Exploration of beliefs as a Early Childhood teacher

Exploration of beliefs as a Early Childhood teacher The purpose of this essay is to explore my beliefs as a teacher and how these beliefs will shape my practice as an early childhood teacher. The metaphor I have chosen is A Guardian Katiaki of a Flax bush Pa Harakeke. I will discuss my personal history and teaching beliefs in relevance to the metaphor I have chosen. There will be an emphasis on the importance of family and culture in my life and how it shapes my teaching practice and beliefs. I will also discuss some theories that support my practice and also talk on my image a young child. References to support literature will evident throughout this paper. The metaphor I have chosen that I believe best informs my beliefs as a teacher is A Guardian Katiaki of the Flax bush Pa Harakeke. I chose this metaphor because to me it symbolises the growth in life and in the early childhood profession. Before I can be refer to myself as a guardian, I consider myself of being in the life cycle of the Pa Harakeke. The Pa Harakeke is recognised within Maori society as a symbol of family and protection (Pihama and Penehira, 2005). It is also a visual representation of the importance of parents and elders as protectors. The centre shoot te rito symbolises the central importance of a child. The Harakeke is believed to have three inner layers which represent a family. The new shoot represents a child te rito which is protected by the next inner layer that represents the parents awhi rito. The outer layer symbolises the grandparents or ancestors tupuna. To me, this symbolises my childhood and how I grew up under the care of my parents and grandparents. I refer myself as a guardian now because I believe it is my responsibility to nurture for the child in the absence of their parents. I see this as a very significant role, because I can image how hard it must be for children to stay away from their parents for such a long period of time. As a guardian, it is my number one priority to make the child feel as safe, cared for and well looked after. Ministry of Culture and Heritage (2011) describes a Kaitiaki as a person who is recognised as a carer, protector, guardian or conserver. Another reason why I chose to describe myself as a Guardian of the flax bush is to emphasis my beliefs about seeing each child as an individual. The flax bush family has many different species, and varieties of flax. This symbolises children as individuals and unique in their own special way. It is the guardians responsibility to be knowledgeable about the different species, including its need for growth of each flax bush. Same thing applies to me as a teacher. To be a teacher, who sees children as affirmed individuals should have some depth of knowledge about each childs likes/dislikes, dispositions, strengths, health concerns etc. A great source to find this information is from the family. Families can provide valuable information on the child, which will help teachers get to know the child better. This is will help build trusting relationships amongst family, teacher and children. As a guardian it is also my responsibility is to nurture and promote the growth of the child as a whole in a safe/trusting environment. This makes significant links to the New Zealand Early Childhood Curriculum. It relates to the principles of Empowerment (Whakamana) where the child is encouraged to become independent and is provided with resources which will enable them to direct their own lives. There are also links to the principle of Holistic Development (Kotahitanga) where all dimensions (such as physical, social, cultural, spiritual emotional and cognitive) of human development is considered in understand the child as a whole (Ministry of Education, 1996). It is a personal belief that I have learnt from my own culture that to understand wellbeing every aspect of development must be considered. Duries model of the Te Whare Tapa Wha illustrates the four dimensions of Maori well being. These are physical health Taha Tinana, spiritual health Taha Wairua, family health Taha Whanau and mental health Taha Hinengaro. It is believed that our physical being only supports and protects us from the external environment and is one aspect of health well-being. Spiritual health relates to us as individuals or as a community about who/what we are, where we have come from and where we are going. Traditional Maori analysis on physical illness will focus on the the Taha Wairua to determine whether harm here could be a contributing factor. Family health relates to the importance of family. It links to our ancestors, our ties with the past, the present and the future. This dimension makes significant links to the Pa Harakeke. It relates to the importance of family in the health and well being of a person. The last dimension concerns mental health as thoughts, feelings and emotions are vital ele ments of the body and soul. It is about how we see ourselves in the world, our ability to communicate and to feel that our mind and body are inseparable (Durie, 1998). Another health model which is relevant to providing depth in understanding holistic development is Rose Peres model of Te Wheke. The concept of Te Wheke (the octopus) is a symbol used to represent family. Each of the eight tentacles represents a dimension of well being. The tentacles of the octopus are overlapping and interwined to symbolise the interconnected and inseparable nature of the dimensions (Pere and Love, 2004). These Maori health models relate closely to the concept of focusing on a childs well being as a whole. Both models include the valued importance of family/whanau and their contribution to a childs health and wellbeing. The life cycle of the Pa Harakeke consists two major parties that are central to the child te rito, these are the parents and grandparents. This metaphor was very relevant to me because my parents and grandparents were the most important people in my life from birth. They played the role of a guardian, protector and carer, but also as my first teachers. I have always had a very strong bond with my parents and grandparents, which is still there till this day. Claiborne and Drewey (2010) explain how love and acceptance generated towards children by adults/family can positively impact on their health and growth. My family plays an important role in my life. They have always been there for me, and it is because of them of their encouragement and faith in me that I am doing this course. Sometime I feel as though my family are like a group of cheerleaders. They cheer me on, when I am about to loose hope, they give me the support and confidence to keep on going, and for that I am very grateful to have a family that is so loving and supportive. My teaching philosophy is based on building respectful relationships with each childs parent/family because I believe they are the first teachers in every childs life. My ultimate goal is to achieve close relationships with parent/families and stand alongside them in partnership to assist and provide experiences that will best support their childs learning and development. Fraser (2005) suggest that through collaborative partnership between teachers and family children experience a sense of continuity and care which encourages them to learn and grow. This metaphor also highlights the concept of culture. It indicates my knowledge and understanding of bicultural awareness. I believe biculturalism is important in the early childhood sector and that all children should be given the opportunity to develop knowledge and understanding of the cultural heritages of both partners of the Treaty of Waitangi (Ministry of Education, 2010). One reason why I chose to use the metaphor of A Guardian of the Pa Harakeke is because; to me it portrays my achievement in learning about the Maori culture and understanding a different perspective on how we see the world around us. I believe that every child should have the opportunity to learn Te Reo Maori because it is the language of our land and we need to be teach children to be proud of it. I have made it a personal goal to learn as much as I can about Maori culture to further my knowledge and understanding. In order for me to teach children about Maori culture, I need to know about it myself. Culture plays an important role in my life as student teacher and it influences my teaching philosophy daily. Wong (2005) states children learn through cultural tools available to them which include childrearing practices, language, customs and rituals. I believe this quote is very important to me, because I have learnt to be responsive, and caring through seeing my little cousins being bought up with such love and care. Culture is all around us and we can see the different cultures through our multicultural society. Every culture will be different in the ways it transmits cultural knowledge because cultures have different goals for the development of children and different ways of communication knowledge to children (Claiborne, 2010, p160). I was born in the Fiji Island and my nationality is Fijian Indian. My ancestors are from India, therefore as a child, my parents/grandparents taught me a lot about my culture and my ancestral background. I also learned about the Fijian culture be cause I consider Fiji as my motherland and I am very proud of my country. However when I was ten years old, my whole family migrated to New Zealand. When I moved to New Zealand, I experienced a multicultural community. I had to adapt to the diverse culture/lifestyle of NZ, but I also retain the roots of my cultural beliefs. A major theorist that focused on the interlocking systems of family, culture and environment is Bronfenbrenner. Bronfenbrenners ecological systems model emphasises the influences of society and culture in an individual childs life. The immediate relationships and surroundings around the child is called the Microsystem. In this layer the most important influence would be parents/family and also the early childhood centre the child attends to. In the childs Mesosystem the child experiences a sense of connectedness between home and early childhood setting. The excosystem relates to the childs connections with larger social systems. It does not have an active role in the childs immediate context but does have influence the child Microsystem. For example a parent who is employed, is able to provide resources for the child, however if the parent was to lose this job it will cause fiancial stress associated to the provision of those resources and this is likely to cause negative impact on t he parent-child relationship (Wong, 2005).The Macrosystem relates to the large cultural patterns which include cultural values, customs and laws. For example cultural contexts that value children and families may manifest ideological and organisational structures in society, which result in the provision of good quality, affordable and accessible childcare (Wong, 2005, p18). Language acquisition is also a complex component of cultural system (Crain, 2011). According to Wong (2005) every culture has its own language and it holds knowledge about the uniqueness of being in that cultural community. Vygotsky argued that language is the most vital symbolic tool in development. I believe that language is an important part of cultural norms. Through language, we can express cultural views and relate to each other within the same community. I am trilingual, being able to speak Hindi, English and Fijian. I am fluent in all three languages and I believe it is a great advantage in this field of work. Parents/family that speaks the same language may feel more comfortable conversing more openly about their feelings and what they except of their childs learning. It can help in expressing and talking about concerns in a more comfortable manner. Vygotskys sociocultural cognitive theory is an emphasis on how culture and social interactions guide cognitive development (Santrock, 2009). Vygotskys believed that child development occurred as a result of natural and cultural activities. He referred to cultural activity as social processes through which we learn to use cultural tools and to think (MacNaughton and Williams, 2009).He argued that children need to be directly taught new concepts rather than waiting for them to make their own discoveries (Crain, 2010). Vygotsky introduced the concept of Zone of Proximal which was a term used to differentiate between a child actual development levels as determined by independent problem solving and the advanced level of potential development as determined through problem solving with the help and guidance of a skilled adult (Claiborne, 2010). According to MacNaugton (2009) good quality scaffolding allows for joint problem solving. This concept provides great depth and understanding on how childrens knowledge and understanding can be extended. As a teacher I want to be able to provide children with opportunities for exploratio n but also guide them to extend their learning. I believe that the reason why Vygotskys concept of Zone of Proximal is appealing to me is because I remember I was guided through task I was not able to do. One significant memory that I have, which is an example of the concept of Zone of Proximal is when I was five years old, I got my first pair of lace up shoes. Every where I went I wanted to wear them and my parents always had to put them on for me. One day I decided to do up my laces on my own, I tired and tired for a long time but I just couldnt do it, my mother was standing on the side, watching me try and tie my lace up. So as soon as I was about to give up, she intervened and helped me do them up. She went through it with me step by step. It took me a few days until I independently did up the laces myself, it memorable moment for me because I was so proud to be able to do it all by myself. Therefore I want to become a teacher who gives children opportunities to feel proud of their achievement knowing that they did something a ll by themselves. I want to be able create an atmosphere where they feel they are valued and have a sense of self worth. My image of a young child is that each child is an individual have unique qualities that define them as who they are. Before I started my Bachelors in Early Childhood Education, I didnt know what it would be like. I decided to do early childhood because I simply enjoyed being around child. Through the past 2 years of ongoing research, and attending lectures I have really learned the importance of the early years of life and the meaningful learning and development that occur during this time. After my two years in training as a student teacher, I have a more clear vision of a young child. A young child is strong, powerful, and competent learners who need to be challenged and encouraged to form their own working theories about the world they live in. I believe that play is very valuable to childrens learning and development in the early years. Through play children have the opportunity to engage in open ended exploration (Gonzalez-Mena, Widmeyer Eyer, 2007). In conclusion, the metaphor of Guardian of the flax bush, explained my personal beliefs as a teacher. My teaching beliefs are formed from my childhood experience. I learnt the importance of family and culture as I was growing up, and till this day it plays a major role in my life. As a teacher I believe that children should be experience a safe, secure environment where they are cared for and their needs are met. As a student teacher, I have learned to recognise the childrens health and well being as a whole. This means recognising all dimensions of well being. The two models that provide insight on the importance of all dimensions of health are Peres Te Wheke and Duries Te Whare Tapa Wha models. Children are our future and my aim is to provide each child with the opportunity to grow up as competent and confident learners and communicator, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society (Minist ry of Education, 1996, p9).

Rosenberg Spies Essays -- Julius Ethel Rosenberg Nuclear Weapons Essay

Rosenberg Spies In 1951, Julius and Ethel Rosenberg were convicted of passing information to the Union of Soviet Socialist Republics (USSR) concerning the construction of nuclear weapons. In 1953, the United States Government executed them. Some say, the Rosenbergs received their just punishment. Many historians feel that the trial was unfair, and that international claims for clemency were wrongly ignored. These historians claim that the Rosenbergs were assassinated by the US government. This report will be an analysis of the trial, the events which led up to it, and its aftermath. What Led to the Arrest? The first clue America had that a Russian spy ring existed in the US was the discovery of a KGB codebook on the Finnish battlefield during World War II. When compared with Germany's machine-scrambled codes, the code appeared to be relatively primitive; a certain set of numbers corresponded to a word, letter, or essential phrase. There was a little catch though; the codebook was to be read with a corresponding page that every KGB officer was given. Because the American ciphers did not have the corresponding page, there were an infinite number of possibilities that could have corresponded to the book, making deciphering it impossible. (Milton 7) Klaus Fuchs In 1944, the FBI raided the New York offices of the Soviet Government Purchasing Commission, a known front for the KGB industrial espionage operations. When the FBI began to go through what they had taken, they found that many KGB officers did not adhere to their orders diligently. They were told to dispose of all their "corresponding sheets." Many memos and other letters were carelessly stored away, instead of being destroyed after their use. After much studying of all the confiscated letters of the KGB, including the new sheets, the ciphers were now able to elucidate some of the codebook they had found earlier. In 1949, a report by Klaus Fuchs was deciphered. This was America's first solid evidence that there was a spy ring operating within the US. borders. The American authorities had some doubts, however. It was possible that Fuchs was not a spy and somehow the KGB had obtained his report. After much investigation, the FBI arrested Fuchs. Along with other evidence, a letter deciphered by the FBI had a reference to a British atomic spy, whose sister was att... ...y after a jury's recommendations. From the day the Rosenbergs were indicted to three days before their execution, this act was ignored. Astonishingly, nobody realized, including the prosecutors, defendants, or any judges, that this was being ignored. A lawyer from the West Coast raised the issue that suggested to somebody that the Rosenbergs were being wrongly executed. Even after the issue was raised, the Supreme Court ignored it and the Rosenbergs were executed anyway. Still today, there is an ongoing and bitter controversy as to why the Rosenbergs were put to death. (Sharlitt 27) Bibliography Allen, Thomas, and Norman Polmar. Merchants of Treason. New York: Delacorte Press, 1988. Burkholz, Herbert, and Clifford Irving. Spy The Story of Modern Espionage. New York: Macmillan Publishing Company, 1969. Eisenhower, Dwight. Mandate For Change. Garden City: Doubleday & Company, Inc., 1963. Milton, Joyce, and Ronald Rodash. The Rosenberg File. New Haven: Yale University Press, 1997. Meeropol, Michael, and Robert Meeropol. We Are Your Sons. Boston: Houghton Mifflin Company, 1975. Sharlitt, Joseph. Fatal Error. New York: Macmillan Publishing Company, 1989.

Koss management Case Essay

1. Why might Koss management have placed so much trust in Sachdeva, along with minimal supervision and monitoring? Koss management might have placed so much trust in Sachdeva because she was is such a high position. She worked in the company as Vice President, when you are that high on the totem pole, you are given trust that you know what you are doing and that you want what is best for the company. Companies don’t hand out positions to people that have no clue as to what they are doing as well as someone that they believe will ruin the company. The same thing goes along with having minimal supervision and monitoring. She was a Vice President, someone that was supposed to be trusted, someone who was a leader, someone who was supposed to set an example. It just goes to show you that it is not always the person on the bottom of chain that needs to be watched. It is easier for higher up management and owners to sneak money away than the one who have minimal access to records and bank statements. 2. What was Grant Thornton’s obligation to uncover the fraud? Grant Thornton was Koss’s internal auditor. An internal auditor is defined as â€Å"An independent, objective assurance and consulting activity designed to add value and improve an organization’s operations. It helps an organization accomplish its objectives by bringing a systematic, disciplined approach to evaluate and improve the effectiveness of risk management, control and governance processes.† (p. 23-24) As the auditor for this business, Grant was supposed to make sure that every piece of financial information was in its right place as well as wrote and calculated right. Clearly Thornton did not do his job the right way. By looking at the numbers provided, any auditor could see that something is not right in the company. After seeing it, the auditor would address the issue and deal with it the proper way. I have a feeling he knew all along what was going on but was too afraid to open his mouth. 3. Why should Sachdeva’s lavish lifestyle have raised suspicions? Why might it have been ignored or explained away by her professional colleagues? Sachdeva’s lavish lifestyle should have raised red flags soon after it started to happen. It should  because most people that work in a company roughly know how much each person makes. After seeing her spend the money she was someone should have investigated a little more. I mean it is possible for a Vice President of a company to be rich, but for a life style to go to the extreme as spending $1.4 million on a shopping spree is questionable. One of the number one ways to detect fraud is by a change in lifestyles. Her new lifestyle could have been ignored because of her job title. No one wants to question their boss, let alone someone higher up in management. By doing that, all you are asking for is to get fired. In the book it says that people assumed she used family money or her husbands, but not one person questioned her about it. (p. 116) No one wanted to be the one that was questioning the boss. It is much easier to turn and look the other way than stand up in what you b elieve. 4. How could management, the audit committee, and the auditors have been more professionally skeptical in this situation? The audit committee and the auditors could have checked financial more often than what they did. When they noticed that the income was dropping quite a bit each year, they should have started looking at documents more closely as well as more often. The audit committee is supposed to speak with management on their findings. Well instead of talking to the President and Vice President, they should have only talked to the President. There was really no communication in this business when it came down to financials. It was basically whatever Sachdeva said was right. No one stepped up to double check her work and no one questioned it. Being a bigger company, more than one person should have defiantly doubled checked the financial statement. 5. What was the audit committee’s responsibility to notice that something looked amiss in the financial statements? The audit committee’s responsibility was to look over the accounting and financial reporting process as well as the financial statement audits; appoint, compensate and oversee the external auditor; and to ensure that the company has a whistleblower program. (p. 52) At first glance the committee could notice that something was not right with the company’s financial records. But nothing was done and nothing was said. 6. Sachdeva paid for her purchases using corporate credit cards. What internal controls could the company have used to prevent inappropriate use of the credit cards? One thing internal controls could have done was make Sachdeva turn in receipts along with a credit card statement at the end of each  month. By doing this, every dollar spent on company card can be accounted for. You can see not only where the money is going but what the money is spent on as well as the date and time it was spent. This is just one simple way to keep fraud down. Many companies require this every month with their employees. For every transaction where a receipt cannot be present is deducted from their pay check. Another thing the company could have done is set a limit on the card. By setting a limit, you can make sure amounts are not being spent that shouldn’t be. 7. Some reports have described Sachdeva as having a very dominating personality, and revelations were made about the fact that she would often be verbally abusive of her subordinates in front of top level managers at Koss. How should top-level managers have responded to this behavior? What actions could the subordinates have taken to respond to this behavior? Top-level management should have put a stop to it right at the start. By allowing it to happen, shows her that it was ok. If they would have stated something in writing and verbally, she may have either stopped or possibly could have be let go. Also by allowing this to happen, shows other employees that it is completely ok to act the way to other employees as well as people above her. Some actions that defiantly should have been taken would be to sit her down and just talk to her and let her know that it is not acceptable in the company, especially to her bosses. The next action would be like I said to have something in writing and have her sign it. Not only does this cover the company’s butt, but you have the proof that you said something to her. By doing this, she cannot come back and say that she wasn’t aware she was verbally abusing anyone and that nothing was brought up to her. References Rittenburg, Larry. Johnstone, Karla. Gramling, Audrey. (2012) Auditing: A Business Risk Approach 8e. Mason: South-Western, Cengage Learning.

Free Essays on Are We Alone

The prospects of finding life elsewhere in the Solar System Thirteen thousand years ago, a dazzling meteor flashed into existence in the skies above Antarctica. As it ploughed earthwards, the heat of its fall ripped apart the atoms of the air, leaving behind a brilliant trail that lit up the icy landscape. It would have made a beautiful sight, if anybody had been there to see it. The meteor's surface melted, then vapourised, and as the rocky ball tore towards the ground it slowly shrank. Ordinarily such an object would have been completely destroyed long before making contact with our planet's surface, but this one was not. A small chunk - about two kilograms of it - survived the fall, and lay there, hot and steaming, on the cold Antarctic ice. Most meteorites that are found on Earth are simply interplanetary debris - small pieces of junk left over from the violent formation of our Solar System, four and half billion years ago. But this particular meteorite was special. It had come from Mars, blasted from its home planet fifteen million years ago by a cosmic impact even more spectacular than the one in which it fell to Earth. This potato-shaped lump of rock, codenamed ALH84001 by the scientists who first discovered it, was a messenger from another world. And buried deep within its baked interior lay what may have been humanity's first tantalising glimpse of an alien lifeform. Every few years, the red disc of Mars passes particularly close to the Earth, and human observers are afforded an especially good view of the planet that has fascinated mankind since ancient times. This fortunate configuration of the planets is known to astronomers as a "favourable opposition", and one such event occurred in the year 1877. Among the many observers who turned their telescopes towards the Red Planet in that year was the Italian Giovanni Schiaparelli, who was surprised to see a network of dark, greenish lines criss-crossing the planet's rusty ... Free Essays on Are We Alone Free Essays on Are We Alone The prospects of finding life elsewhere in the Solar System Thirteen thousand years ago, a dazzling meteor flashed into existence in the skies above Antarctica. As it ploughed earthwards, the heat of its fall ripped apart the atoms of the air, leaving behind a brilliant trail that lit up the icy landscape. It would have made a beautiful sight, if anybody had been there to see it. The meteor's surface melted, then vapourised, and as the rocky ball tore towards the ground it slowly shrank. Ordinarily such an object would have been completely destroyed long before making contact with our planet's surface, but this one was not. A small chunk - about two kilograms of it - survived the fall, and lay there, hot and steaming, on the cold Antarctic ice. Most meteorites that are found on Earth are simply interplanetary debris - small pieces of junk left over from the violent formation of our Solar System, four and half billion years ago. But this particular meteorite was special. It had come from Mars, blasted from its home planet fifteen million years ago by a cosmic impact even more spectacular than the one in which it fell to Earth. This potato-shaped lump of rock, codenamed ALH84001 by the scientists who first discovered it, was a messenger from another world. And buried deep within its baked interior lay what may have been humanity's first tantalising glimpse of an alien lifeform. Every few years, the red disc of Mars passes particularly close to the Earth, and human observers are afforded an especially good view of the planet that has fascinated mankind since ancient times. This fortunate configuration of the planets is known to astronomers as a "favourable opposition", and one such event occurred in the year 1877. Among the many observers who turned their telescopes towards the Red Planet in that year was the Italian Giovanni Schiaparelli, who was surprised to see a network of dark, greenish lines criss-crossing the planet's rusty ...

How to Extract DNA From a Banana

How to Extract DNA From a Banana Extracting DNA from a banana may sound like a difficult task, but it is not very difficult at all. The process involves a few general steps, including mashing, filtration, precipitation, and extraction. What You Need BananaSaltWarm waterLiquid soapBlenderToothpicksStrainerGlass jarRubbing alcoholKnife Heres How Using your knife, cut your banana into tiny pieces to expose more of the cells.Place your banana pieces in the blender, add a teaspoon of salt and slightly cover the mixture with warm water. The salt will help the DNA stay together during the mashing process.Mix in the blender for 5 to 10 seconds making sure the mixture is not too runny.Pour the mixture into the glass jar through the strainer. You want the jar to be about half full.Add about 2 teaspoons of liquid soap and gently stir the mixture. You should try not to create bubbles when stirring. The soap helps to break down cell membranes to release the DNA.Carefully pour very cold rubbing alcohol down the side of the glass stopping near the top.Wait for 5 minutes to allow the DNA to separate from the solution.Use the toothpicks to extract the DNA that floats to the surface. It will be long and stringy. Tips When pouring the alcohol, make sure that two separate layers are being formed (The bottom layer being the banana mixture and the top layer being the alcohol).When extracting the DNA, twist the toothpick slowly. Be sure to only remove the DNA from the top layer.Try repeating this experiment again using other foods such as an onion or chicken liver. Process Explained Mashing the banana exposes a greater surface area from which to extract the DNA. The liquid soap is added to help break down cell membranes to release the DNA. The filtration step (pouring the mixture through the strainer) allows for the collection of the DNA and other cellular substances. The precipitation step (pouring the cold alcohol down the side of the glass) allows the DNA to separate from other cellular substances. Finally, the DNA is removed from the solution by extraction with the toothpicks. DNA Basics DNA (deoxyribonucleic acid) molecule, illustration. Â  KTSDESIGN/Science Photo Library/Getty Images What is DNA?: DNA is a biological molecule that contains genetic information. It is a nucleic acid that is organized into chromosomes. The genetic code found in DNA provides instructions for the production of proteins and all components necessary for the reproduction of life. Where is DNA Found?: DNA can be found in the nucleus of our cells. Organelles known as mitochondria also produce their own DNA. What makes up DNA?: DNA is composed of long nucleotide strands. How is DNA shaped?: DNA commonly exists as a double stranded molecule with a twisted double helical shape. What is the role of DNA in inheritance?: Genes are inherited through the replication of DNA in the process of meiosis. Half of our chromosomes are inherited from our mother and half from our father. What is the role of DNA in protein production?: DNA contains the genetic instructions for the production of proteins. DNA is first transcribed into an RNA version of the DNA code (RNA transcript). This RNA message is then translated to produce proteins. Proteins are involved in just about all cell functions and are key molecules in living cells. More Fun With DNA This model shows the double helix and nucleotide base structure of DNA. The double helix is formed by two spiraling strands of sugar phosphates. Nucleotide bases (red, blue, yellow, green) are arrayed along these strands. LAWRENCE LAWRY/Getty Images Constructing DNA models is a great way to learn about the structure of DNA, as well as DNA replication. You can learn how to make DNA models out of everyday objects including cardboard and jewelry. You can even learn how to make a DNA model using candy.

Read "Sticks and Stones 255-259 Assignment Example | Topics and Well Written Essays - 250 words

Read "Sticks and Stones 255-259 - Assignment Example The controversial position taken by the Native American community led education institutions such as the Stanford University, to review the names of their teams. The move to stop the usage of Native American names, slogans and customs by sporting teams is very important. This is because sporting needs must be sensitive towards the feeling and opinions of the native communities. Adequate consent should be obtained from the leadership of the Native Communities for the usage of their traditional artifacts and practices. Consent will enhance the support and ownership of the Natives, in the sport teams. Sticks, Stones and Sporting Team Names, illustrate the controversial issue of representing an ethnic group through the sports mascots. Cases in point are the sporting teams that were known as the Washington Redskins and the Cleveland Indians. The ethnic sporting names were not initially aimed at disparaging the Native Americans. This is because the noble symbols represent pride and strength. But, the concept of using human societies as mascots is very dehumanizing. The mascot practices, differentiates the affected communities from the rest of the American

Thinking and Decision Making Paper Essay Example | Topics and Well Written Essays - 250 words

Thinking and Decision Making Paper - Essay Example As a result, the mother will use her critical thinking to decide whether the information presented to her are enough for her to get the vehicle. Logical reasoning can be applied in different work places. For example, if a company is near a given prison and the government declares that on a given public holiday, they are releasing most of the prisoners who have been serving in that prison, then the administrator of the company can decide, by means of inductive reasoning that, the company’s security need to use extreme safety measures by making regular patrols and ensuring that the alarm is on throughout the day (Starko, 2012). Close ended questions can effectively be used by teachers in school. In case of a strike, the principal may choose to prepare a list of closed ended questions in an attempt to interrogate the students on the possible causes of strike (Starko, 2012).The principal will then have a critical look at the answers the students have given. Through this, he may end up with amicable solution to the problem that caused the