Impact of Cytosine Methylation on DNA-Free-Samples for Students

Question: Discuss about the Impact of Cytosine Methylation on DNA. Answer: Translating a sentence In the sentence In addition, mCpG dinucleotides can be recognized by a specific class of proteins, the methyl-CpG domainbinding proteins, some of which can recruit histone deacetylases and are thought to promote local chromatin condensation (Yin et al. 2017), the authors is explaining the indirect effects of DNA methylation on transcription. Certain proteins such as methyl-CpG domainbinding proteins behave as structural protein and recognize and bind to mCpG dinucleotides, which in turn recruit different histone deacetylases and cause chromatin condensation and finally suppressing gene transcription. Aim of the paper The aim of the paper Impact of cytosine methylation on DNA binding specificities of human transcription factors (Yin et al. 2017) is to examine the mechanism by which methylation of the cytosine affect the binding of transcription factors to the DNA. CpG methylation has both direct and indirect effects on the transcription. The methylation of cytosine causes change in the structure of the DNA, which in turn can prevent the binding of many transcriptional factors to their recognition motifs (Schbeler 2015). This paper analyses the binding of different transcription factors to their DNA sequences. It is a systematic analysis of all the different possible DNA sequences where the transcription factors can bind and hence determining its effect on gene expression. Annotating a figure Source: Yin et al. (2017) In the left panel of the above figure, the author is systematically analysing the affinity of different fragment of transcription factors towards CpG methylation with the help of SELEX technique sensitive to methylation. Different colours are used to indicate different fractions. The mechanism is explained with the help of HOXB13gene as shown in the right panel. It explains the structure of the HOXB13gene and its affinity towards CpG methylation. Predicting conclusion From the introduction of the paper, it is possible to deduce what the author is trying to conclude. This provides a clear idea to the reader of the work of the author. As given in the introduction, one can understand that the author is analysing the effect of the methylation of cytosine on the binding of transcription factors to DNA. However, it is not possible to deduce whether such methylation process has positive or negative effects on the DNA. Hence, it helps to capture the interest of the reader till the last page of the article (Cremers and Mauw 2012). Designing an experiment In the present paper, the author has explained the effect of cytosine methylation on the binding of transcription factors. CpG methylation is widely observed in prokaryotes and eukaryotes (Capuano et al. 2014). However, the effect of methylation on other nucleotide bases is still unknown. I will employ the same methods such as bisulphite sequencing and SELEX method as used by the author to determine the methylation status on other nucleotides and its effects. The comparison of the result obtained by the author with the result of my experiment will help to understand the reason behind the affinity of methylation towards 5' position of cytosine. References Capuano, F., Mu?lleder, M., Kok, R., Blom, H.J. and Ralser, M., 2014. Cytosine DNA methylation is found in Drosophila melanogaster but absent in Saccharomyces cerevisiae, Schizosaccharomyces pombe, and other yeast species.Analytical chemistry,86(8), pp.3697-3702. Cremers, C. and Mauw, S., (2012). Introduction, inOperational Semantics and Verification of Security Protocols, Springer, Berlin Heidelberg, 1-7. Schbeler, D., 2015. Function and information content of DNA methylation.Nature,517(7534), p.321. Yin, Y., Morgunova, E., Jolma, A., Kaasinen, E., Sahu, B., Khund-Sayeed, S., Das, P.K., Kivioja, T., Dave, K., Zhong, F. and Nitta, K.R., (2017). Impact of cytosine methylation on DNA binding specificities of human transcription factors.Science,356(6337): p.eaaj2239.

Thomas Stearns Eliot Essays (215 words) - T. S. Eliot,

Thomas Stearns Eliot T.S. Eliot was born in 1888 in St. Louis, MO. He is described as one of the most distinguished literary figures of the 20th centurey. Eliot studied at Harvard, the Sorbonne, and Oxford. In 1914 he established residence in London. After working as a teacher and a bank clerk, he began a publishing career; he was assistant editor of the Egoist (1917-1919) and edited his own quarterly, the Criterion (1922-1939). In 1925 he was employed by the publishing house of Faber and Faber, eventually becoming one of its directors. His first marriage, to Vivien Haigh-Wood was troubled and ended with their separation. His early poetical works-Prufrock and Other Observations (1917), Poems (1920), and The Waste Land (1922)-express the anguish of modern life and the isolation of the individual, particularly as reflected in the failure of love. The Waste Land compelled imediate critical attention. In his later poetry, notably Ash Wednesday (1930) and the Four Quartets (1935-1942), Eliot turned from spiritual desolation to hope for human salvation. He became Anglo-Catholic in 1927. Eliots plays include Murder in the Cathedral (1935), The Family Reunion (1939), The Cocktail Party (1950), The Confidential Clerk (1954) and The Elder Statesman (1959). His complet poems and plays appeared in 1969 and his letters in 1988. Thomas Stearns Eliot died in 1965 in London. Biographies

Sexual-Orientation Discrimination essays

Sexual-Orientation Discrimination essays Most workplaces have written business policies that are discussed frequently and openly and are expected to be followed. But unfortunately with this specific issue that is not always the case. A workplace issue can only be an issue if there are rules and regulations specifically stating the difference between right and wrong pertaining directly to the issue. When it comes to discrimination due to sexual orientation most states have yet to pass laws making it illegal to not-hire or to fire on the basis of sexual preference. Even when a company has a clear policy on sexual orientation discrimination, in most cases it seems the rules are being broken unintentionally due to lack of education on the issue. One of the first steps that need to be taken is to change what is currently wrong in todays corporations policies. The Human Rights Campaign Foundation made an effort to take the first step in August of this year. They did what is called a Corporate Equality Index, which polls corporations on policies that affect their gay, lesbian, bisexual and transgender employees, consumers, and investors (Human Rights Campaign, 1). This poll is done to help the general public so they can better decide where to shop, work, and invest their money according to the companys policies. The results were based on whether companies had actual written policies on sexual orientation, offered health insurance to their employees same-sex partners and whether they decline to engage in activities that would undermine the goal of equal rights (Human Rights Campaign, 2). The most interesting part of this poll is the final criteria for the companies sore: whether or not they were willing to change their policies if they did not score well. It was amazing to find out that 92 % of the companies rated either did include these criteria in their companies policies or were willing to change accordi...

How to Cite a Book in AGLC Referencing

How to Cite a Book in AGLC Referencing How to Cite a Book in AGLC Referencing As a legal referencing system, AGLC has specific rules for citing cases and legislation. But what about other sources, like textbooks? These are known as secondary sources. And while you can cite them, the rules are a little different. Here, we look at how to cite a book with AGLC. Footnote References for a Book in AGLC AGLC indicates references using superscript numbers (e.g., 1, 2, 3) in the main text of your essay. These numbers point to a footnote, where you will need to provide full source information. To cite a book, for instance, you would need to include the following information in the first footnote: n. Author’s Name, Title of Book (Publisher, Edition, Year) Pinpoint. In the above, edition only applies if the book has more than one published version, while â€Å"pinpoint† refers to the specific page(s) cited. For instance: 1. Rory McJudge, Knowing the Law (NexusLexus, 2nd ed, 2014) 534. Here, we’ve included â€Å"2nd ed† to show that we’re citing the second edition. And the â€Å"534† at the end shows we’re citing page 534 of the source. If a source has four or more authors, meanwhile, simply name the first author followed by â€Å"et al† to indicate that other names have been excluded. Repeat Citations in AGLC To save duplicating information if you cite a source more than once, AGLC uses a shortened footnote format for repeat citations. The rules for this depend on whether you’re citing the same source twice in a row or returning to something after citing a different source: For consecutive citations of the same source (i.e., two or more citations in a row), use the Latin term â€Å"ibid,† which means â€Å"in the same place.† For non-consecutive citations, give the author’s surname and a bracketed cross reference to the first citation (e.g., â€Å"n 1† = first footnote). If you’re referring to a different part of the same text in either case, you should also give a new pinpoint reference. In practice, then, repeat citations of a source would look something like the following: 1. Rory McJudge, Knowing the Law (NexusLexus, 2nd ed, 2014) 534. 2. Ibid. 3. Navigation Act 2012 (Cth) s 14. 4. McJudge (n 1) 454. 5. Ibid, 243-244. Here, citations 2 and 5 are consecutive citations (i.e., they refer to the previously cited book). Citation 4, meanwhile, is a non-consecutive repeat citation of the book from footnote 1. If citing more than one source by the same author, moreover, you can use a shortened version of the title in non-consecutive citations to show which source you are citing. Books in an AGLC Bibliography As well as citing books in footnotes, AGLC requires you to add all sources to a bibliography at the end of your document. Books go in the first section (i.e., Articles, Books and Reports), listed alphabetically by author surname. The information you need to include here is similar to the first footnote, but with the author’s names inverted, no pinpoint reference, and no full stop: Surname, First Name/Initial, Title of Book (Publisher, Edition, Year) Thus, the bibliography entry for the book cited above would be: McJudge, Rory, Knowing the Law (NexusLexus, 2nd ed, 2014) If a source has more than one author, you should only reverse the names of the first person listed. And as with footnote references, sources with four or more authors should use â€Å"et al† after naming the first listed author to show that other contributors have been excluded. Hopefully, this post has cleared up the basics of citing a book in AGLC. If you need any help checking the referencing in a document, though, we can help.

Social networking and employee identities Essay

Social networking and employee identities - Essay Example For example, when used for recruitment purposes social networking sites may fail to meet all the necessary security requirements. In the workplace, where social networking is often used for promoting the communication between employees, similar security problems have appeared. The risks of social networking in regard to a particular security issue, the identity of its users, are explored in this paper. Reference is made, especially, to the identities of employees, as users of the social networking sites. The literature review related to this issue verifies the extensive use of social networking sites, as a tool of communication, in the workplace and the involvement of these sites in the hiring process. Also, the studies published in this field indicate the failures of social networking sites to offer to their users full protection of their identities. 2. Social Networking and Employee Identities Social networking sites are extensively used in the workplace. In the past, employees acc essed these sites just for entertainment reasons (Timm 2010). Today, social networking sites are officially used in the workplace for a variety of purposes: a) for improving the communication between employees in various organizational departments, b) for helping to the sharing of documents and other material between employees; the performance of e-mail in regard to such service can be low as problems in the central servers of the e-mail providers are common; c) for developing critical organizational activities; reference should be made, as examples, to the marketing and recruitment processes (Timm 2010). On the other hand, the benefits of social networking for organizations cannot be doubted. Indeed, social media can help businesses to improve their market image, to increase their customer base and to improve their communication with their customers (Society for Human Resource Management 2012). In addition, through social media employees are able to share their ideas and their conc erns in regard to the tasks assigned to them (Society for Human Resource Management 2012). However, in firms where employees use social media, the exposure of IT systems to various threats is quite high (Society for Human Resource Management 2012). The disadvantages of the use of social media, as related to the workplace could be described as follows: a) increased risk for ‘virus attacks and online scams’ (Society for Human Resource Management 2012), b) potential damages on organization’s reputation, a problem that usually results from the negative comments of employees in social networking sites (Society for Human Resource Management 2012) and c) decrease of employee performance; such problem exists in case that employees spend a lot of time ‘in updating their online profile’ (Society for Human Resource Management 2012). According to a survey published in 2011, currently a high percentage of employers, about 48.3% allow to their employees the use of social networking sites in work, even for non-business use (Fisher 2011, Figure 1, Appendices). It should be noted that a percentage of 25% of employers, a rather high percentage, prohibits any access to social media in work if the use is not made for covering business needs. On the other hand, a high percentage of employers, about 70.7% prefer to adjust the IT systems in the workplace so that the access to social networking

Strategic Management - BBC Essay Example | Topics and Well Written Essays - 3250 words

Strategic Management - BBC - Essay Example The corporation has indeed been trying hard to come up to the expectations by implementing changes from time to time. BBC provides a wide range of programs and services, including television, radio, webcasts, interactive applications with programmes serving, national, local, children’s, educational, language interests. SWOT Analysis Strengths ï‚ § BBC is on the broadcasting horizon since the days Radio was invented, i.e. it is the first corporation to make use of ‘Broadcasting’ technique. ï‚ § Even in today’s market driven dynamics, BBC has maintained a unique identity of serving the interests of public broadcasts over and above the interests of advertisers and stakeholders. ï‚ § It has a strong infrastructure with 10 TV channels, 10 radio channels and runs 33 radio language services around the world. ï‚ § The staff strength of around 27, 000. ï‚ § Since it was the first one having started the broadcasts, therefore the inherent advantage of being the first one off the block will remain always with BBC. ï‚ § It earns its operating finances from the licenses paid by the households. ï‚ § The corporation has the backing of the government. ï‚ § BBC Resources is one of the largest production facilities in the UK offering services which include studios, outside broadcasts, post production, design, costumes and wigs. ï‚ § BBC Training provides courses, tailored training and consultancy services to help individuals and companies working in broadcasting and related industries. ï‚ § BBC caters to a wide range of viewers across the globe with services like BBC America, BBC Canada, BBC Japan, BBC Food, BBC Kids (Canada), BBC Prime BBC World, Animal Planet, People+Arts, UKTV, UK.TV (Australia) The ability to do truthful introspection and admit its shortcomings. Weaknesses Functioning of the corporation is being criticized in the public domain for quite some time now. In the recent past, BBC has tried to incorporate too many changes with limited success. Many of the steps have invited sharp reactions from different quarters. Its share of viewership/ audiences is on a downslide for quite a while now. With the high percentage of repeat broadcasts it appears there is dearth of talent in the corporation. Though BBC is an autonomous broadcasting corporation, yet in the recent past it has been mired in controversies on account of its overtly pro-government stance particularly for handling the stories of Iraq war and West Bank stories. Differences between different departments within the corporation Its dependence on the License fee as the main source of financing the operations. Opportunities Onset of digital technology in the field of terrestrial as well as satellite broadcasting. In fact, BBC Radio pioneered the world's first national digital radio service in September 1995. Corporation sees the need for improving the role of governors, which will help the corporation in managing the affairs more impartially. New editorial policy makes the corporation to improve the quality of editorials and the news content. Large number of BBC fans all across the globe. The corporation can provide them with quality content and truthful analysis, to make way for increasing the number of listeners/ viewers. BBC's urge to come of the London centric mould by shifting some of its offices outside London. This will provide the corporation better and wider perspective. The web space provides a hunting ground for catering to almost all segments

Functionalism, Conflict, and Internationalism Essay Example for Free

Functionalism, Conflict, and Internationalism Essay The three theories I plan to discuss are Functionalism, Conflict, and Internationalism with education. The need for these theories is what actually makes the system in education work, with the teachers, parents, school boards and committees the institution of education continues to function. The first theory is Functionalism and is about the study by Lawrence Kohlberg. It has been forty-three years since Lawrence Kohlberg published his doctoral dissertation characterizing six stages of moral development and fourteen years since his death. During this period, much has been written that has discredited stage theory and the overarching use of justice as a first principle of moral development. Yet Kohlbergs evolving moral theory continues to be used as a theoretical basis for moral development research and to influence teacher education. While some educators have dismissed Kohlbergs approach as wooden and fossilized, it continues to be central to what teachers know about, and how they think about, moral development. 2] Indeed, one author suggests that every psychology textbook published in the last quarter-century touches upon Kohlbergs work. [3] This consistent message, coupled with continued public talk about character development and moral education in schools, makes it likely that Kohlbergs stage theory continues to influence classroom practice, consciously and unconsciously, across the United States, Henry, (2001). By exposing the structural-functionalist roots of Kohlbergs theory, this essay raises concerns about the application of Kohlbergs ideas in the classroom. Fundamentally, Kohlberg focuses on individual development, a universal conception of justice, and universalizability do not translate well to the institutional-level application that he hoped his Just Community Schools would provide. What Kohlberg failed to realize was that a collection of individuals using a Functionalism, Conflict, and Interactionism in Education universal conception of justice in consistent ways across situations (morally mature individuals by Kohlbergs standards) did not necessarily create a moral community. In a moral community, the degree to which individuals have grown along a continuum of moral development should not be of greater importance than the ability of community members to work together to detect and solve moral problems. Henry, (2001) Foundational to the Just Community model was Kohlbergs belief that schools were important locations for the socialization of children into broader society. School was a childs first formal introduction into society at large. By going to school the child learns to fill the expected public roles of a member of his society (LKA, 21). Part of the power of schooling was the teaching of lessons necessary for successful life outside of school. In particular, Kohlberg stressed that students needed to gain an increased awareness of themselves in categorical terms. [7] In other words, he and his colleagues claimed that students needed to learn the categorical expectations to which they would be held publicly accountable and that school had an important function to play in teaching these lessons: [T]he child has to learn to be one among a crowd of peers in a classroom that is run by a relative impersonal authority figure who gives orders a power to wield praise and blame. What the child learns about how to handle the crowds, the praise, and the power will, from this point of view, give shape to her public morality: her conception of how one ought to act to get along and even prosper in the public domain (LKA, 21). Functionalism, Conflict, and Interactionism in Education These statements make it clear that Kohlberg saw schools as important locations for gradually imbuing children with the expectations they would meet as adults, Henry, (2001). While Kohlberg was focused on the individual the theory of functionalism doesn’t work. It works as a whole at a much larger level, the macro level, the institution of the schools. These system need function to run and for student to learn. With this in place there would dis-function children would not be able to learn and through the learning they learn how to enter into society and act accordingly in their roles into adulthood. The theory of Conflict in regards to education they are there, but one that comes to mind is the quality of the education that is given to students today. All the students are not looked at the same, if they come from a poor family or a minority family they are not thought of as equal in intelligence as the white middle to higher class of student. According to Conflict Theory, society is: A struggle for dominance among competing social groups (classes, genders, races, religions, etc. ). When conflict theorists look at society, they see the social domination of subordinate groups through the power, authority, and coercion of dominant groups. In the conflict view, the most powerful members of dominant groups create the rules for success and opportunity in society, often denying subordinate groups such success and opportunities; this ensures that the powerful continue to monopolize power, privilege, and authority. You should note that most conflict theorists oppose this sort of coercion and favor a more equal social order. Some support a complete socioeconomic revolution to socialism (Marx), while others are more reformist, or perhaps do not see all social inequalities stemming from the capitalist system Functionalism, Conflict, and Interactionism in Educational (they believe we could solve racial, gender, and class inequality without turning to socialism). However, many conflict theorists focus on capitalism as the source of social inequalities. The primary cause of social problems, according to the conflict perspective, is the exploitation and oppression of subordinate groups by dominants. Conflict theorists generally view oppression and inequality as wrong, whereas Structural-Functionalists may see it as necessary for the smooth running and integration of society. Structural-Functionalism and Conflict Theory therefore have different value orientations but can lead to similar insights about inequality (e. g. , they both believe that stereotypes and discrimination benefit dominant groups, but conflict theorists say this should end and most structural-functionalists believe it makes perfect sense that subordinates should be discriminated against, since it serves positive social ends). Conflict theory sees social change as rapid, continuous, and inevitable as groups seek to replace each other in the social hierarchy, McLeod, (2004). In contrast to Structural-Functionalists, who argue that the most talented individuals occupy the highest positions, conflict theorists argue that dominant groups monopolize positions of power, maintaining power from generation to generation and keeping subordinate groups out. Also in contrast to Structural-Functionalists, who argue that the most important positions in society are the best rewarded, conflict theorists argue that dominant groups get inordinate power to define which positions are socially rewarded. Highly-paid positions are not necessarily most important for society, they argue, but keep power in the hands of the privileged and powerful, McLeod, (2004). If conflict theory really see social change coming than that may mean the educators of this country may be starting to focus on the student and their intelligence instead of their financial status or race. Functionalism, Conflict, and Interactionism in Education The last theory Interactionism theory views society as the product of individuals interaction with each other. Through the process of socialization, people learn values, attitudes, and actions that they deem to be correct. People are exposed to a set of reinforcements to maintain or change those views and actions. Learning theory helps explain why people view others in particular ways, such as who is good and who is bad. Our views may have little to do with objective reality. Learning theory may also explain the process in which people come to engage in behaviors that others find problematic, such as embezzling or prostitution. As Sutherland (1940) notes, people learn the motivations, beliefs, and actions to engage in behaviors that some may find problematic. Labeling theory explores how people socially construct reality. People in positions of power and authority have the ability to label an activity as problematic or acceptable; people in lower social positions are less likely to persuade others to stick with their definition of the situation. This is why elites are able to define a situation that benefits them as good, while others may regard it as troublesome. It also helps explain why people in lower classes are more likely to be perceived as the cause of problems, and why elites escape that definition. The reality of any social situation depends on how people define it. For example, when college students drink alcohol, is it partying, is it normal, is it binge drinking, is it alcohol abuse, are they a social drinker, a problem drinker, do they use it or abuse it? We may wish to determine how we will label the alcohol consumption based on when they drink, with whom they drink, how much they drink, what they drink, and what they do when they are drinking. Is the drinking a personal problem, a campus problem, or a social problem? These distinctions areFunctionalism, Conflict, and Interactionism in Education determined arbitrarily through the process of labeling. Functionalism, Conflict, and Interactionism Functionalism, Conflict, and Interactionism underlying conditions probably existed for a long time before it was identified as an issue. The disagreement over whether something is a problem, how much of a problem it is, what and who caused it, and how it should be addressed is all a product of social construction created through the process of interaction, Vissing, (2011). I believe that between parents, teachers, students and the communities if they would allow each of themselves to be treated as people, students and human beings the educational process would be easier and more pleasurable experience and a happier and healthier environment. I know that is an impossibility but if were something even a few people would work at it may change the educational field a little bit at a time. To bring these three theories together to have a functional system, bring students in as one instead of the higher class and more social and control the groups of kids and the way they stand against each other there might be a chance to bring our education back on line and educate the students the way they should be educated and ready for the world after high school.