the case though, William Furman would have been found guilty of killing (murder). This was due to the fact that the shooting took place during the commission of a felony. The suspect was tried for murder and found guilty largely on the basis of his statement. After a one day trial, Furman was found guilty uf murdering William Micke and was sentenced to death on 20th September 1968. (Roensch 2007) The Furman v. Georgia raised an important question of law on whether the imposition and carrying out capital punishment in that particular case and two others constituted cruel and unusual punishment. If this was the case then the ruling on death penalty violated the Eighth an Fourteenth Amendments. In a five to four decision the court decided that the death penalty ruling did constitute to cruel and unusual punishment and thus violated the Eighth and Fourteenth Amendment. The justices articulated their views on over two hundred pages of concurrences and dissents. The issue of race came up with concurrences on the arbitrary nature on death penalty passed on black defendants. The other two cases consolidated together with the Furman v. Georgia were Jackson v. ... He was thus convicted of both rape and robbery and sentenced to death. During the trial, a psychiatrist refuted claims that Jackson was schizophrenic. He therefore declared Jackson competent to stand trial. Branch v. Texas Branch was also an African American male in Texas convicted of rape on an elderly woman. Though the trial determined that Branch was of below average IQ (lowest fourth percentile in his class to be precise), he was sentenced to death. Furman v. Georgia Trial Concurrences The Furman v. Georgia and the other two consolidated case were presided by the United States Supreme Courts Justices named below The Chief Justice, Mr. Justice Powell Mr. Justice White Mr. Justice Blackman Mr. Justice Marshall Mr. Justice Stewart Mr. Justice Brennan Mr. Justice Douglas Mr. Justice Powell Mr. Justice Rehnquist The concurring justices were Justice Douglas, Justice Brennan, Justice Stewart, Justice White, and Justice Marshall. This section will provide an articulation of the concurring judges and their respective arguments. It is important to note that the Furman v. Georgia case turned out to be a landmark case and revolutionary in some ways. It impacted or changed American Criminal Law in the following ways. The Branch v. Texas and Jackson v. Georgia case invalidated the death penalty on rape. This was a monumental ruling that had impact on thousands of cases throughout the United States since then up to this date. The decision ruled the requirement of for a degree of consistency in the application of the death sentence. The question of the imposition and carrying out of the death penalty on numerous cases throughout the United States arose. This was due to the fact that carrying out the death sentence on those and similar cases constituted to cruel
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