Probabilities for Dihybrid Crosses in Genetics

Probabilities for Dihybrid Crosses in Genetics It might come as an unexpected that our qualities and probabilities share a few things for all intents and purpose. Because of the arbitrary idea of cell meiosis, a few perspectives to the investigation of hereditary qualities is truly applied likelihood. We will perceive how to compute the probabilities related with dihybrid crosses. Definitions and Assumptions Before we compute any probabilities, we will characterize the terms that we use and express the suppositions that we will work with. Alleles are qualities that come two by two, one from each parent. The mix of this pair of alleles decides the attribute that is displayed by an offspring.The pair of alleles is the genotype of a posterity. The attribute showed is the offsprings phenotype.Alleles will be considered as either predominant or latent. We will expect that all together for a posterity to show a passive quality, there must be two duplicates of the latent allele. A prevailing quality may happen for a couple of predominant alleles. Latent alleles will be indicated by a lower case letter and prevailing by a capitalized letter.An individual with two alleles of a similar kind (predominant or passive) is supposed to be homozygous. So both DD and dd are homozygous.An individual with one predominant and one latent allele is supposed to be heterozygous. So Dd is heterozygous.In our dihybridâ crosses, we will expect that the alleles we are thinking about are acquired freely of one another.In all models, the two guard ians are heterozygous for the entirety of the qualities being considered.â Monohybrid Cross Before deciding the probabilities for a dihybrid cross, we have to know the probabilities for a monohybrid cross. Assume that two guardians who are heterozygous for an attribute produce a posterity. The dad has a likelihood of half of passing on both of his two alleles. Similarly, the mother has a likelihood of half of passing on both of her two alleles. We can utilize a table called a Punnett square to figure the probabilities, or we can basically consider the possibilities. Each parent has a genotype Dd, where every allele is similarly prone to be passed down to an offspring. So there is a likelihood of half that a parent contributes the predominant allele D and a half likelihood that the latent allele d is contributed. The conceivable outcomes are summed up: There is a half x half 25% likelihood that both of the offsprings alleles are dominant.There is a half x half 25% likelihood that both of the offsprings alleles are recessive.There is a half x half x half 25% half likelihood that the posterity is heterozygous. So for guardians who both have genotype Dd, there is a 25% likelihood that their posterity is DD, a 25% likelihood that the posterity is dd, and a half likelihood that the posterity is Dd. These probabilities will be significant in what follows. Dihybrid Crosses and Genotypes We presently consider a dihybrid cross. This time there are two arrangements of alleles for guardians to give to their offspring. We will indicate these by An and a for the prevailing and latent allele for the main set, and B and b for the predominant and passive allele of the second set.â The two guardians are heterozygous thus they have the genotype of AaBb. Since the two of them have prevailing qualities, they will have phenotypes comprising of the predominant traits. As we have said beforehand, we are just considering sets of alleles that are not connected to each other, and are acquired autonomously. This freedom permits us to utilize the duplication rule in probability. We can consider each pair of alleles independently from each other. Using the probabilities from the monohybrid cross we see: There is a half likelihood that the posterity has Aa in its genotype.There is a 25% likelihood that the posterity has AA in its genotype.There is a 25% likelihood that the posterity has aa in its genotype.There is a half likelihood that the posterity has Bb in its genotype.There is a 25% likelihood that the posterity has BB in its genotype.There is a 25% likelihood that the posterity has bb in its genotype. The initial three genotypes are autonomous of the last three in the above list. So we duplicate 3 x 3 9 and see that there are these numerous potential approaches to consolidate the initial three with the last three. This is indistinguishable thoughts from utilizing a tree chart to compute the potential approaches to join these things. For instance, since Aa has likelihood half and Bb has a likelihood of 50%,â there is a half x half 25% likelihood that the posterity has a genotype of AaBb. The list underneath is a finished portrayal of the genotypes that are conceivable, alongside their probabilities. The genotype of AaBb has likelihood half x half 25% of occurring.The genotype of AaBB has likelihood half x 25% 12.5% of occurring.The genotype of Aabb has likelihood half x 25% 12.5% of occurring.The genotype of AABb has likelihood 25% x half 12.5% of occurring.The genotype of AABB has likelihood 25% x 25% 6.25% of occurring.The genotype of AAbb has likelihood 25% x 25% 6.25% of occurring.The genotype of aaBb has likelihood 25% x half 12.5% of occurring.The genotype of aaBB has likelihood 25% x 25% 6.25% of occurring.The genotype of aabb has likelihood 25% x 25% 6.25% of happening. Dihybrid Crosses and Phenotypes A portion of these genotypes will create the equivalent phenotypes. For model, the genotypes of AaBb, AaBB, AABb, and AABB are for the most part unique in relation to one another, yet will all deliver the equivalent phenotype. Any people with any of these genotypes will show prevailing characteristics for the two qualities under consideration.â We may then include the probabilities of every one of these results together: 25% 12.5% 6.25% 56.25%. This is the likelihood that the two characteristics are the predominant ones. Likewise we could take a gander at the likelihood that the two qualities are recessive. The just path for this to happen is to have the genotype aabb. This has a likelihood of 6.25% of happening. We currently consider the likelihood that the posterity displays a predominant attribute for An and a latent quality for B. This can happen with genotypes of Aabb and AAbb. We include the probabilities for these genotypes together and have18.75%. Next, we take a gander at the likelihood that the posterity has a latent characteristic for An and a predominant quality for B. The genotypes are aaBB and aaBb. We include the probabilities for these genotypes together and have a likelihood of 18.75%. Alternately we could have contended that this situation is symmetric to the mid one with a prevailing An attribute and a passive B characteristic. Subsequently the likelihood for this results ought to be indistinguishable. Dihybrid Crosses and Ratios Another approach to take a gander at these results is to compute the proportions that every phenotype occurs. We saw the accompanying probabilities: 56.25% of both predominant traits18.75% of precisely one prevailing trait6.25% of both latent qualities. Rather than taking a gander at these probabilities, we can consider their individual ratios. Divide each by 6.25% and we have the proportions 9:3:1. When we think about that there are two distinct characteristics viable, the genuine proportions are 9:3:3:1. This means in the event that we realize that we have two heterozygous guardians, on the off chance that the posterity happen with phenotypes that have proportions going amiss from 9:3:3:1, at that point the two attributes we are thinking about don't work as indicated by old style Mendelian inheritance. Instead, we would need to think about an alternate model of heredity.

Initial Assessment Essay

The thinking for utilizing Initial Assessment in my educational plan region is on the grounds that most of understudies have not finished conventional training or if having done so hold practically no capabilities. Most of the courses start at passage level thusly no qualifications’ are require, yet to offer understudies movement on to more elevated levels they should hold or have the option to accomplish a level 1 in correspondence and use of number. This is the base necessity to finish an apprenticeship program and by far most wish to follow the professional course to being a ‘qualified tradesman’. Methods Before the day of enrolment understudies are fore cautioned at the meeting stage what the granting bodies’ prerequisite is to do a specific course. On account of Construction Awards Alliance they have their own evaluation rules to attempt a match the reasonableness of the understudy to a specific exchange. Anyway on the grounds that we convey from section to level 2 with three bodies to keep to the appraisal procedure standard the school position is utilized( booklet delivered by the learning place, connected). Hillier. J (2005 p62) states â€Å"Great care must be utilized with such appraisal exercises. Numerous potential students will feel exceptionally by being undermined by being approached to embrace an indicative evaluation. † In my conclusion as long as understudies are made mindful this is certifiably not a proper test the larger part wouldn't fret stepping through the exam, given that the thinking behind it is clarified effectively. As a guide it is significant I recollect the reason for the test as Lambert. D and Lines. D (2000 p20) state â€Å"formative evaluation is attempted with the goal that positive accomplishments of an understudy can be perceived and the proper subsequent stage planned†. When all the data is examined this is gone into the course/understudy profile booklet, this empowers me or some other mentors to take a gander at a specific understudy or gathering capabilities and progress as they are recorded for every accomplishment. By and by I feel that the procedure functions admirably when we complete the diagnostics on line as understudies can not perceive how others are getting along. Most understudies feel progressively good utilizing this technique as they don't feel as much weight as possible wear earphones whenever required. The entire reason functions admirably on the grounds that as a guide chipping away at section level and in a specific way on level 1, correspondence and utilization of number can be imbedded into the down to earth parts of the course. The significant shortcoming that I feel of the evaluation procedure is that they are not educational plan explicit; parts of use of number are not pertinent to the professional subject. As I have encountered my self and some develop understudies the phrasing of watchwords has changed until we have had them clarified. When utilizing the paper renditions understudies that battle to peruse or compose frequently don't finish enough of the booklet, for the guide to locate the genuine level the understudies skilled/working at. A significant viewpoint that is regularly missed is the way that to help understudies there is a prerequisite to have additional help set up if require for people. On the off chance that there is no help is there a requirement for evaluation? Truly yet guarantee all the help is given and accessible as required in an auspicious way.

Robinson Crusoe, the Novel, and the Formation of Individual Identity and Truth - Literature Essay Samples

Robinson Crusoe, written by Daniel Defoe in 1719, is considered by many to be the first English ‘novel’, and offers to literature what Ian Watt describes as ‘a unique demonstration of the connection between individualism in its many forms and the rise of the novel’. Indeed, the notions of autonomy, agency, and self-consciousness as contained in literary characters were, as critic John Richetti proposes, ‘only emerging as new and controversial ideas for European thought at the turn of the seventeenth century’; these changes being best exemplified in the emerging literary spaces of novels like Defoe’s. The eponymous Robinson Crusoe fills every corner of Defoe’s novel, as the reader perceives his physical feelings, thoughts and fancies from every angle, whether retrospectively mediated upon by Crusoe, or experienced through his journal entries. Defoe uses the newly-forged novel space liberally to explore, through Crusoe, more generall y the notion of personal identity and a new kind of ‘truth’ through individual perceptions, touching upon the change post-Reformation and rise of national state in the sixteenth century, which, as Watts suggests ‘decisively challenged the substantial social homogeneity of mediaeval Christendom’. Crusoe’s trajectory symbolically represents this move in the extreme; from a world in which his social order and position was dependent on familial ties, to literal individuality on a strange island on which nothing is familiar. This isolation, in a literary form just emerging, allows Defoe to explore the ‘inward moral being’ of his character, and herald individuality as a valid medium through which to perceive and understand one’s environment, whilst also mapping new ways orient one’s self successfully in the absence of any company, or indeed, social order. Crusoe’s island becomes in this way a hyperbolic metaphor advocating self-examination and perceiving one’s self as different in reaction to the ‘social homogeneity’ of the past and the reliance of old thought to orient one’s self. The early eighteenth century novel marked a shift away from the dichotomy that Enlightenment norms between fictional and factual, which, as Richetti writes, ‘it established as strictly separate’. One of the facets of the early novel often discussed is its presentation of ‘realism’ in the sense of everyday life, and is a facet which might seem, at face value, to place the novel firmly in the side of ‘factual’, at a distance from ‘the gloriously and deliberately ‘unreal’ world of romance from the Middle Ages’. In a conventional sense, Robinson Crusoe is not factual; it was marketed as a real account of a castaway man, yet turned out to be fictional in the sense that it was a product of Defoe’s imagination. However, as Richetti goes on to describe the early novel, he suggests that it delivers an interaction ‘between a world of facts and heroic individuals who give it shape and meaning’, highlighting the point at which fact and fiction intersect in Defoe’s novel. If Defoe is trying only to create a sense of individual encounter with the world, then everything Crusoe recounts within the novel is true to his own perception, for he has no perceptible reason to lie or fabricate. Thus a new kind of truth or ‘fact’ is privileged, in which perceptions of the individual may be objectively fictional, both in the sense that he is a fictional character within a fictional work, and fictional within his universe, yet are true by his own perceptions and thus valid. As an example of this, we see Crusoe begin to linguistically domesticate his surroundings early in the novel: ‘So I plac’d it in my new cave, which in my fancy I call’d my kitchin’[.][50] Obviously, the ‘cave’, as we are told in clear terms, is not a kitchen in a conventional sense, and Crusoe has merely appropriated domestic language he finds familiar. However, the novel does not find this label non-factual, and accepts that these are the terms upon which Crusoe sees his world. Furthermore, it has been made clear elsewhere that fancy and imagination rule in the novel: ‘obey’d blindly the dictates of my fancy rather than my reason’.[34] Though ‘blindly’ is suggestive of foolishness in obeying fancy, the denouement of the novel rewards such pursuit of individual fancy, and presents an individual world view as an important one. Michael Seidel points out this distinction in writing that ‘Crusoe does not write an encyclopaedia on his island, but he performs one’, illuminating the individuality of his perceptions in the novel, suggesting that he does not ‘write’ objective facts, but ‘performsâ₠¬â„¢ subjective ones instead, showing us things as he sees them. Once we begin to see Crusoe’s amalgamations of his fancy with the objective world as an acceptable form of truth or fact, even his dreams and visions become blurred into this mix. Seidel, writing on the ‘varieties of fictional experience’ in Robinson Crusoe, argues that ‘Crusoe’s imagination generates many more fictions than the one he experiences’, and I would take this argument further to suggest that Crusoe’s own generated ‘fictions’ [in the form of dreams or imaginings] are barely distinguishable from his ‘real’, recorded events, and as such, are intended to be treated with the same validity. I thought, that I was sitting on the ground on the out-side of my wall. where I sat when the storm blew after the earthquake, and that I saw a man descend from a great black cloud, in a bright flame of fire, and light upon the ground[†¦] his countenance was dreadful, impossible for words to describe; when he stepp’d upon the ground with his feet, I thought the earth trembled, just as it had done before the earthquake, and all the air look’d to my apprehension, as if it had ben fill’d with flashes of fire’.[70] To begin with, Crusoe’s dream is not particularly fantastical, and is located firmly in places both himself and the reader are already familiar with, ‘the out-side of my wall’, as well as mimicking his real-world experiences with the earth trembling ‘just as it had done before the earthquake’. On top of this, the language he uses in this particular passage in no way differs from that which he uses to write ordinary events in his journal, with the phrase ‘impossible for words to describe’ recurrent in a number of different forms throughout the novel – in the instance of his corn being stolen for example, where he describes the effect of this as ‘impossible to imagine’.[93] It is barely perceptible to the reader that this is a mere vision or dream at all, and thus it is awarded the same level of acceptance as truth as any other real ‘event’ in the novel. Ultimately, the kind of ‘reality’ Defoe c reates is one in which all that is perceived subjectively by an individual is true and factual, simply by merit of being experienced. Whilst I have demonstrated the intersections of fact and fiction as located in the individual experience, the make-up of the individual and the definition of the ‘self’ have not yet been anatomised; an act that the novel actually tries to achieve itself. Robinson Crusoe was written during an era in which there was increasing interest in sentiment and sensibility, which brought with it mediations on the workings of the mind, body, and emotions, exemplified in one case with the Earl of Shaftesbury’s Characteristicks of Men, Manners, Opinions, Times: ‘TO begin therefore with this Proof, â€Å"That to have the Natural Affections (such as are founded in Love, Complacency, Good-will, and in a Sympathy with the Kind or Species) is to have the chief Means and Power of Self-enjoyment’[.] In an almost pseudo-scientific manner, Shaftesbury separates out things like ‘Natural Affections’, ‘Love’, and ‘Goodwill’ in order to explain their contribution to constituting ‘Self-enjoyment’. He goes on to rely, for validity, on assumptions of people’s experience, stating for example ‘That the latter of these Satisfactions are the greatest, is allow’d by most People’, assuming general experience will speak for his truth. Robinson Crusoe does a somewhat similar thing in trying to anatomise ‘self’ and all its faculties, yet rather than relying on experience generally, presents one ruling example of personal identity in Crusoe. We are confronted with a number of different workings of Crusoe, with ‘body’, ‘mind’, ‘heart’, ‘reason’, and ‘conscience’ all at play as part of himself. The expressions ‘my self’ and ‘n o body’, now elided in colloquial English, also contribute to the emphasis upon ‘self’ and ‘body’ the novel explores. All of these faculties and ‘parts’ of Crusoe appear to work for different effects on Crusoe as Defoe compartmentalises them in a similar manner to Shaftesbury: ‘I was so amaz’d with the thing it self, having never felt the like, or discoursed with any one that had, that I was like one dead or stupefy’d; and the motion of the earth made my stomach sick, like one that was toss’d at sea;but the noise of the falling of the rock awak’d me as it were, and rousing me from the stupify’d condition I was in, fill’d me with horror, and I thought of nothing then but the hill falling upon my tent and all my household good, and burying all at once; and this sunk my very soul within me’[.][65] Crusoe is initially ‘stupef’d’, then sick in the stomach, moving rapidy on to being ‘awak’d’, then ‘fill’d with horror’, finally having his ‘soul’ sink within him, in a literary show of detailed interiority. Each of these things works separately, as Crusoe’s isolation forces him to anatomise each kind of feeling or drive he percieves within himself, and often at the start of the novel, we see them working against one another: ‘ ‘tho I had several times loud calls from my reason and my more composed judgement to go home, yet I had no power to do it. I know not what to call this, not will I urge, that it is a secret over-ruling decree that hurries us on to be the instruments of our own destruction’[.][13] Here, Crusoe sees his propulsion to travel as a force working outside his body, a secret ‘over-ruling decree’ which he has no power or control over. This serves as just one example of moments in which Crusoe displays a difficulty in perceiving himself as a complete individual, retaining the belief that he is in no control of his own impulses and desires. However, as aforementioned, Crusoe symbolically maps out the move from what Watt calls the old thought of ‘body politic’ to individualism, and with this change comes a more complete and unified conception of self as Crusoe orientates a new order for himself. This change is portrayed as somewhat inevitable, as we see that even before Crusoe is washed up on his island, he harbours feelings of isolation: ‘I had no body to converse with but now and then this neighbour; no work to be done, but by the labour of my hands; and I used to say, I liv’d just like a man cast away upon some desolate island, that had no body there but himself’ What this tells us is that the island is not by any means necessary to instigate Crusoe’s feelings of isolation, but instead that it provides a blank space in which to reflect and forge a sense of individualism, something we see happen in his changing perceptions of himself on the island: ‘But that I was born to be my own destroyer [†¦] was lost upon me’[.][33] Where he has previously perceived his drive to destruction as an over-ruling force outside of his body, just a little while later we begin to see Crusoe internalise this drive and begin to perceive it as an element of himself, something he was ‘born’ with rather than being outwardly controlled by. Seidel hits upon a truism in his discussion of Crusoe’s own created ‘fictions’ on the island, but I would take this further to suggest that Crusoe’s own sense of personal identity and individualism is forged both by attempts to understand and internalise forces working upon him as consequences of his own personality, but, perhaps somewhat paradoxically, also in his projections, or even ‘creations’ of himself on the island. What I mean by this is that Crusoe is able to orient and understand himself as an individual by psychologically or physically imprinting himself onto the blank parts of the island. The success of this is best displayed in his rediscovery of a parrot whom he taught to speak: ‘Robin, Robin, Robin Crusoe, poor Robin Crusoe, where are you Robin Crusoe? Where are you? Where have you been? [†¦] I saw my Poll sitting on the top of the hedge’[.][113] The parrot, in adopting Crusoe’s voice, represents a past, more unhappy Crusoe who left an imprint of himself in the parrot’s repetitive voice. This moment comes only a few pages after the current narrating Crusoe has proclaimed, ‘I had now brought by state of life to be much easier in it self than it was at first’, showing a clear progression in character. Locke’s definition of personal identity as ‘an identity of consciousness though duration in time’ seems especially helpful here as Crusoe’s consciousness of his past self is physicalized and reflected in the parrot. Whilst Crusoe may initially feel lonely, as Watt points out, he has ‘an exceptional prowess; he can manage quite on his own’, and does this by expanding himself into other things and beings on the island, to the point at which when he finds a human footprint, he can calm himself only by convincing himself that it ‘might be a mere chimera of [his] own; and that this foot might be the print of [his] own foot’[.][125] All of his various faculties and parts, his ‘thoughts’, ‘dictates of fancy’ and ‘conscience’ are ordered through creating such imprints and conversing with them either literally or metaphorically in order to orient himself as an individual. Towards the end of the novel, Crusoe rather abruptly gives the mutineers ‘every part of [his] own story’[219] then states, ‘Having done all this, I left them the next day, and went on board the ship’[219] in a moment which seems indicative of the individualist ‘experiment’ Defoe performs in the novel. Crusoe indeed goes on to be what Watt would describe as an individualist ‘economic man’, but this part of the tale is almost incidental to the development of a new kind of truth and individualism Crusoe acquires on the island. His story ends and is imparted, and left behind at a point where he has successfully and happily forged his own individual order and identity afforded to him by his time on the island. The newness of the novel form allows a perfect space into which to promote new and original thought as opposed to adhering to traditional thought, and Defoe gives us a tribute to a kind of individualism in which the truth can be wh atever one perceives through their senses, and a new social order can be forged through ordering and understanding one’s internal faculties; indeed producing Watts’ individual ‘economic man’, but also, and perhaps more importantly in the case of Defoe’s novel, a spiritually ‘individual’ and stable character.

Developing Literary Criticism Skills Research Assignment - 1375 Words

Developing Literary Criticism Skills Research Assignment (Essay Sample) Content: Developing Literary Criticism SkillsStudents NameAffiliated UniversityLiterary techniques are not universal or necessary constituents of literature in the sense that not all works contain instances of them example are similes and also irony. Techniques for literature are commonly used in creative writing. They make the written content to be colorful and more interesting. There are several literary techniques used by Stanton and Mott when they wrote the book that is referred as feminist. Stanton and Mott used flashback which means a transition in film or a story or an event to an earlier time. They talk about the history of feminism, the challenges women faced and what they had faced in their early experiences thats why they had formed movement for women rights. There is also the use of imagery she enables the readers to create images of unfair treatment to women unlike men that is where she concluded that men and women are equal and they should be treated equally.Ens lers and Stanton and Mott works have deepened my understanding social change through showing us how the women had faced a lot of challenges in the societies because their rights werent considered. They formed women right movements to create awareness of women rights to be implemented by everyone and informed people through writing a book which is called feminism which talked about the history of women in the past and their experiences which were challenging to them they wanted to change how women were treated in the community. Their movement resulted in changes in the society and men and women are treated equally in the modern society. Hence, this has contributed to my own social change vision.Literacy analysis is the understanding the techniques that make literary work effective. While writing a literary analysis essay you focus on how to plot or structure, character, setting and many other techniq...

ACT Writing Prompts 5 Examples to Help Your Student Prepare

If your student is a strong writer, taking the ACT Writing test is probably a no-brainer, but those who struggle with writing assignments in school may be hesitant to take this optional section of the exam. The time limit of the ACT Writing section may also be intimidating for some students. Our message is simple: Don’t sweat it! If your student is willing to do some work ahead of time, he can maximize his score on the ACT Writing section on test day. Here is the lowdown on the ACT Writing section: Your student will have 30 minutes to read, plan, and write a response to a prompt about an issue relevant to a high school student’s daily life. Prompts can involve issues ranging from debates over school uniforms to the legal drinking age. Each prompt will instruct your student to â€Å"take a position† on one of two presented perspectives. Alternatively, he or she can craft an entirely new position to support. Remind your student that the ACT Writing prompt will be relevant to high school students, so there’s no need to fret over preparing answers for specific topics ahead of time. Browse through this helpful list of ACT writing prompts available on a high school’s website. The trained readers who score the essay are looking for the essay to be convincing, thoughtfully organized, and thoroughly developed; your student needs to be able to select a position and back up his or her argument with supporting examples. In addition, it is crucial that the student address and refute the counterargument in the ACT essay. There is no â€Å"right† or â€Å"wrong† position on the topic; more important is the student’s ability to grasp the prompt and craft a response that maintains a clear and well-reasoned position— using specific evidence and proper writing mechanics. How Else Can Your Student Prepare for the ACT Writing Prompt? Reviewing Possible Topics In order to familiarize you with the kinds of issues that are typically addressed in ACT Writing prompts, below are five prompt examples: The Children’s Internet Protection Act (CIPA) requires all school libraries receiving certain federal funds to install and use blocking software to prevent students from viewing material considered â€Å"harmful to minors.† However, some studies conclude that blocking software in schools damages educational opportunities for students, both by blocking access to Web pages that are directly related to the state-mandated curriculums and by restricting broader inquiries of both students and teachers. In your view, should the schools block access to certain Internet Web sites? (Source: The Princeton Review’s Cracking the ACT, 2008) Many communities are considering adopting curfews for high school students. Some educators and parents favor curfews because they believe it will encourage students to focus more on their homework and make them more responsible. Others feel curfews are up to families, not the community, and that students today need freedom to work and participate in social activities in order to mature properly. Do you think that communities should impose curfews on high school students? (Source: The Princeton Review’s Cracking the ACT, 2008) In response to articles examining sensitive topics such as dating and partying, many schools are considering censoring their newspapers. Some schools believe that these topics are not appropriate for student-run papers, while others believe that, as long as what is printed is true, student papers should have the same freedoms as regular newspapers do. What is your opinion on this topic? (Source: The Princeton Review’s Cracking the ACT, 2008) Most schools have established honor codes or other rules to prevent students from cheating on exams and other school assignments. Many students admit to cheating, arguing that the practice has become so common—and is so rarely penalized—that it is the only way to survive in today’s competitive academic world. Educators, however, feel that such behaviors only hurt the students, and that cheating in school is just the first step to more academic dishonesty, professional misconduct, and unethical business practices in the future. In your view, should high schools become more tolerant of cheating? (Source: The Princeton Review’s Cracking the ACT, 2005) In some high schools, students are required to complete a certain number of community service hours prior to graduation. Some people think community service is a good requirement because they think students will benefit from this experience. Other people think schools should not require community service because students will resent the requirement and, as a result, will not benefit from the experience. In your opinion, should high schools require students to complete a certain number of hours of community service? (Source: The Real ACT Prep Guide, 2005) While there is no way of knowing what essay topic will be presented on test day, remind your child that every question will identify an issue and provide two possible points of view to help kick-start the process. Practice in a Test-Like Environment One of the best ways to help your student prepare for the ACT Writing prompt is to create a test-like environment in which to practice. Set a timer for 30 minutes and hold your student to the time limit. Other students will be in the room on test day, so practicing alone in a quiet place may not be the best way to simulate the test-day experience. A coffee shop may have music, loud meetings going on, and chatty patrons—more noise than an ACT testing location would have. A good compromise might be to have your student write the essay in a library where there are some distractions, but not many. By practicing in a simulated test-like environment, your student should feel more at ease on test day. Understanding ACT Essay Scoring Guidelines Writing practice ACT essays isn’t the only way to prepare. Encourage your student to look at examples of scored ACT essays as well. This helpful post from GoodLuckACT.com shows six different sample essays written in response to the same prompt—and gives the reasoning for each score. Learning what components go into a well-written essay can help your student incorporate those factors on test day. ACTstudent.org has similar examples to help you understand how to earn the best possible score on the ACT Writing test. You may also want to read through the official ACT Essay Scoring Rubric. Conclusion By becoming familiar with the typical wording and content of ACT Writing prompts, simulating a test-like environment, and understanding how to approach the ACT Writing prompt to earn a top score, your child will feel more ready to conquer the ACT Writing test. More Resources For information on how ACT writing prompts are scored, check out our sample graded essays with comments. If you are looking for one-on-one test prep assistance, remember that A+ offers personalized ACT preparation programs and free proctored practice tests that can help your student prepare for all sections of the ACT, including the ACT Writing section. Also, this page has examples of ACT and SAT essays written by our students, as well as the comments they received from our expert online essay graders. All essays are graded according to the College Board and ACT essay rubrics. Related Articles: Raise Your Confidence: Practice ACT Writing Prompts Photo credits:cybrarian77,ccarlstead,Kim Piper Werker

Social Media And Its Impact On Society Essay - 2300 Words

Social media has changed a lot in the past ten years. Along with social media, the amount of data that is generated from social media has increased massively. â€Å"At present, there are over 288 million active monthly users of Twitter who post more than 500 million tweets per day, as well as 1.35 billion monthly active users on Facebook and 187 million active monthly users on LinkedIn†. (Nguyen and Jung, 2016:137). The usage of social media currently shows that so much data is generated every day. Finding ways to utilise this data is a key issue that business have. Many big business have Facebook pages and Twitter accounts so it is crucial for business to gain a competitive edge by taking advantage of online data. Social media data can come in other forms as well. The most mainstream categories of social media include wikis, blogs, microblogs, informal organizations, video and photograph sharing and online groups (Chen et al., 2015). Facebook and Twitter are the two mos t popular forms but there are other forms of social media that can produce information. Making key utilisation of social media is at the top of many firms’ plans (Lam et al., 2016). To unlock the beneficial insights of social media many tool and techniques can be used. This literature review will look at sentiment analysis and web mining techniques. The focus will also look at how useful analysing data online can be to businesses. When it comes to investigating social media data, Twitter seems to beShow MoreRelatedImpact Of Social Media On Society Essay917 Words   |  4 PagesHave you thought about the impact that social media has on society? Today I would like to address the impact of social media on society for those of you that are social media users and this includes the advantages or disadvantages that as associated with it. In this speech, I want to relate to you how social media is being used by social media users. 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Eating Disorders And Substance Abuse Essay - 1636 Words

Eating Disorders And Substance Abuse Common Eating Disorders: The two most common eating disorders are bulimia nervosa and anorexia nervosa. Both disorders, primarily affect young women, therefore the majority of the research on eating disorders has been done with women subjects. The onset of bulimia is between adolescence and early adulthood while the onset of anorexia is between early and late adolescence. Not only is the onset different but the disorders are unique. Bulimia nervosa is characterized by loss of control over eating which leads to food binges. These episodes are interspersed with episodes of purging, such as vomiting or laxative abuse, to keep weight down. The goal of anorexia is also to keep weight down , but to a†¦show more content†¦Comparably high rates were found in binge eating/purging anorexics (Lilenfeld 1996). The figures are defined as high because in the general population the rate of alcohol abuse or dependence in women is twelve percent and ten percent for other drug abuse or dependence. The only area where drug or alcohol abuse does not appear to be related to eating is with anorexia nervosa. In this area alcohol abuse appears to be less than the general population. In another compilation of studies by Schuckit, Tipp, Anthenelli, and Buchotz differing statistics were found as to whether there was increased alcohol abuse among women with bulimia. One group of studies regarding bulimia stated that between one fourth and one half of individuals with bulimia drank one or several times per week or had evidence of a problem with street drugs. Another stated that between fourteen and over fifty percent of individuals met the criteria for alcohol dependence. Yet another study found only a twelve percent rate of severe alcohol problems among a group of women with bulimia. 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Eating disorders are not just about food.The eating disorders containRead MoreEating Disorders And Anorexia Nervosa951 Words   |  4 PagesEating disorders are a sickness that can come from psychological issues and it can disrupt the everyday diet. â€Å"A person with an eating disorder may have started out just eating smaller or larger amounts of food, but at some point, the urge to eat less or more spiraled out of control.† The common eating disorders are anorexia nervosa and bulimia nervosa. Anorexia nervosa is when someone see’s themselves as an overweight person, so they watch what they eat since, they have a fear of becoming overweightRead MoreEating Disorders And Anorexia Nervosa974 Words   |  4 PagesEating disorders, are a sickness that can com e from psychological issues and it can disrupt the everyday diet. â€Å"A person with an eating disorder may have started out just eating smaller or larger amounts of food, but at some point, the urge to eat less or more spiraled out of control† (â€Å"Eating Disorder,† n.d.). The common eating disorders are anorexia nervosa and bulimia nervosa. Anorexia nervosa is when someone see’s themselves as an overweight person, so they watch what they eat since, they haveRead MoreMy Current Client Is A Miss Demetria Devonne ( Demi ) Lovato1517 Words   |  7 Pagesafter an impromptu intervention held by her mom and step father after an altercation with one of her backup dancers on tour (Russo 2012). 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Explain the athletic trainer’s role in dealing with psychosocial disorders? †¢ As athletic trainers our primary role in dealing with psychosocial disorders is to recognize and identify warning signs associated with such behaviors (i.e as mental health disorders, disordered eating, substance abuse, etc.). Providing the appropriate treatment/management when dealing with psychosocial disorders is beyond our scope of practice as ATCs. Therefore, the ATC takes on the role of referrerRead MoreThe Three Main Types Of Eating Disorders1305 Words   |  6 PagesEating Disorders The three main types of eating disorders: anorexia nervosa, bulimia nervosa, and binge eating, are complex pschyatriac disorders. The classification and diagnosis of each disorder is challenging because diagnostic symptoms and behaviours overlap. These disorders consist of various biological, psychological and sociological factors. They frequently coexist with other illnesses such as depression, substance abuse, or anxiety disorders. (ANAD) Eating disorders are commonly associatedRead MoreRelationship Between Mental Health And Addiction1470 Words   |  6 PagesIf you or someone you love is seeking treatment for a substance abuse related disorder in addition to a psychiatric disorder, you will come across two terms in your research: co-occurring disorders and dual diagnosis. Right off you may be more concerned about simply getting help for your addiction. Maybe it has caused you to lose your job and your family is in tatters. It s important to note that when substance abuse and me ntal illness co-occur specialized treatment is needed. First, however, you