Bits of Mystery DNA Article Example | Topics and Well Written Essays - 750 words

Bits of Mystery DNA - Article Example (Kolata) What is also critical to understand that this article has actually focused on the findings which were earlier termed as junk? Scientists have discarded these findings and apparently reduce their role in offering any new insights. However, different research findings indicated in this article has put the onus back on scientists to actually re-evaluate their own opinions and embark on new research. The article has also discussed the 3 dimensional structure of DNA and how this new discovery can actually pose new challenges for scientists to properly encode and decode those DNAs to achieve the health related benefits. This paper will discuss the new research which has been discussed in this article and will specifically focus on discussing dark matter as well as the 3-D structure of DNA. Besides, this paper will also discuss the impact this new research on DNA might have on overall health related outcomes. Biological dark matter actually hints at the fourth domain of the life i.e. bacetria, archea and eukaryotes the other three. It has been now accepted throughout the academic field that most of the genetic material in different parts of the body is the dark matter with relatively no explanation of what it actually is. Historically DNA Dark Matter has been termed as junk DNA because it was not coded for protein and researchers typically knew little about this dark matter. This junk or dark matter resides in millions of switches that is possessed by the smaller bits of DNA. However, new research clearly now indicates that these smaller switches or the dark matter as it is called can play decisive role in determining how different organs and tissues work and how two persons with identical genetic make-up can catch different diseases. DNA is a double Helix and unwinding of the same would actually result into two different strands and both of them are parallel in

Racial Formation Categories Essay Example for Free

Racial Formation Categories Essay Answer the following questions in 150 to 350 words each: Throughout most of U.S. history in most locations, what race has been the majority? What is the common ancestral background of most members of this group? The white race has been the majority race in most locations throughout history in the United States. It is still the majority race in this country today. Most members of this group share German ancestry. The second is Irish and the third is English. This makes sense to me because it seems like most of the time when you ask what country someones ancestors came from they usually say German, Irish, or both. At least for me those are the answers I have got the most from people. Some regions of the United States have higher Italian American populations such as the North Eastern region. As far as I know, I am 100% English. What are some of the larger racial minorities in U.S. history? What have been the common ancestral backgrounds of each of these groups? When did each become a significant or notable minority group? In what ways have laws been used to enforce discrimination? Provide examples. These laws were intended against which racial minorities? In what ways have laws been used to eliminate discrimination? Provide examples. Did the laws work to eliminate discrimination?

Education In Britain During The 18th Century :: essays research papers

Education in Britain during the Eighteenth Century   Ã‚  Ã‚  Ã‚  Ã‚  In Britain now a days every child must go to school to further their education. However, it was not like that in the eighteenth century. The less fortunate were not as educated because they could not afford to have their children go to school. Girls had less of a chance to go to school than boys. But as the eighteenth century went on different types of schools were established for children, adolescents, and adults.   Ã‚  Ã‚  Ã‚  Ã‚  One type of these new schools were Charity schools. Charity schools were established in the beginning of the century. These schools were for boys and girls of the working lower class, The main idea was to teach these children religion, and how to read and write. The children were also taught thing that would benefit them as a social class; such as cobbling shoes, carpentry, and straw plaiting. On occasions the crafts that the children made were sold to help the school. By 1740 there were close to 2000 charity schools in england1.   Ã‚  Ã‚  Ã‚  Ã‚  In the summer Children would go to school from five or six in the morning to eight or nine at night. In the winter the day went from six or seven in the morning until seven or eight at night. Children did not have to go to school if they did not wish to. It was hard to get children from the countries to go to school due to the fact that their parents wanted them to stay at home in the fields helping to pay for their family income.   Ã‚  Ã‚  Ã‚  Ã‚  Around 1780 Sunday schools came around. Like Charity schools they taught religion. They started because many people believed that even overworked children deserved to get an education2.   Ã‚  Ã‚  Ã‚  Ã‚  Another type of school that was established were the private schools. Private and â€Å"dissenting academies† existed for those who were excluded other schools3 due to their religious beliefs. Britain created a modern educational system that taught mainly commercial subjects for the boys; such as surveying, and European languages.   Ã‚  Ã‚  Ã‚  Ã‚  Schools advertised and competed wish each other for students to come to their school. Schools would try and appear better by having plays and musical nights. Some schools even offered Military education. However, competitive sports did not exist in the eighteenth century.   Ã‚  Ã‚  Ã‚  Ã‚  Around 1759 girls could finally go to school with the boys. However, their education was not thought to be important. Education In Britain During The 18th Century :: essays research papers Education in Britain during the Eighteenth Century   Ã‚  Ã‚  Ã‚  Ã‚  In Britain now a days every child must go to school to further their education. However, it was not like that in the eighteenth century. The less fortunate were not as educated because they could not afford to have their children go to school. Girls had less of a chance to go to school than boys. But as the eighteenth century went on different types of schools were established for children, adolescents, and adults.   Ã‚  Ã‚  Ã‚  Ã‚  One type of these new schools were Charity schools. Charity schools were established in the beginning of the century. These schools were for boys and girls of the working lower class, The main idea was to teach these children religion, and how to read and write. The children were also taught thing that would benefit them as a social class; such as cobbling shoes, carpentry, and straw plaiting. On occasions the crafts that the children made were sold to help the school. By 1740 there were close to 2000 charity schools in england1.   Ã‚  Ã‚  Ã‚  Ã‚  In the summer Children would go to school from five or six in the morning to eight or nine at night. In the winter the day went from six or seven in the morning until seven or eight at night. Children did not have to go to school if they did not wish to. It was hard to get children from the countries to go to school due to the fact that their parents wanted them to stay at home in the fields helping to pay for their family income.   Ã‚  Ã‚  Ã‚  Ã‚  Around 1780 Sunday schools came around. Like Charity schools they taught religion. They started because many people believed that even overworked children deserved to get an education2.   Ã‚  Ã‚  Ã‚  Ã‚  Another type of school that was established were the private schools. Private and â€Å"dissenting academies† existed for those who were excluded other schools3 due to their religious beliefs. Britain created a modern educational system that taught mainly commercial subjects for the boys; such as surveying, and European languages.   Ã‚  Ã‚  Ã‚  Ã‚  Schools advertised and competed wish each other for students to come to their school. Schools would try and appear better by having plays and musical nights. Some schools even offered Military education. However, competitive sports did not exist in the eighteenth century.   Ã‚  Ã‚  Ã‚  Ã‚  Around 1759 girls could finally go to school with the boys. However, their education was not thought to be important.

I Have A Dream Speech Essay

Throughout the speech, King frequently appeals to pathos, but he uses all three of the Aristotelian appeals effectively. He uses appeal to pathos to let his audience realize what type of condition the African Americans are in. He uses another appeal to logos to persuade the African Americans to take actions and also to use it for transitions. He also uses appeal to ethos to keep the readers and the audiences to be interested. According to King’s speech, he stated, â€Å"But one hundred years later, the Negro still sadly crippled by the manacles of segregation and the chains of discrimination†¦.And so we’ve come here today to dramatize a shameful condition.† This quote means that after one hundred years free from being slaved, African Americans were still not free through discrimination and segregation. That’s why hundreds of thousands of African Americans came at the Lincoln’s Memorial to dramatize these conditions. King uses anaphora on this quote to emphasize the repetition of the phrase at the beginning of the consecutive sentences to let the reader or the audience know what happened after ‘one hundred years.’In paragraph one to six, the purpose of this section was to introduce the information to the audience about what they needed to know. According to King’s speech, he stated, â€Å"†¦a great American†¦signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves†¦.. But one hundred years later, the Negro still is not free†¦. We’ve come here to dramatize a shameful condition†¦. In a sense we’ve come to our nation’s capital to cash a bad check†¦.., that has come back marked as â€Å"insufficient funds†. But we refuse to believe that the bank of justice is bankrupt.† This quote means that the Emancipation Proclamation was the greatest hope for all African Americans to be free. But after one hundred years, they were given a ‘bad check’ because they were facing through many discriminations and segregations. In the second section, the purpose of it was to inform the African Americans what actions they should take and the avoidance in order to gain freedom. In the text, it says, â€Å"Let us not seek satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct struggle on the high plane of dignity and discipline.† This quote means that the African Americans should not take actions with hatred and bitterness. Instead they should have dignity and discipline to gain freedom. In the third section, the purpose of this section was to describe  the changes and call to action. According in the speech, King stated, â€Å" I have a dream that one day even the state of Mississippi and other parts of the world that suffered through inequality and oppression, will change into freedom and injustice. King uses the writing framework because his speech has a beginning – an introduction, a middle – theme, opposition, and change, and an end – call to action.

Emily Carr Research Essay

Emily was accepted by the Group of Seven, and by far is British Columbians favorite artist. Emily Carr was a rave girl who strode to be different and was not afraid to show off her unique style of art. Her interest and talent for art was recognized when she was still just a small girl. Emily was born on December 13, 1871 , in what was then, the small provincial town of Victoria, BC. She was the second youngest in her family Out Of the six children. Both Of her parents, Richard and Emily, were English; therefore, English manners and values were followed in Scars family.Emily had a pretty good relationship with her family during her childhood. Her mother although was almost always sick, and that left her eldest sister [Edith] to raise and discipline the younger children along with Email's father 1. All in all, Emily respected and loved her siblings, which is clearly demonstrated in her writing in â€Å"The Book of Small. † â€Å"My sister Alice was two years older than I and kn ew a lot. Leslie was two years older than Alice and thought she knew it all. My big sister did know everything. † 2 1- Maria Tippet, Emily Carr: A Biography, peg. 2- Emily Carr, The Book of small Emily began art lessons while she was still in school, receiving instructions from some resident artists of Victoria. While still a teenager her parents passed away, and finances became tight. Art was really the only thing that separated her from her sisters who couldn't understand her work or desire to pursue It in spite of their financial problems. Out of all her sisters, Emily was the only one who took art seriously. Carr didn't find school to be of any appeal to her, and she didn't want to follow in her sisters' footsteps.So at age 17, after getting permission from her legal guardian Edith, she attended the San Francisco Art School. San Francisco turned out to be just the start of Car's journey. Although it med like she learned a lot, Emily still wanted more. â€Å"l had not lear ned very much, not half what I had intended to absorb once I got into the Old country. † 3 After spending more than three years in San Francisco, Carr returned to Victoria. For six years Emily taught art to children in Victoria, while saving up enough money for her to travel to England and continue her studies.This wasn't the only thing that Emily did over those couple of years. Carr had a fascination with Indians from childhood, and it grew with her as Emily matured into a woman. After returning from San Francisco, and spending mom time in Victoria, Emily set off for a real life adventure in Clientele to spend some time living with Natives on their reserve. 4 The native people accepted her easily in their homes and lives, and she developed a special relationship with them. Emily preferred to live a different lifestyle than most Victorians; she was more interested in learning the indigenous way of life.She often traveled by boat, and spent nights alone, sleeping in a tent. As she deepened herself in the native spirituality and grew stronger relationships with the Clutter people, they named her Kale Wick, The Laughing One. Maria Tippet, Emily Carr: A Biography, peg. 63-4 4 – Maria Tippet, Emily Carr: A Biography, peg. 30-31 After a few years Carr took her savings and finally continued her formal studies in England at the Westminster School of Art, and also in private studios of a number of British watercolors. Later she traveled to France, which turned out to be more inspiring for her.Finding Paris too stressful for her, she chose to tramp through the French countryside. Staying in small towns and villages she painted, and this is where her art journey started to take on a more Post-Impressionist style. In the small town of Creche-en-Erie and later on in SST. Flame, Carr studied under Philae Gibbs. It was from him that she finally found her true art passion, learning to translate the landscape from a realistic impression to a new, abstract realizat ion, influenced by the Fauves and Cubists, then in vogue in Paris. 5 Although Carr learned a lot in France, she did not feel that she wanted to stay there for long.She was not respected by many, and she struggled to communicate with most French people, especially men. Most importantly, Emily felt homesick in this foreign land. So after spending about 14 months in France she returned to Victoria in 191 1. As it turned out, Car's art wasn't appreciated in the more traditional, strait-laced artistic world of Victoria and Vancouver. In the summer of 191 2, Carr created a great amount of watercolors paintings using her new French style. Her work didn't sell well, and she received lots of negative criticism.After that Carr almost gave up art, but her spirit changed as did her luck when an ethnologist bought two of her paintings. That same ethnologist came back 12 years later to show Email's painting to the director of the National Gallery n Ottawa. 1927 was the official year that everythi ng changed for Emily; it was the year that she traveled to Ottawa to attend the December opening of the Canadian West Coast Art show at the National Gallery. There she met the members of the Group of Seven. Even before Emily arrived, she could already feel that she was heading towards some sort of destiny.The trip did become a huge event for Carr that spun her whole life around. The painting that the 5 – http://BMW. Besmirches. Gob. BC. Ca/exhibits/teammate/gallery 1 Frames/ Carr. HTML Group of Seven presented to her caused a great impression on her. Words weren't necessary; the sight was enough to change Car's whole view on what she needed to do, and even on what she could do. That night in her diary Emily Carr confidently wrote: â€Å"Oh, God, what have seen? Where have I been? Something has spoken to the very soul of me, wonderful, mighty, not of this world. The lingering memory of Harris' art was still â€Å"surging through my whole being the wonder of it alarm like a g reat river rushing on, dark and turbulent, and rushing and irresistible, and carrying me away on its wild swirl like a helpless little bundle of recharge:† 6 Lawyer Harris later approached Carr and declared to her â€Å"You are one Of us,† welcoming her into the ranks of Canada's leading modernists despite her own self-deprecating attitude. 7 With that statement Emily Carr got associated with the group of seven. After this successful trip Carr returned to Victoria where the most fertile period of her career as an artist began. Until 1931 , she generally used aboriginal themes in her paintings. Then, taking Harris' advice, she stopped focusing so much on native art, and began to focus more on what her inner elf wanted to create. With that, her love of trees, forests and the nature of coastal skies was transferred onto her paintings. The last ten years of Email's life were her most successful as an artist. Although life started to be good to Emily, those ten years were th e ones where Carr started to experience major health problems. Still Emily didn't lose spirit, and as she worked she could finally feel that she was satisfied with her paintings.She could see clearly the main purpose of her life, and so those ten last years became the happiest for her. – Susan Cream, The Laughing One: A Journey to Emily Carr 7 – http://rust. Ca/history/Carr. HTML In 1 937 Carr experienced her first angina attack. Her doctor restricted her painting activities, and so she focused more on her writing. The following year though, Emily life showered her with happiness when her first solo exhibition took place at the Vancouver Art Gallery. In 1939 Car's health took another blow when she suffered a serious heart attack.That same year, Air Dilators, who was a teacher, editor, and conductor, agreed to edit Emily Car's stories for publication. The year later after her heart attack Carr moved in with her sister Alice, right behind their old family home. Emily Sca rs first book â€Å"Kale Wick† was finally published in 1941. It was met with great success and won the Governor General's Award for Non-fiction. Shortly after ‘The Book of Small† was published, and Emily went on her last sketching trip. During the last few years of her life, Emily felt weak, tired out, and feeble. Her poor health conditions restricted her from painting very much, but she still wrote books.Recognition of her work grew steadily as her paintings were Ewing exhibited in London, Paris, Washington, Amsterdam, and as well as in major Canadian cities. In 1 943 there was a major exhibition of her art in the Art Gallery of Toronto. Her books kept on being published one after another. Emily Carr passed away on March 2, 1945 in Victoria, shortly before she was to be awarded an honorary doctorate by the university of British Columbia. She died at peace with herself, happy to have achieved her dreams as an artist. More importantly for her was that she died hav ing discovered her true self and her main purpose in life.