Phoenix Essay Example For Students

Phoenix Essay Jackson Mind Over Matter By WeltyNovelist Eudora Welty is frequently considered and venerated by manyreaders; her much merited acknowledgment originates from her splendid, deeplycompassionate, and vivacious stories and books (Ford 36). In the same way as other of herstories, Eudora Weltys A Worn Path is set in Mississippi. InA Worn Path, Welty centers around an old womans excursion to Natchez andon the numerous hindrances that she experiences en route. Phoenix is going totown to get medicine for her darling grandson. Be that as it may, he trip is difficultbecause nature and her impediment are making it difficult for her to arrive at herdestination. By the by, the elderly person strikingly proceeds with the similarly oldpath, battling at all times. Despite the fact that Phoenix faces a number ofobstacles, she contacts her goal and triumphs over her physical handicapsand over natures boundaries by depending on her inward qualities. In spite of the fact that Phoenixis almost visually im paired, she doesn't let her bombing vision keep her from reachingher goal; she depends on her feet to take her where she needs to go. Old Phoenix would have been lost had she not questioned her vision anddepended on her feet to realize where to take her (162). The worn out old womaninches her feet forward with the guide of an improvised stick, hauling her untiedshoelaces along the cold street. Phoenixs feet convey her to the highest point of the hilland then cautiously control her down the slope. Be that as it may, her eyes bomb her as she nearsthe base of the slope and her dress gets caught in a thistle shrub. Oldeyes thought you was a really minimal green shrub (159). She cautiously freesherself and proceeds with the way. At the point when Phoenix approaches a fallen tree that laysover the stream, she shuts her eyes and lets her feet manage her across it. Herfeet take her over the fields and lead her out of the marsh and through themaze. As she clears her path through the corn field, she discovers a tall,dark figure. Phantom, she said pointedly, who be you the apparition of?For I have known about nary demise clos e by (160). Her vision stunts herinto accepting that it is a phantom, or maybe, the Grim Reaper that has come totake her away. At the point when Phoenix gets no reaction from the apparition, shebravely contacts the figure and understands that it is just a scarecrow. Therelieved lady kicks up her trustworthy feet and hits the dance floor with him. Phoenixacknowledges that it is natures employment to slow down her. In any case, she makes it clearthat she lacks the capacity to deal with the boundaries that are being tossed over her way. Sheknows that her life is constrained and she lacks the capacity to deal with deterrents. When shefinds herself caught on a thistle hedge, she converses with it as she quietly freesherself. Thistles, you accomplishing your named work Never need to let folkspass-no sir (159). As Phoenix wobbles along, she runs over a sittingbuzzard and in three basic words she tells him that he won't eat uponher. Who you viewing (160)? She gradually influences past him a nd continuesher venture, while nature cautiously designs the following deterrent. Sufficiently sure, asPhoenix stands and contemplates, a major dark pooch crawls up behind her. Oldwoman, she said to herself, that dark pooch come up out of the weedsto slow down you (161). She acknowledges the way that the dark pooch is merelyfollowing natures orders. Phoenixs old body isn't as speedy as her mind. WhenPhoenix is alarmed by the enormous mutt, her brain responds a lot quicker than her body,causing her to drop into a weed-padded channel. The elderly person is found bya youthful tracker who rapidly grabs her out of the jettison. As they converse,Phoenix gets a brief look at a gleaming nickel that drops out of the hunterspouch. Her brain responds; her face illuminates and she applauds. Lookat that hound! She chuckled as though in profound respect. He aint frightened of no one. He abig dark canine (161). Realizing that her old body needs a lot of time tograb the nickel, she utilizes her min d to move the trackers consideration toward thefearless canine. As the tracker decides to demonstrate his own fearlessness,Phoenix goes for the coin. She was gradually twisting forward by that time(162). She bit by bit retires from the coin in her cover. As Jacksonslowly lifts her body, she sees a winged animal hovering over her. Her lipsmoved. God watching me the entire time. I come to taking (162). Sherealizes that God is watching her wrongdoing. The guilty lady intensely faces the man,ready to concede her blame. After a couple of seconds, Phoenix presumes that the hunteris dumbfounded of her robbery so the clever lady inconspicuously admits to the man:I seen bounty go off nearer by, in my day, and for not as much as what Idone, (162). Phoenix limps along, cheerful about the sparkly nickel inher pocket, yet uncertain of why she needs or needs it. In spite of the fact that Phoenixsdeteriorating memory shields her from knowing why she is making the excursion, herdetermination outper forms her vulnerability. The solid willed lady has overcomeevery impediment that nature has put over her way. Keep out from underthese feet, little sway whites.Keep the huge wild hoards out of my way. Dontlet none of those come running my heading. I got far (159). Shebravely cautions the creatures to keep out of her way. At the point when the tracker reveals to her togo home, she solidly expresses that she is getting down to business, not home. I bound togo to town, sir, said Phoenix. The opportunity arrive around (161).The tracker erroneously presumes that the elderly person is getting down to business to seeSanta. Phoenix doesn't have a clue why she is getting down to business either, however that does notkeep her from arriving. Despite the fact that the path is deceptive for someoneher age, she is resolved to get where she needs to go. Phoenixs reason for existing is toget drug for her grandson who gulped lye a couple of years sooner. OldPhoenix Jackson makes her excursion on The Worn Path to get thesoothing medication for her little grandson (DLB 526). When Phoenixreaches her goal, she educates the chaperon regarding her quality however forgetswhy she is there. With her hands on her knees, the elderly person waited,silent, erect and unmoving, similarly as though she were in defensive layer (163). After afew minutes, the attendant helps Phoenix to remember her motivation and her face illuminates. .u81e8e00352a811fbc7579feb721ca107 , .u81e8e00352a811fbc7579feb721ca107 .postImageUrl , .u81e8e00352a811fbc7579feb721ca107 .focused content territory { min-tallness: 80px; position: relative; } .u81e8e00352a811fbc7579feb721ca107 , .u81e8e00352a811fbc7579feb721ca107:hover , .u81e8e00352a811fbc7579feb721ca107:visited , .u81e8e00352a811fbc7579feb721ca107:active { border:0!important; } .u81e8e00352a811fbc7579feb721ca107 .clearfix:after { content: ; show: table; clear: both; } .u81e8e00352a811fbc7579feb721ca107 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; obscurity: 1; change: darkness 250ms; webkit-change: haziness 250ms; foundation shading: #95A5A6; } .u81e8e00352a811fbc7579feb721ca107:active , .u81e8e00352a811fbc7579feb721ca107:hover { murkiness: 1; progress: mistiness 250ms; webkit-change: haziness 250ms; foundation shading: #2C3E50; } .u81e8e00352a811fbc7579feb721ca107 .focused content zone { width: 100%; position: relative ; } .u81e8e00352a811fbc7579feb721ca107 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-design: underline; } .u81e8e00352a811fbc7579feb721ca107 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u81e8e00352a811fbc7579feb721ca107 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe range: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-stature: 26px; moz-fringe sweep: 3px; text-adjust: focus; text-improvement: none; text-shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: total; right: 0; top: 0; } .u81e8e00352a811fbc7579feb721ca107:hover .ctaButton { foundation shading: #34495E!important; } .u81e8e00352a811fbc7579feb7 21ca107 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u81e8e00352a811fbc7579feb721ca107-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u81e8e00352a811fbc7579feb721ca107:after { content: ; show: square; clear: both; } READ: NAFTA: Canada's ; Mexico's Viewpoints EssayI recalls so plain at this point. I not going to overlook him once more, no, the wholeenduring time (164). Phoenix apologizes for being careless and pledges tonever overlook her grandson once more. The attendant hands Phoenix the medication and shestrains her eyes trying to see the name. The orderly offers Phoenix afew pennies. Its Christmas time, Grandma, said the specialist. Could Igive you a couple of pennies out of my satchel (164)? Be that as it may, the clever elderly person consthe nurture out of a nickel. Phoenix taps her improvised stick and readiesto leave. She has just chosen how she wi ll spend her newlyfound treasure. I heading off to the store and purchase my kid a littlewindmill they sells, made out of paper. He going to think that its hard to believethere something like this on the planet (164). Realizing that it is Christmas, theloving grandma is going to purchase a present for her grandson. Phoenixs actof love and empathy is essential to the story: the profound grained propensity for adoration (CLC419). In fact, Phoenixs love for her solitary living relative is her greateststrength of all. Despite the fact that the worn out elderly person experiences numerous debilitations, shestarts her excursion intellectually arranged for the deterrents anticipating her. Phoenixsummons her internal qualities and beats each boundary. She depends on hertrustworthy feet to compensate for her debilitated vision. Her mind compensates for herfrail body. Her assurance compensates for her matured memory. Be that as it may, a large portion of all, herlove for her grandson her prop s her up. Obviously, the fragile, forgetful,stubborn and cherishing elderly person can conquer anything. BibliographyFord, Richard. Bonhomie For A Souther

Regents of the University of California v. Bakke :: American America History

Officials of the University of California v. Bakke Built up in 1968, the clinical school at the University of California executed a unique confirmations program to build the portrayal of minorities in each entering class. There was one fundamental issue with their uncommon confirmations program that was not tended to until 1973 when Allan Bakke presented his application to the University of California. Their extraordinary confirmations program worked by saving sixteen percent of the entering class for minorities. The minorities entering through this exceptional affirmations program were handled and met independently from the standard candidates. The evaluation point midpoints and state administered test scores from the unique affirmations contestants were fundamentally lower than the evaluation point midpoints and government sanctioned grades of the normal participants, including our dear companion Allan Bakke. In 1973 Allan Bakke applied to the clinical school at the University of California. His application was dismissed in light of the fact that it was turned in close to the year's end and when his application was up for thought they were just tolerating the individuals who had scored 470 or better on their meeting scores. Bakke had just scored a 468 out of the conceivable 500. At the point when he discovered that four of the uncommon confirmations spots were left unfilled at the time his application was dismissed he composed a letter to Dr. George H. Lowrey, the partner dignitary and director of the entrance advisory board, expressing how the uncommon affirmations framework was out of line and preferential. When Bakke applied again in 1974 he was indeed dismissed. This time Bakke sued the University of California. His position was that the school had prohibited him based on his race and abused his privileges under the Equal Protection Clause of the Fourteenth Amendment, the California Constitution, and social equality enactment. The preliminary court managed in support of Bakke, anyway they didn't structure the University of California to concede him. Bakke engaged the California Supreme Court where they decided that the school's confirmations programs were illegal and requested the school to concede Bakke as an understudy. The school claimed this choice and carried it to the Supreme Court to contend their case on October twelfth 1977. The Supreme Court maintained the California Supreme Court's choice with a 5-4 vote. The Court additionally decided that the extraordinary confirmations program comprised turn around segregation and was along these lines unlawful. The Court additionally said that schools could keep on taking a gander at race as a factor while tolerating candidates, however they couldn't set up a quantity framework or take a gander at race as the main central factor. Officials of the University of California v. Bakke :: American America History Officials of the University of California v. Bakke Built up in 1968, the clinical school at the University of California actualized an exceptional affirmations program to expand the portrayal of minorities in each entering class. There was one hidden issue with their uncommon affirmations program that was not tended to until 1973 when Allan Bakke presented his application to the University of California. Their extraordinary affirmations program worked by holding sixteen percent of the entering class for minorities. The minorities entering through this unique affirmations program were prepared and met independently from the customary candidates. The evaluation point midpoints and government sanctioned grades from the unique affirmations participants were essentially lower than the evaluation point midpoints and state administered test scores of the ordinary contestants, including our dear companion Allan Bakke. In 1973 Allan Bakke applied to the clinical school at the University of California. His application was dismissed on the grounds that it was turned in close to the year's end and when his application was up for thought they were just tolerating the individuals who had scored 470 or better on their meeting scores. Bakke had just scored a 468 out of the conceivable 500. At the point when he discovered that four of the uncommon confirmations spots were left unfilled at the time his application was dismissed he composed a letter to Dr. George H. Lowrey, the partner senior member and director of the entrance advisory board, expressing how the exceptional affirmations framework was low and preferential. When Bakke applied again in 1974 he was by and by dismissed. This time Bakke sued the University of California. His position was that the school had prohibited him based on his race and abused his privileges under the Equal Protection Clause of the Fourteenth Amendment, the California Constitution, and social liberties enactment. The preliminary court managed in support of Bakke, anyway they didn't organization the University of California to concede him. Bakke spoke to the California Supreme Court where they decided that the school's affirmations programs were illegal and requested the school to concede Bakke as an understudy. The school claimed this choice and carried it to the Supreme Court to contend their case on October twelfth 1977. The Supreme Court maintained the California Supreme Court's choice with a 5-4 vote. The Court additionally decided that the unique confirmations program established opposite separation and was along these lines illicit. The Court additionally said that schools could keep on taking a gander at race as a factor while tolerating candidates, however they couldn't set up a portion framework or take a gander at race as the main central factor.

Blog Archive Monday Morning Essay Tip Be Honest, But Stay Positive

Blog Archive Monday Morning Essay Tip Be Honest, But Stay Positive Sincerity. Honesty. Candor. We encourage candidates to incorporate these attributes into their application, and when they do, successful essays inevitably follow. Yet, can one express too much of these attributes? The answer is actually “yes, especially when candor turns to negativity. Sometimes, when candidates believe they are being candid, they are in fact revealing themselves to be predisposed to pessimism; as a result, the admissions committee has difficulty identifying with their file. Such situations are unfortunate, but fortunately, they are also typically avoidable, because an ostensibly “negative” idea can almost always be expressed in a positive and optimistic manner. Example: “In my current position, I am no longer learning and am afraid I will continue to stagnate without my MBA. I cannot achieve my objective of becoming a leader in the marketing department at my firm unless…” Common sense would say that the admissions committee would likely not be very excited about accepting an applicant who has stopped learning or who believes that his/her career progress can be thwarted by basic obstacles. Revised Example: “As I look to the future, I recognize that with MBA training, I could dramatically increase my impact on my firm. With an eye toward a leadership position in our marketing department, I am….” In this revised example, the candidate is expressing the exact same need for an MBA in  positive  terms and is thus making him-/herself a more warm and engaging prospect (while still candidly stating a need for further education). Before submitting your file, check for unnecessarily negative statements. Although we would never suggest that every line in your essays needs to be full of sunshine, you should certainly take steps to avoid portraying yourself as a pessimist. Share ThisTweet Monday Morning Essay Tips

Learn About the 14 Baleen Whale Species

What Is the Density of Water

The density of water is the weight of the water per its unit volume, which depends on the temperature of the water. The usual value used in calculations is 1 gram per milliliter (1 g/ml) or 1 gram per cubic centimeter (1 g/cm3).  While you can round the density to 1 gram per milliliter, there are more precise values for you to use. The density of pure water actually is somewhat ​less than 1 g/cm3. A standard table lists the values for the density of liquid water. Note that water can be supercooled and remain a liquid well below its normal freezing point. The maximum density of water occurs around 4 degrees Celsius. Ice is less dense than liquid water, so it floats. Temp ( °C)  Ã‚  Density (kg/m3) 100  Ã‚  958.480  Ã‚  Ã‚  971.860  Ã‚  Ã‚  983.240  Ã‚  Ã‚  992.230  Ã‚  Ã‚  995.650225  Ã‚  Ã‚  997.047922  Ã‚  Ã‚  997.773520  Ã‚  Ã‚  998.207115  Ã‚  Ã‚  999.102610  Ã‚  Ã‚  999.70264  Ã‚  Ã‚  Ã‚  999.97200  Ã‚  Ã‚  Ã‚  Ã‚  999.8395−10  Ã‚  Ã‚  998.117−20  Ã‚  Ã‚  993.547−30  Ã‚  Ã‚  983.854

The Downfall of the U.S. Auto Market and the Collapse of...

The Downfall of the U.S. Auto Market and the Collapse of the Economy Unemployment is rising and the entire global economy is falling. The story has become all too common. If there is a negative direction available to follow, were definitely taking advantage of the opportunity. Americans became too accustomed to the period of inflation through the 1990s, and the ongoing recession is affecting most everyone. The Big Three automakers (GM, Ford and Chrysler) have made massive cuts to their workforces, and the entire national job market has been upended. My personal life has been greatly distorted due to these events, after Delphi (contracted by GM) outsourced most of their jobs and shut down 21 of their 29 plants in the US. In previous†¦show more content†¦In 2008 and 2009, a series of bailouts were provided to General Motors and Chrysler, due to slowing car sales and massive quarterly losses. Unions buckled due to the fact that they received much higher wages, and more luxuriou s benefits than their non-unionized counterparts. In 2006, Consumer Reports top ten car picks were Japanese (Noe). Parts makers were quick to move jobs overseas, where laborers were willing to work for much less money. In 2008, GM closed 14 factories, 2,000 dealers, and cut 47,000 employees. All of these factors, among numerous more, were responsible for the collapse of the economy on a national and global scale. Gasoline prices soared during the energy crisis which lasted from 2003-2008. Consumers moved from buying SUVs and trucks to more fuel-efficient cars, such as hybrids. This was especially disconcerting considering that these larger vehicles were the most profitable for the automakers (MSNBC). The market which was hardest hit was that of the parts-makers, which saw their cash flow cut in half, since automakers were rushing to cut production (Economist). GM filed for bankruptcy 32 days after Chrysler, effectively making GM the fourth-largest company ever to file for bankruptcy (Carty). According to Darwin Bible, probably one of the worst things about it has been watching all the stress on workers faces and their families faces (Carty). Overall mental health is rapidlyShow MoreRelatedThe Government Bailout Saved the Automobile Industry Essays2506 Words   |  11 Pageslatter part of 2008, the United States’ economy was rapidly plummeting - the stock market crashed, the housing bubble burst and gas prices skyrocketed. The majority of U.S. based firms faced the reality that they would not be able to survive during such desperate economic times. The U.S. automobile industry, in particular, began to buckle under the depressed economy. The government stepped in proposing a multi-billion dollar bailout to stimulate the economy and restore economic balance. 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Soft Power Without Hard Power Is No Power Essay Sample free essay sample

In the early 1990s. Joseph Nye’s book Bound to Lead: The Changing Nature Of American Power ignited a immense treatment among society of the demand to transition from America’s traditional usage of difficult power to something more benign which he termed soft power. Before looking at the two subdivisions of power. we foremost specify power as the ability to make something or act in a certain manner. As Nye had pointed out. states can exert power in two signifiers. soft and difficult power. Soft power. as coined by Nye ( 1990 ) is defined as â€Å"the ability to acquire what you want through attractive force instead than through coercion. † In contrast. difficult power is seen as the usage of military might or economic countenances to hale others into making your will. Even as soft power additions grip among universe leaders today. many still find the construct vague and difficult to exert. While soft power may be good in certain context. it does non work independently of difficult power and requires the implicit in usage of difficult power to endorse it up. This paper looks at the nature of soft power and its relationship with difficult power. As Nye stated ( 2004a ) . soft power is based on the construct of attractive force. In other words. it’s the power of attractive force. However. this construct is based on the premiss that attractive force equates the ability to influence ( Fan 2007 ) . Often. this is non the instance. While a state may be positively perceived in the eyes others. this seldom translates into the ability to influence. Harmonizing to Monocle magazine’s one-year Soft Power study in 2012. the UK overtook US as the state with the ‘softest’ power. Looking at UK now. we see a worsening world power whose radiance as long faded off. Its presence on the universe phase has frequently been limited. Given its top ranking. this has non translated into a proportionate planetary influence. This can be contrasted with US whose repute have taken a whipping but yet keep much sway in the universe. A state like Norway may be respected for its civilization and public assistance system ; nevertheless. it has no true influence on the universe phase and has small power when it comes to decision-making. Even Nye. who so fierily espouses the usage of soft power. admits to it that soft power maps to act upon the ‘environment for policy’ and non the policy itself ( 2004a ) . To widen soft power beyond the kingdom of influence is dependent on some signifier of difficult power to impart it credibleness ( Fan 2007 ) . To exert soft power. one must foremost be able have something the other party 1s. be it the formula to economic success or some signifier of military protection ( Cooper 2004 ) . To set it merely. soft power without difficult power is ineffective. Given how Nye defines the two signifiers of power. it is difficult to see the two as a continuance of the other. One lies in pulling others while the other uses coercion. The two attacks merely seem at uneven with each other. However as Bially Mattern maintains that â€Å"soft power should be non be understood in apposition to difficult power but as a continuance of it by different agencies. † ( 2005. 583 ) . In kernel. she believes that soft power is nil more than the softer face of difficult power. Bially Mattern believes soft power uses something she footings ‘representational force’ ( 2005. 602 ) . Representational force plants by using believable menaces of injury to its victims. which unlike coercion. are directed at their subjectiveness as compared to physically ( Bially Mattern 2005 ) . This could hold been clearly seen following the 9/11 panic onslaughts as the Bush disposal issued a ‘war on terrorism’ . Underliing the difficult power attack of weeding the universe of terrorist act. it could hold been seen as utilizing soft power to pull others to the US’s cause. Yet. this soft power is simply difficult power in camouflage. Bush Jr publically denounced the Acts of the Apostless of terrorist act and declared the war on it as righteous and claimed ‘you are either with us or against us’ . This statement was structured such that it played on the representational force of attractive force. No in-between land was to be taken. Either you are attracted to the US and by extension its policies on the war on terrorist act or you wholly reject it and tie in yourself with the terrorists. While there were physical reverberations of harbouring terrorists. there were no countenances or penalties to be derived from holding a differing position as th at of the US. As Bially Mattern explained. representational force worked by making inharmoniousness within themselves as they are ‘relegated’ to the side of the terrorist ( 2005 ) . Therefore. in an attempt to minimise this mismatch of their belief and ego. states would be ‘forced’ agree with the manner US demands of them. All in all. soft power is nil more than a more benign manner to border difficult power. It simply is a vas for difficult power to work its manner in the diplomatic circles. In decision. the relationship between soft and difficult power is highly convoluted. Soft power does non be independently of difficult power. As Fan ( 2007 ) mentioned. a state may hold soft power beginnings but the ability to do full usage of it is really much reliant on difficult power or as she puts it ‘hard resources’ . Give how soft power is embedded so much into difficult power. one can see soft power as being nil than a mere extension of difficult power in its benign signifier. Bing able to comprehend the nature and its equivocal relationship with difficult power is important in this new changing age where a country’s reputability and image is transeunt. Knowing how it works and its true signifier would break inform authoritiess how best to entwine them into their country’s national schemes and better calculate the effects of its usage. We will get down to see the rise of soft power that in fact is more brooding of difficult power. Mentions: Bially Mattern. Janice. 2005. â€Å"Why ‘Soft Power’ Isn’t So Soft: Representational Force and the Sociolinguistic Construction of Attraction in World Politics. † Millennium. vol. 33. no. 3 ( June ) . pp. 583-612 Fan. Y. ( 2007 ) ‘Soft power: Power of attractive force or confusion? ’ . Topographic point Branding and Public Diplomacy Vol. 4. 2. 147–158. Palgrave Macmillan Ltd Nye. J. S. ( 1990 ) ‘Bound to Lead: The Changing Nature of American Power’ . Basic Books. New York. NY. Nye. J. S. ( 2004a ) ‘Soft Power: The Means to Success in World Politics’ . Public Affairs. New York. NY. pp. 7–8. Nye. J. S. ( 2004b ) ‘The benefit of soft power’ . HBS Working Knowledge. available at hypertext transfer protocol: //hbswk. hemoglobin. edu/archive/4290. hypertext markup language.

Phenylalanine hydroxylase (PAH) Gene Essay Example

Phenylalanine hydroxylase (PAH) Gene Paper Phenylalanine hydroxylase (PAH) Gene Background: We will write a custom essay sample on Phenylalanine hydroxylase (PAH) Gene specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Phenylalanine hydroxylase (PAH) Gene specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Phenylalanine hydroxylase (PAH) Gene specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Phenylalanine hydroxylase (PAH) encodes the liver-secreted enzyme of the same name, a catalyst for the hydroxylation of tyrosine from phenylalanine, a rate-limiting step in the catabolism of the latter. This reaction only occurs in the presence of the cofactor tetrahydrobiopterin (BH4) as well as molecular oxygen and iron (1). Mutations in the PAH gene are generally caused by a change of an amino acid, for example, the change of arginine to tryptophan (2, 3). The numerous possible mutations in this gene result in a lack of enzyme activity. Thus, because of its main function, the deficiency in the activity of PAH causes a marked intolerance of the consumption of phenylalanine, an essential amino acid. This causes phenylketonuria (PKU), non-phenylketonuria hyperphenylalaninemia (non-PKU HPA), mild hyperphenylalaninemia (MHP), and other variant PKU (4, 5, 6). Defects in the PAH gene leads to the deficiency or the disruption of the production of the PAH enzyme; this is most commonly related to the resulting disorder, phenylketonuria. PKU is an autosomal, inborn, recessive disorder of phenylalanine metabolism (7). There are three common types of PKU. First, there is classical PKU, caused by the mutation of both alleles of the PAH gene in chromosome 12 which results in a severe deficiency or complete absence of the PAH enzyme, leading to toxic levels of unhydroxylated phenylalanine, typically over 10 times higher than normal concentrations (i.e. over 1000  µmol compared to the normal 100  µmol). Next, there is MHP, the mildest form of the PAH enzyme deficiency, with phenylalanine levels below 600  µmol but above normal. Thirdly, there is non-PKU HPA, caused by mutations in the PAH locus that hinder BH4 synthesis and regeneration. This relatively milder form of the disorder often results in heterozygous cases through a combination of mi ld and severe mutations (4, 7, 8). Severe classical PKU, if left untreated, is commonly known to result in the impedance of postnatal cognitive development causing mental retardation and in metabolic abnormalities causing increased phenylalanine in in the blood circulation and phenylpyruvic acid in the urine. PKU has also been known to cause skin abnormalities, organ damage, different kinds of posture peculiarities, pregnancy problems (maternal PKU), an odor describe as â€Å"mousy†, as well as other mental issues such as epilepsy, hyperactivity, and psychotic episodes (1,4,7,8). The most common negative effect associated with PKU, mental retardation, is caused by a neurotoxic effect of HPA. And while PKU is an inherited disorder, its negative effects could also be induced in the offspring of mothers with PKU, resulting not only in high fetus mortality rates but also in a high probability that the children are born with growth and mental retardations as well as malformations. This is known as PKU embryofetopath y or maternal PKU syndrome (8). Conversely, children born with non-PKU HPA and MHP have marked lower risks of being affect with the adverse effects of the disorder and can have normal development mentally and physically even with the absence of treatment (4,8). Despite the severe potential effects of classical PKU, newborn screening for high levels of phenylalanine has helped early diagnosis of the disorder, which is then followed by rapid treatment. Dietary restrictions of phenylalanine has been used for early treatment of PKU which, while not necessarily lead to complete normalization of IQ, was shown to be predictive of overall IQ with the complete lack of treatment in classical PKU patients leading to severe and irreversible cognitive retardation.(1,8) Thus, primary screening of neonates and children as well as awareness of the disorder for the parents are essential (3, 6). Results and Discussion: PAH chromosomal map position and nearby genes: The location of the PAH gene is at chromosome 12. Its long arm (q) is comprised of 13 exons with an approximate length of 90 kb. Figure 1 Chromosome 12 (9) Figure 1, above, is a representation of the entire chromosome 12 with both its short arm (p) and long arm (q) as it appears in the Ensembl website, albeit cropped to fit the page. This figure can be found by searching for the PAH gene and clicking on the â€Å"Location† link on the PAH listing. The website lists the location of the gene to be at â€Å"Chromosome 12: 103,232,104-103,311,381 reverse strand.†(2) Though the website does not explicitly state where in chromosome 12 PAH is located, one can infer additional details from the provided images. For example, confusion can ensue from the fact that the indicated location in the image in the Ensembl website is on the long arm on q23.2, while previous sources have stated that it is located on q22-24.2. However, from the code in the location and the additional images, one can infer that these are the transcribed portions of the gene, two of which are illustrated in the site. Furthermore, one can see that the PAH gene is flanked by the genes insulin-like growth factor 1 (IGF1), or somatomedin C, and achaete-scute complex homolog 1 (ASCL1). To obtain the information, though, one needs to explore the interactive image (see Figure 2 below) and go to the individual pages of the neighbor genes. Figure 2 Detailed view of region near PAH (9) The NCBI website, however, while very extensive in details, and containing multiple transcripts pertaining to the PAH gene, can be somewhat confusing with regard to the Map Viewer. Going through the home page and directly searching for the desired gene results in a very large and confusing map, with the details of the gene and its neighboring gene beyond the page to right. For a beginner who is not quite sure what to look for, the NCBI Map Viewer can be very overwhelming. Focusing on the table and not the map, however, one can see that the PAH gene is located in Chromosome 12, in the long arm q22-q24.2; this information is under the heading â€Å"Cyto† (for cytogenic) and stated as â€Å"12q22-q24.2† (10). Again, this might not be immediately clear to a beginner. Furthermore, the different master map options (Morbid, Gene_cyto, etc.) individually show different arrangements of the symbols, not all of which seem to be genes. Thus, it is very hard to decipher which genes are actually near PAH, although zooming in on the â€Å"Genes on Sequence† and â€Å"Phenotype† maps do reveal the proximity of IGF1 and ASCL1. In all, for a beginner, the Ensembl website proved to be much easier to use to answer the first question. The intron/exon structure of the PAH gene: It was very difficult to find an illustration of the structure of the PAH gene in the NCBI website. However, the information page for the gene stated that the gene spans 90 kb with the entire sequence and its adjacent regions a total of 171 kb. Furthermore, it states that the gene contains 13 exons, which consequently means that it has 12 introns (number of introns is one less than the number of exons) (1). After some searching, however, beginning with clicking the available links for PAH in the Map Viewer table, the link â€Å"sv† led to a page with the title â€Å"Homo sapiens chromosome 12 genomic contig, GRCh37 reference primary assembly.† Searching for the gene gives the following (zoomed-in and cropped) structure:   Figure 3 Structure of PAH gene (11) Though not obvious from the first glance, later we will see that the bottom sequence actually represents the structure of the PAH, with the vertical green lines representing the 13 exons. After further searching, the following (rotated) PAH structure showing the 13 exons and 12 introns can be found in the Map Viewer under â€Å"ensRNA†:   Figure 4 Another illustration of the structure of PAH gene (11) Finding those, however, takes previous explicit knowledge and some work to track down the specific illustrations. In contrast, finding the number of exons and introns and an illustration of the structure of the PAH gene in the Ensembl website was very straightforward. The following illustration can be found in the same page as Figure 1: Figure 5 Ensembl illustration of PAH gene structure This strand, one of the transcripts available in the Ensembl page, clearly shows the 13 exons in a DNA sequence. Comparing this structure to Figures 3 and 4, the numbers and the arrangements of the exons and introns are exactly the same. However, relative to all the tedious searching needed to find the same answers in the NCBI website, the information needed for the question was instantly available from the Ensembl site, and the interface was very easy to understand. Common PAH mutations: Mutations in general can refer to abnormalities in function or structure of the concerned enzyme in the gene phenotype. As previously discussed, however, such as the causes of PKU and HPA, the human PAH gene has displayed allelic differences and pathogenic transformations throughout its structure. The common types of mutations and their occurrence according to a previous study are: missense mutations with 62% of the alleles, small or large deletions with 13%, splicing defects with 11%, silent polymorphisms with 6%, nonsense mutations with 5%, and insertions with 2% of the PAH alleles. (6) Table1 PAH mutation statistics Mutation Type: # of Mutation(s) Missense 336 Deletion 73 Splice 62 Silent 32 Nonsense 28 Insertion 10 Sil./Splice 3 Unknown 3 Total mutations: 547 Most reported Mutation (Association): p.R408W (214) Missense, as can be seen above, is the most common cause of mutation in the PAH gene, the molecular mechanism of this is the improper folding of the protein structure, causing aggregation or degradation. As mentioned earlier, the mutations of PAH are commonly caused by single changes in the amino acid. One of the missense mutations, for example, occurs in E1 nucleotide 1 with the change of ATG to GTG. However, there is also missense mutation in region E3 with sequence 187.000 in nucleotide 187; this is called ACC/CCC;CAC/AAC. The second most common type of mutation is deletion. An example of deletion mutation is in regions E2-12 with sequence 168.001 in nucleotide 168. This is called GAG/GAA;G/A and has been noted to have occurred in Palestinians Arabs. (2, 3, 12)   Other examples can be seen in Appendix (I). As mentioned earlier, there are three common variations of PKU: classical PKU, MHP, and non-PKU HPA. These variations which are basically different degrees of severity of the disorder are caused by the different kinds of mutations that cause varying PAH activity as well as allelic variations. The latter effect at the locus of the gene determines the metabolic phenotype of the enzyme deficiency. In general, however, the mutations in the PAH gene are localized in a main part of the gene instead of being randomly distributed, as they occur either within or without the active site. What is interesting to note is that the PAH gene in intron 12 involves the single base change of guanine to adenine in the canonical 5-prime splice donor site where the first identified PKU mutation occurred. (3) Two out of the 6 links given by the Gene Gateway page were no longer working, one was solely dedicated to SNP, one was a link to a database that had links to other databases, and the last two were already explored thoroughly in previous parts of this assignment. The data presented in this section were mostly from the entire site dedicated to PAH gene mutations, the Phenylalanine Hydoxylase Locus Knowledgebase (5). This site, also a database, was arrived at after searching through the Locus Specific Mutation Databases which in turn arrived at from Human Genome Variation Society: Variation Databases and Related Sites. While the OMIM site did give some details about previous studies related to PAH gene mutations, they were more of a history of the mutations and examples of the studies. Finding the needed information was difficult because one needed to go through link after link and website after website, sometimes even arriving at the same website numerous times through different pathwa ys and still not obtaining any results. The PAHdb was by far, the only site that showed any data regarding the common mutations. Single nucleotide polymorphisms (SNPs) of the PAH gene: To date, 1220 SNPs for the PAH gene have been discovered, although GeneCards (2) states only 1097 from the NCBI website. In general, the SNPs involve the changing of a single base, as shown in Appendices I and II. Examples are the three found on exon 3, each of which has a single change of base, name cytocine, thiamine, and adeninine(13). Examples of these PAH gene SNPs are the rs63749677, rs63749676, rs63581460 and rs63499960; some of these are tabulated in Appendix (II). These SNPs are not randomly distributed as out of the 13 exons, they are seen in exons 1-7 and 12. Searching the NCBI website, however, resulted in 55 entries of SNPs with the following format: rs79931499 [Homo sapiens] CAATCCTTTGGGTGTATGGGTCGTAG[C/G]GAACTGAGAAGGGCCGAGGTATTGT 12 The above entry, an example of the results from the query in the NCBI SNP website, shows essential information about the SNP as well as options one can view. Compared to the other related links, which did not yield any useful information other than linking back to this site, the NCBI site dedicated purely to SNPs was simple and the information was easy to retrieve. Due to the very large number of SNPs, however, it would be difficult to evaluate all of them. Designing PCR primers: The given instructions and the program given in the website were rather straightforward, so the designing of the primer was the easiest part of the activity. The mRNA sequence was easily downloadable and the program was user-friendly (14). Being able to design primers this way was very fast and easy. The resulting primers are in Appendix (III). References: 1. [26/08/10]; Available from: http://www.ncbi.nlm.nih.gov/omim/612349 2. Hoeks M, den Heijer M, Janssen M. Adult issues in phenylketonuria. The Netherlands journal of medicine2009;67(1):2. 3. [21/09/09]; Available from: http://www.ensembl.org/index.html. 4. [26/08/10]; Available from: http://www.genecards.org/cgi-bin/carddisp.pl?gene=PAHsearch=pah#loc 5. [26/08/10]; Available from: http://www.pahdb.mcgill.ca. 6. Carter K, Byck S, Waters P, Richards B, Nowacki P, Laframboise R, et al. Mutation at the phenylalanine hydroxylase gene (PAH) and its use to document population genetic variation: the Quebec experience. European Journal of Human Genetics1998;6(1):61-70. 7.   [26/08/10]; Available from: http://www.ncbi.nlm.nih.gov/bookshelf/br.fcgi?book=gndpart=phenylketonuria 8. [26/08/10]; Available from: http://www.ncbi.nlm.nih.gov/bookshelf/br.fcgi?book=genepart=pku 9. [26/08/10]; Available from: http://www.ensembl.org/Homo_sapiens/Location/View?db=core;g=ENSG00000171759;r=12:103232104-103311381;t=ENST00000307000 10. [26/08/10]; Available from: http://www.ncbi.nlm.nih.gov/projects/mapview/maps.cgi?taxid=9606chr=12MAPS=pheno,morbid,genec,decode,ensrna,ensgenes,rnaRn,rnaMm,rnaHs,rnaGga,rnaBt,gbdna,rna,ugHs,genes-rcmd=focusfill=80query=uid(136508683,136446655,12845117,12579049,8990832,717234,698472,11088097,11049717,6481463,570698,568170,34586070,16320694,13572526,34590012,128619463,415205)QSTR=pah 11. [26/08/10]; Available from: http://www.ncbi.nlm.nih.gov/projects/sviewer/?id=NT_029419.12v=65375409..65454686 12. *Robin A Williams, 2 Cyril DS Mamotte,2 *John R Burnett1,3. Phenylketonuria: An Inborn Error of Phenylalanine Metabolism 13.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      [updated 21/09/09]; Available from: http://www.ncbi.nlm.nih.gov/SNP/snp_ref.cgi?locusId=5053 14.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      [21/09/09]; Available from: http://frodo.wi.mit.edu/cgi-bin/primer3/primer3_www.cgi Appendices: Appendix (I) Examples 1. Systematic Name: c.1AG Region: E1 Reference (1st): Mutation Name: p.M1V Sequence: 0.000 JOHN SW, ROZEN R, LAFRAMBOISE R, LABERGE C, SCRIVER CR: Novel PKU mutation on haplotype 2 in French-Canadians. Am J Hum Genet 45:905-909, 1989 Other Name: ATG/GTG Length: 1 Nucleotide No.: 1 Rest. Site: -Xba I Mutation Type: Missense Syst. Name gDNA: Date Entered: 1997-01-31 CpG/Fs/Pm: No/No/No 2. Systematic Name: c.3GA Region: E1 EIKEN HG, KNAPPSKOG PM, APOLD J, SKJELKVÃ…LE L, BOMAN H: A de novo phenylketonuria mutation: ATG (Met) to ATA (Ile) in the start codon of the phenylalanine hydroxylase gene. Hum Mut 1:388-391, 1992 Mutation Name: p.M1I Sequence: 3.000 Other Name: ATG/ATA Length: 1 Nucleotide No.: 3 Rest. Site: -NspI Mutation Type: Missense Syst. Name gDNA: Date Entered: 1997-01-31 CpG/Fs/Pm: No/No/No 3. Systematic Name: c.117CG Region: E2 FORREST SM, DAHL HH, HOWELLS DW, DIANZANI I, COTTON RGH: Mutation detection in phenylketonuria by using chemical cleavage of mismatch: Importance of using probes from both normal and patient samples. Am J Hum Genet 49:175-183, 1991 Mutation Name: p.F39L Sequence: 117.000 Other Name: TTC/TTG Length: 1 Nucleotide No.: 117 Rest. Site: -MboII, +MaeIII Mutation Type: Missense Syst. Name gDNA: Erlandsen H, Pey AL, Gà ¡mez A, Pà ©rez B, Desviat LR, Aguado C, Koch R, Surendran S, Tyring S, Matalon R, Scriver CR, Ugarte M, Martà ­nez A, Stevens RC.: Correction of kinetic and stability defects by tetrahydrobiopterin in phenylketonuria patients with certain phenylalanine hydroxylase mutations. Date Entered: 1997-01-31 CpG/Fs/Pm: No/No/No Appendix (II) SNPs of the PAH gene Region Contig position mRNA pos dbSNP rs# cluster id Hetero- zygosity Function dbSNP allele Protein residue Codon pos Amino acid pos exon_12 26716405 1750 rs59326968 N.D. synonymous C Asn [N] 3 426 contig reference T Asn [N] 3 426 exon_7 26728783 1314 rs5030851 N.D. missense T Leu [L] 2 281 contig reference C Pro [P] 2 281 exon_6 26731200 1061 rs5030653 N.D. missense (22bp) [CIKPMLAN] 1 197 frame shift -/TGTATAAAACCCATGCTTGCTA 1 197 contig reference (22bp) [LYKTHACY] 1 197 26731262 1020 rs17852373 N.D. missense G Gly [G] 2 183 contig reference A Glu [E] 2 183 exon_3 26770856 671 rs5030842 N.D. missense C Pro [P] 1 67 contig reference T Ser [S] 1 67 contig reference A Ser [S] 3 36 exon_1 26793098 474 start codon 1 Appendix (III) Designed Primers Exon1 ENSE00001141448 CAGCTGGGGGTAAGGGGGGCGGATTATTCATATAATTGTTATACCAGACGGTCGCAGGCT TAGTCCAATTGCAGAGAACTCGCTTCCCAGGCTTCTGAGAGTCCCGGAAGTGCCTAAACC TGTCTAATCGACGGGGCTTGGGTGGCCCGTCGCTCCCTGGCTTCTTCCCTTTACCCAGGG CGGGCAGCGAAGTGGTGCCTCCTGCGTCCCCCACACCCTCCCTCAGCCCCTCCCCTCCGG CCCGTCCTGGGCAGGTGACCTGGAGCATCCGGCAGGCTGCCCTGGCCTCCTGCGTCAGGA CAACGCCCACGAGGGGCGTTACTGTGCGGAGATGCACCACGCAAGAGACACCCTTTGTAA CTCTCTTCTCCTCCCTAGTGCGAGGTTAAAACCTTCAGCCCCACGTGCTGTTTGCAAACC TGCCTGTACCTGAGGCCCTAAAAAGCCAGAGACCTCACTCCCGGGGAGCCAGCATGTCCA CTGCGGTCCTGGAAAACCCAGGCTTGGGCAGGAAACTCTCTGACTTTGGACAG PCR primer design: No mispriming library specified Using 1-based sequence positions OLIGO  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  start   Ã‚  len   Ã‚  Ã‚  tm   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  gc%   Ã‚  any     Ã‚  3  Ã‚  Ã‚  Ã‚  Ã‚     seq LEFT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  369  Ã‚   20  Ã‚   59.83  Ã‚   55.00   6.00   2.00   Ã‚  TCCTCCCTAGTGCGAGGTTA RIGHT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚     522  Ã‚   20  Ã‚   59.98  Ã‚   55.00   3.00   2.00   Ã‚  CAGAGAGTTTCCTGCCCAAG SEQUENCE SIZE: 533 INCLUDED REGION SIZE: 533 PRODUCT SIZE: 154, PAIR ANY COMPL: 4.00, PAIR 3 COMPL: 3.00 1 CAGCTGGGGGTAAGGGGGGCGGATTATTCATATAATTGTTATACCAGACGGTCGCAGGCT 61 TAGTCCAATTGCAGAGAACTCGCTTCCCAGGCTTCTGAGAGTCCCGGAAGTGCCTAAACC 121 TGTCTAATCGACGGGGCTTGGGTGGCCCGTCGCTCCCTGGCTTCTTCCCTTTACCCAGGG 181 CGGGCAGCGAAGTGGTGCCTCCTGCGTCCCCCACACCCTCCCTCAGCCCCTCCCCTCCGG 241 CCCGTCCTGGGCAGGTGACCTGGAGCATCCGGCAGGCTGCCCTGGCCTCCTGCGTCAGGA 301 CAACGCCCACGAGGGGCGTTACTGTGCGGAGATGCACCACGCAAGAGACACCCTTTGTAA 361 CTCTCTTCTCCTCCCTAGTGCGAGGTTAAAACCTTCAGCCCCACGTGCTGTTTGCAAACC 421 TGCCTGTACCTGAGGCCCTAAAAAGCCAGAGACCTCACTCCCGGGGAGCCAGCATGTCCA 481 CTGCGGTCCTGGAAAACCCAGGCTTGGGCAGGAAACTCTCTGACTTTGGACAG KEYS (in order of precedence): left primer right primer ADDITIONAL OLIGOS start   Ã‚  len   Ã‚  Ã‚  tm   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  gc%   Ã‚  any     Ã‚  Ã‚  Ã‚  3  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     seq 1 LEFT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  339  Ã‚   20  Ã‚   59.77  Ã‚   50.00   Ã‚  3.00   Ã‚  1.00  Ã‚  Ã‚     ACGCAAGAGACACCCTTTGT RIGHT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   522  Ã‚   20  Ã‚   59.98  Ã‚   55.00   Ã‚  3.00   Ã‚  2.00   Ã‚  Ã‚  Ã‚  Ã‚  CAGAGAGTTTCCTGCCCAAG PRODUCT SIZE: 184, PAIR ANY COMPL: 6.00, PAIR 3 COMPL: 2.00 2 LEFT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   318  Ã‚   20  Ã‚   59.32  Ã‚   55.00   4.00   2.00 GTTACTGTGCGGAGATGCAC RIGHT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   522  Ã‚   20  Ã‚   59.98  Ã‚   55.00   3.00   2.00 CAGAGAGTTTCCTGCCCAAG PRODUCT SIZE: 205, PAIR ANY COMPL: 4.00, PAIR 3 COMPL: 2.00 3 LEFT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   157  Ã‚   20  Ã‚   60.07  Ã‚   55.00   2.00   0.00 CTGGCTTCTTCCCTTTACCC RIGHT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   337  Ã‚   20  Ã‚   59.32  Ã‚   55.00   4.00   3.00 GTGCATCTCCGCACAGTAAC PRODUCT SIZE: 181, PAIR ANY COMPL: 4.00, PAIR 3 COMPL: 1.00 4 LEFT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   156  Ã‚   20  Ã‚   60.07  Ã‚   55.00   3.00   0.00 CCTGGCTTCTTCCCTTTACC RIGHT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   337  Ã‚   20  Ã‚   59.32  Ã‚   55.00   4.00   3.00 GTGCATCTCCGCACAGTAAC PRODUCT SIZE: 182, PAIR ANY COMPL: 4.00, PAIR 3 COMPL: 2.00 Statistics con  Ã‚   too  Ã‚  Ã‚   in  Ã‚  Ã‚   in  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   no  Ã‚  Ã‚   tm  Ã‚  Ã‚   tm   high   high  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   high sid   many  Ã‚   tar   excl  Ã‚   bad  Ã‚  Ã‚   GC  Ã‚   too  Ã‚   too  Ã‚   any  Ã‚  Ã‚   3   poly  Ã‚   end ered  Ã‚  Ã‚   Ns  Ã‚   get  Ã‚   reg  Ã‚   GC% clamp  Ã‚   low   high compl compl  Ã‚  Ã‚  Ã‚   X   stab  Ã‚  Ã‚   ok Left  Ã‚  Ã‚   3637  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚   0  Ã‚   162  Ã‚  Ã‚  Ã‚   0  Ã‚   419   2558  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚   2  Ã‚  Ã‚   22  Ã‚  Ã‚   73  Ã‚   401 Right  Ã‚   3701  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚   0  Ã‚   130  Ã‚  Ã‚  Ã‚   0  Ã‚   321   2817  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚   2  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚   78  Ã‚   353 Pair Stats: considered 140, unacceptable product size 129, high end compl 3, ok 8 primer3 release 1.1.4 KEYS (in order of precedence): left primer right primer ADDITIONAL OLIGOS start   Ã‚  len   Ã‚  Ã‚  tm   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  gc%   Ã‚  any     Ã‚  3  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     seq 1 LEFT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   19  Ã‚   20  Ã‚   60.21  Ã‚   50.00   5.00   2.00   Ã‚  Ã‚  Ã‚  GCAGTGCCCTCCAGAAAATA RIGHT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   265  Ã‚   20  Ã‚   58.12  Ã‚   40.00   3.00   0.00   Ã‚  TCAAAGATGACCCCAAAAGA PRODUCT SIZE: 247, PAIR ANY COMPL: 2.00, PAIR 3 COMPL: 0.00 2 LEFT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   19  Ã‚   20  Ã‚   60.21  Ã‚   50.00   5.00   2.00  Ã‚     GCAGTGCCCTCCAGAAAATA RIGHT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   260  Ã‚   22  Ã‚   60.05  Ã‚   40.91   4.00   0.00   Ã‚  GATGACCCCAAAAGATTTACCA PRODUCT SIZE: 242, PAIR ANY COMPL: 4.00, PAIR 3 COMPL: 1.00 3 LEFT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   45  Ã‚   20  Ã‚   60.39  Ã‚   50.00   6.00   1.00  Ã‚     AGCCATGGACAGAATGTGGT RIGHT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   265  Ã‚   20  Ã‚   58.12  Ã‚   40.00   3.00   0.00   Ã‚  TCAAAGATGACCCCAAAAGA PRODUCT SIZE: 221, PAIR ANY COMPL: 4.00, PAIR 3 COMPL: 1.00 4 LEFT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   19  Ã‚   20  Ã‚   60.21  Ã‚   50.00   5.00   2.00   Ã‚  Ã‚  Ã‚  GCAGTGCCCTCCAGAAAATA RIGHT PRIMER  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   258  Ã‚   20  Ã‚   57.92  Ã‚   40.00   4.00   0.00   Ã‚  TGACCCCAAAAGATTTACCA PRODUCT SIZE: 240, PAIR ANY COMPL: 4.00, PAIR 3 COMPL: 1.00 Statistics con  Ã‚   too  Ã‚  Ã‚   in  Ã‚  Ã‚   in  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   no  Ã‚  Ã‚   tm  Ã‚  Ã‚   tm   high   high  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   high sid   many  Ã‚   tar   excl  Ã‚   bad  Ã‚  Ã‚   GC  Ã‚   too  Ã‚   too  Ã‚   any  Ã‚  Ã‚   3   poly  Ã‚   end ered  Ã‚  Ã‚   Ns  Ã‚   get  Ã‚   reg  Ã‚   GC% clamp  Ã‚   low   high compl compl  Ã‚  Ã‚  Ã‚   X   stab  Ã‚  Ã‚   ok Left     Ã‚  7708  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚   0  Ã‚   791  Ã‚  Ã‚  Ã‚   0   4562  Ã‚   600  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚   14  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚   52   1689 Right  Ã‚   7734  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚   0   1269  Ã‚  Ã‚  Ã‚   0   4609  Ã‚   311  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚   6  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚   44   1495 Pair Stats: considered 2222, unacceptable product size 2195, high end compl 6, ok 21 primer3 release 1.1.4

Gold Rush essays

Gold Rush essays The California Gold Rush was one of the most important events in the 19th century. Without it America would not be as populated and economically strong as it is today. The California Gold Rush brought many foreigners into the United States and triggered migration to the Western Coast. The California Gold Rush taught people that failure was okay and made people take risks. The California Gold Rush was the Las Vegas of the 19th century. The California Gold Rush blew the United States economy sky high and gave America a very useful and attractive resource. The California Gold Rush started at John Sutters Mill in the beginning of 1848. The first gold, discovered in January, 1848. Now if Mrs. Wimmer California Gold Rush possesses a piece which has been found earlier than mine Mr. Marshall can tell, as it was probably received from him. I think Mr. Marshall could have hardly known himself, which was exactly the first little piece, among the whole. As soon as the first piece was discovered the word spread and many within the area joined. Within time many people came from many different places within and outside the United States. People came to California to escape poverty, become rich, to cover their debts, and to try to go into early retirement. Many Argonauts were left by their spouses for going to California and were criticized by many for not helping their family. From 1848 to 1852 Californias population grew from 14,000 to 223,856 . The spread of Gold Fever was extremely rapid due to the fact that the United States had just won the Mexican War. The press (media) also had a big part in the California Gold Rush because it made people believe that every single gold digger that came to California would become a millionaire in no time and with very little effort. The news spread outside of the United States and soon immigrants started coming from countries such as China, Chili, M...

SWOT Analysis Essay Example | Topics and Well Written Essays - 2000 words

SWOT Analysis - Essay Example Valley National Bank (VNB), as one of the leading regional banks, offers better opportunities for professionals in banking for building their career. In the context of opportunities available in Valley National Bank, there are diverse job opportunities such as Benefit Specialists, Branch Sales Manager, Consumer Loans Quality Analyst, Loan Review Manager, Secondary Marketing Manager and Senior Attorney. Valley National Bank presently employs over 56 staff members in a variety of positions. The bank also provides salaries and package benefits to permanent employees. It can also be observed that Valley National Bank provides certain permanent and wide ranging employment positions. Valley National Bank is considered as one of the recognized leaders in financial services due to its outstanding performances, enhanced customer services and diversified products. The bank offers wide ranging products having an asset of over US$16 billion and 211 branches along with a diverse set of customers. There are different benefits offered by the bank in the sector of health and welfare. Moreover, Valley National Bank provides high priority on customer offering services through commercial and wealth management (CareerBuilder, LLC, â€Å"Overview†). ... An association with the bank in a wide range of functionalities and positions would help an individual to growth his/her future by a considerable extent (CareerBuilder LLC, â€Å"Overview†) With these considerations, the paper intends to prepare a SWOT analysis of the organization and comprehend the prevailing employment opportunities for an individual within the premises. SWOT ANALYSIS OF VALLEY NATIONAL BANK Valley National Bank is an association of banking that has been chartered in 1927, within the laws incorporated in the United States. It is headquartered in New Jersey. The bank is operating in around 198 full service offices all over central and northern along with central part of New Jersey and city of New York in Brooklyn, Manhattan and Queens. The bank facilitates a variety of commercial, retail and wealth management services. Other services that are offered by the bank are internet banking, telephones, automatic teller machines facilities of safe and night deposits, letter of credit, foreign exchange and foreign banking account maintenance. The bank provides various affluent services to the customers for 24 hours in a day and for 7 days in a week (Form 10-K, â€Å"Business†) With regard to strengths of the organization i.e. Valley National Bank, it can be stated that the staff and managers in the organization are skillful and the operational activities are handled according to the guidelines of the organization. The managerial skills that are persuaded by management facilitate in maintaining efficiency in the activities performed in the bank. Moreover, it can be observed that the employees who are employed in the bank possess a great learning experience as valuable

Human motivation Research Paper Example | Topics and Well Written Essays - 4000 words

Human motivation - Research Paper Example The behavioral scientists have mainly confirmed that raised productivity is a task of the level of human wellbeing. This notion surpasses awareness being focused on instruments only since at the core of the company and its complete structure, the employees enabled with proficiency, knowledge, mind-sets and intellect is the most important their nature in factor grouping of capital generation and creation procedure. Companies, regardless of their nature, always target at attaining their commercial objectives, or else, the endurance of such venture will be more of a delusion and not a reality such extremely significant. The achievement of any company is mostly calculated by the level of its productivity. Even though, this can be considered autonomous on the mind-set as well as self-esteem of the personnel in form of their level of job dedication. No corporation can consequently afford to overlook any of the factors that may contribute to the improving of the dedication levels of its emp loyees, which is motivation. During every productive activity, the fundamental components and factors incorporate property, funds, labor, and the capitalist (Bruce, 2002, p. 56). The laborers and the capitalists are human and as such extremely significant within any productive venture. They make use of the other aspects for the understanding for the objective of the venture. It can then be adduced that human beings have a very significant position within any system and especially in organizations.... Companies, regardless of their nature, always target at attaining their commercial objectives, or else, the endurance of such venture will be more of a delusion and not a reality. The achievement of any company is mostly calculated by the level of its productivity. Even though, this can be considered autonomous on the mind-set as well as self-esteem of the personnel in form of their level of job dedication. No corporation can consequently afford to overlook any of the factors that may contribute to the improving of the dedication levels of its employees, which is motivation. During every productive activity, the fundamental components and factors incorporate property, funds, labor, and the capitalist (Bruce, 2002, p. 56). The laborers and the capitalists are human and as such extremely significant within any productive venture. They make use of the other aspects for the understanding for the objective of the venture. It can then be adduced that human beings have a very significant po sition within any system and especially in organizations. Therefore, they should be considered with a high concern so that they can chip in successfully and competently throughout productive activities. Effect of Motivational Theories A simple meaning of motivation is what makes individuals put actual effort as well as energy into what they perform. One may anticipate the motivational theories to be the ideal place to search for a normally agreed upon meaning. However, the field of motivation is described by a large quantity of various theoretical frameworks and models that make it tricky, if not impractical, to recognize similarities and differences

Stop gambling Essay Example for Free

Stop gambling Essay Today, I’m going to talk about gambling. Nowadays, gambling becomes a entertainment in our life. Some people go there just for fun, but most people go there for money, they think they can make money by gambling. As we known, only very few people can make money from gambling, the winner always not belong to gamblers, so the problem comes out. Most people with gambling problems say they lost control over how much time and money they spend on gambling. Meanwhile, they ignored other responsibilities. They knew they had problems, but only gambling seemed important. Many people who gamble overly have mixed feelings about gambling. They know they are causing problems for the people they love. They may become anxious and unhappy, and often hate themselves. They feel they can’t give up on all the time, money and emotion they have put into gambling. They can’t accept that they will never win the money back what they have lost. Some people still believe their system will pay off, their luck will change or they are due to win. Others believe continue to gamble is the only way to get the money back. Eventually they will lose their money, family, even life. Also, it will make some serious consequences, like suicide, crime, and destructive behaviors. Other people promise to quit, but it is not easy. If they quit now, they will feel like a loser. They will have to face all the problems that gambling has caused. But, only to stop gambling can help them to start a new life. So here are some solutions to help people to quit the gambling. 1 Make a decision on a given day when you wake up that you will not gamble. Decide that for this one day you will not gamble. If you have to do it an hour at a time, it is okay. Sometimes you may have to do it in a minute at a time. it is okay, as you promise yourself in a given moment that you will not gamble. Schedule your day in a very structured way so you do not have a lot of free time. This can really help a lot, as you will have no time to gamble. 2. Find something at that time to replace your gambling. One of the way to quit gambling is to be able to find healthy replacements that will substitute for your gambling activities. Exercise, go shopping, go out with friends, or do some cooking. You can also watch a movie, or listen to some soft music or do some reading and so on. Anything, and I mean anything not go back to gamble. Your goal is to stop gambling, or begin to reduce gambling frequency. 3. Remember the feeling when you leave the casino or lost a lot of money on a bet. Think about how bad it feels when you lose a lot of money. Remember that feeling, and allow yourself to feel that feeling when you are gambling again. Sometimes these feelings can exactly imitate how you feel after a gambling. This can really stop you from going out and placing a bet. So my conclusion is gambling as a entertainment is ok for people, but if you addict to it, eventually you will get hurt. So before gambling, please ask yourself, how you going to be responsible of yourself, your family, and your future.

Hackers- Who Are They? And What Do They Do? Essay -- essays research pa

Computer Hackers Outline Thesis : Contrary to popular belief, not only do you not have to be smart to be a hacker, you do not even need to know much about computers. I. Hacking today A. More like exploration in the 60's and 70's B. Cannot call themselves hackers II. Different Types of hackers A. A hacker defined B. A cracker defined C. A phreaker defined III. You do not have to be intelligent A. Not like you have seen on television B. Programs used are highly accessible on the Internet C. Some start out with trial and error VIII. Online Legalities A. Unauthorized access to, or use of a computer B. Alteration or destruction of data without authorization C. Theft of computer services D. Computer fraud (using a computer to commit other crimes) E. Denial of access to a computer F. Unauthorized possession of passwords __________________________________ Hackers Many of the people in our society today often think that computer hackers are very smart individuals, who have special talents and abilities enabling them to crack passwords, enter mainframes, send viruses, and crash computer systems. Contrary to popular belief, not only do you not have to be smart to be a hacker, you do not even need to know much about computers. Modern day hacking usually ends in destruction of other peoples property, or changing important private information. Also, as stated by a 42-year-old security agent in San Francisco, â€Å" ‘Hacking in the 1960s and 1970s was a little more like gentlemanly exploring than it was taking things from people† ’(Weise). These days hackers cannot call themselves hackers without the threat of being called a â€Å"hacker wanna-be† or a â€Å"script kiddie.† A â€Å"hacker wanna-be† is the same thing as script kiddie, but is another slang term for a person who uses guess-work and programs that he did not write (Weise). Although, most people think of a hacker as someone who breaks into computers and sends viruses, there are several different types of hackers, broken up into three different groups. The first type of hacker is the hacker himself. The defination of a hacker is : â€Å"[hack$dr (hà £k=dr)] One who enjoys the intellectual challenge of creatively overcoming or circumventing limitations† (Dict... ...ere are actually very strict guidelines on the Internet of what you can and cannot do.The Book of Online Law states that it is illegal for you to have "unauthorized access to, or use of a computer, alteration or destruction of data without authorization, theft of computer services, computer fraud (using a computer to commit other crimes), denial of an others access to a computer " (Smedinghoff). Hacking is starting a program that grants you access to things you normally would not be able to do, or access. You do not have to be smart to be a hacker. Anyone can get hacker tools and programs just by looking for them, downloading them, and then putting them to use. Modern day hacking is not how you see it on television. It is a simple process which any one can do using one of many programs that are available online. There are several different types of hackers. They each depend on what type of hacking is being done. There is one last thing for you to be aware of, now that you know how easy it is to be a hacker. You have to be careful of all the many Internet legalities. You can get in serious trouble and not know you were doing anything wrong until it is too late.

Literature as a Medium Which Conveys the Culture of the Target Language Essay

The purpose of this paper is to familiarize foreign language instructors with the effectiveness of using literature as a mean of bridging the cultural gap between students and the target language. It will also discuss how teaching literature can help students become more effective communicators in the target language and at the same time making them appreciate other cultures different from their own. This may lead to say that, one of the major functions of teaching literature in a foreign language classroom is to serve as a medium to transmit the culture of the target language of the people who speak the language in which it is written. Therefore, literary texts can offer to the students a colorful world that reflects the culture of the language community. As readers; students get engaged within these texts, they come to understand how the characters in such literary works experience life and how they speak and behave in different settings. However , the study of literature can be considered as a method in which students can dive into the cultural experience of the language throughout the imagery and metaphors mentioned in a given text, as Gray points out: â€Å" Students learn to see a world through another’s eye,observing human values , different kind of living and discovering that others live very different societies. they will understand and become broadly aware of the social,political,historical,cultural events happening in a given society. . The role of literature in language teaching Literature, when defined as a subject of study, is an activity that involves and uses language (O’Sullivan, 1991). Ganakumaran et al (2003) stated that it is also referred to as the big â€Å"L† that focuses on the literariness of a text. It is an example of language in use and a context for language use. Literature is seen as a medium in which students’ appreciation of different system language organizat ion can be developed. Therfore, studying literature, on the whole, may not be considered as a reaction but rather as an interaction between the reader , the writer and their cultures. From an other parameter ,the teaching of literature in foreign language classrooms is essential and can be used as a perfect instrument to stimulate and speed up the teaching and learning process Carter and Long (1991). In other words, literature contributes in helping the students to explore knowledge ,promote their literacy development and fosters their language proficiency. Also, literature may provide effective, attitudinal and experiential factors which will motivate students to read McKay (1982). As a matter of fact, Obeidat (1997) said that literature has much to offer than language would normally do, since it has greater freedom and since it acknowledges no linguistic barriers which could refrain our ability to use language. Therefore, it is undeniable that literature helps to improve students’ command of language and the ability to use it freely, not solely as a linguistic, but as a cultural, intellectual, social and psychological medium of expression. In terms of using literature to teach language, Brumfit and Carter (1986) asserted that literary texts not only can grip the reader’s imagination more strongly but they can also be promoted for the examination of language at work. Littlewood (2005) also observed that although such texts were predominantly valuable for developing reading skills, it could be exploited for purposes such as explaining grammar teaching and indicating various types of language usage. Since literary texts contain language intended for native speakers, literature stands as a model for language learners to become familiar with different forms and conventions (Collie and Slater, 1991). Containing real examples of grammatical structures and vocabulary items, the literary texts raise learners’ awareness of the range of the target language and advance their competence in all language skills (Povey, 1967). Second, using literature in language teaching has the advantage of providing cultural information about the target language. Literary texts increase foreign language learners’ insight into the country and the people whose language is being learnt (Collie and Slater, 1991), which fosters learners’ ability to interpret discourse in different social and cultural target language contexts (Savvidou, 2004). . Literature as an instruments that stimulates the knowledge of the culture Teaching literature stimulates the imagination of the students and develops their critical abilities by getting them involved in interpreting the different symbols and meanings found in the text. They become more productive and adventurous when they perceive the richness and diversity of the language. Therefore, it is vital if educators create a harmonious literary atmosphere ,they may enable their students to immerse themselves in the story by turning the classroom into a cultural island where students interact with the text, share different viewpoints about the settings, the style, the language. Researchers have recognized that the benefits of using literature in three core areas: First , literature is beneficial to language development( John and Louis, 1987; Morgan, 1998; Myonghee, 2004;Sage,1987); second, literature enhances the knowledge of ulture and society which is too complicated to be captured by any single piece of expository writing; Third, literature fosters critical thinking by offering readers multiple perspectives especially in books with issues such as immigration, cultural differences, social upheavals (Edmondson 1995/6). John Lye (2003) believed that literature captures the complexities of the human situation, illustrating (dramatically, imaginatively, compellin gly) the grounds and the meanings of values, and the nuances of our experiences. It also allows us imaginatively to inhabit the lives, the experiences, the meanings of others. Lye(2003) added that literature challenges the sentimentalization of values, and those distortions of values which serve the ends of the powerful, the opportunistic, and those who want only to serve their own desires ,from an other parameter, literature explores and reflects conflicts in the culture itself, conflicts in the values and ideas of the culture, the conflict of social groups (ethnic, racial, class, gender, religious and so forth), in addition to that ,it offers a sense of identity and community, by establishing and founding narratives which capture the ‘essence’ of what typifies the culture or community, or by dramatizing those particular stories and images which give the culture a sense of common meaning and purpose. 4.  Applying literature and culture in language teaching classroom When it comes to learning a new language there can be no substitute for actually living in a country where this language is spoken. Besides, teaching literature does not mean ,limit students to take a passive role but to stimulate students to be engaged proactively within the target language. However, foreign language teachers can provide literary texts best by turning their literature classes into a community where students can engage themselves actively with the culture and the language they are studying and where the emphasis in class could be on ‘cultural experience rather than cultural awareness. As Duff and Maley point out, â€Å"literature offers universal themes which are relevant to students’ own experience,it is also a mirror that reflects and heightens each learner’s perception of the social world. Thus, literary texts are opened to multiple interpretations and interactions†. Students cannot remain passive if they are to interpret and understand what they are reading. They are placed â€Å"in an active interactional role in working with and making sense of the target language guided by the teacher, they have to actively participate and interact with each other. Literature and culture in foreign language teaching can provide linguistic and artistic elements and perspectives to students.  Through literature as well as culture, students could have the opportunity to establish a connection with the target language and realize that their own personal, social,cultural and historical contexts have been influenced by a foreign language and a foreign culture and how, in a symbiotic process, this other culture has been nourished. Culture, on the other hand, offers an interdisciplinary field that includes artistic discourses, social conventions, and reflexive impacts. It opens the door for students to increase their knowledge of the target culture as they can contemplate and critically comment on people’s way of life, values, attitudes, and beliefs, and regard how these elements can have an impact in linguistic categories and forms. Indeed,language found a soulmate in literature, and they are inserted in culture.

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