Plagiarism Essay Example | Topics and Well Written Essays - 500 words - 4

Plagiarism - Essay Example I acknowledge the fact that I have copied word-for-word but most of the text was not paraphrased or copied at all. In no way did I mean any disrespect for the work and the ideas laid down by the writers and reproduce it as my own creation. I apologize again for the plagiarized portion of my paper as I did not intentionally indulge in this activity. I am student with different cultural background and English writing is not my forte at the moment. I am having problems in writing assignments because I have problems in paraphrasing texts from books because of my English and for the said reason I copied word for word. In my home country, the teaching and writing practices taught to us are very different. There is no concept of plagiarism therefore we could copy word-for-word without referencing it. Due to different cultural backgrounds I am trying to understand the learning styles of this country and this reputed institute. I did not use the two required materials as I was unable to find the relevant material. I acknowledge the fact that I did not conduct an extensive research regarding the materials as I was under medication. In addition to my health position, I had to complete my papers and reports on other subjects. In the midst of these activities I was unable to time myself appropriately and draw up a proper time table. Although this sort of act does not justify my actions still I am deeply sorry for what I have done. Following my act of plagiarism in regards to the prima facie case, I have been summoned to attend a counseling meeting.

Capture, Processing, and Presentation of Exogenous Antigen by Essay - 6

Capture, Processing, and Presentation of Exogenous Antigen by Dendritic Cells - Essay Example As the paper stresses B and T cells differ in the manner they recognize antigens. B cells can recognize the antigen through its structure while T cells recognize the same protein only when it has been degraded and presented on the surface of the antigen presenting cell (APC). T cells do not attack free antigens that can be found in the cytosol. In the lymphoid tissues, dendritic cells are considered professional antigen presenting cells (APC) because they are strongest known stimulators of T cells in vivo and in vitro. Thus far, dendritic cells (DC) have only one known function, and that is to present antigens to T cells. Their name was derived dendron, Greek for tree, because of their morphological structure which resembles a tree with many branches or dendrites. From this paper it is clear that the DC arise from myeloid cells in the bone marrow and migrate to peripheral tissues like the skin and mucosa. In these tissues, the immature phenotype of dendritic cells prevail. Immature D C are not yet capable of stimulating T cells. However, the immature DC have receptors that allow them to recognize factors on microbial surfaces allowing them to take up or ingest exogenous antigens through macropinocytosis, endocytosis, and phagocytosis. During macropinocytosis, the dendritic cell membrane forms curved ruffles which fold in to form a pocket enclosing the antigens. The pocket forms a vesicle, called a macropinosome, with 1-5 um diameter, that is filled with extracellular fluid and other molecules including the antigens. The macropinosome then travels into the cytoplasm were it fuses with endosomes and lysosomes. This process occurs constitutively in immature DC and requires the presence of cholesterol. Macropinocytosis occurs in other cells but is only induced by the presence of growth factors.  

Philosophy Essay Example | Topics and Well Written Essays - 500 words - 28

Philosophy - Essay Example Gene flow can happen either through hybridization or by exchange of DNA sequence by bacteria or virus. Bacteria and virus have the ability to transfer genes across specie. The gene flow can also result in the formation of a combined gene pool which will have both the characteristics of the two population groups. Thus the barriers to gene flow as well as the gene flow itself, both have the potential to bring about species diversity and take evolution ahead. Genetic drift is the change in the frequency of a DNA sequence, usually called allele. This phenomenon totally depends on chance. When a new member is born in a species, the alleles that will be taken up into the genetic make up of that individual will be through a process of random sampling. And if that individual lives enough to reproduce, only then there is an assurance that the specific alleles in his genes have a scope to survive. It is in this way that the allele frequency changes within a population and this leads to genetic variance within species. Thus a new generation may emerge which may either have lost one genetic trait or may have strengthened one genetic trait of the species, more visibly. Mutations are sudden changes in DNA sequence, of an organism, caused by many factors including, viruses, radiation, mutagenic chemicals, errors during DNA replication, transposition of DNA sequences within the genome, and errors in cell division while sexual reproduction. It has been proved that mutations have a great role in the process of evolution, that is, in the birth of new species, particularly, in smaller life forms like viruses and bacteria. But for higher life forms, mutations are harmful or neutral with respect to the survival of the specie. 2. Race is a social construct rather than a scientific classification. All human beings belong to the species, Homo Sapiens. The concepts and categories of race have not been constant and these have been changing in the history of human kind.

Not sure Assignment Example | Topics and Well Written Essays - 250 words - 1

Not sure - Assignment Example the same method, conceptual methodology of previous studies was also referenced as a means of providing the researcher a framework through which they could understand how prior research identified the very same terms and sought to draw inference upon them. The design of the study was concentric upon creating a sample of individuals that would be reflective of a standard number of the broader population. The data was collected in terms of interview questions and analyzed via the authors after these interviews were conducted. The main finding had to do with the fact that both men and women faked orgasm during all manner of sexual relations; however, women statistically faked it almost twice as much as men. The greatest limitation of the research is contingent upon the fact that an individual respondent was under a great many societal and gender expectations to answer in a given way; reducing the possible validity of the findings based upon these biases. Similarly, the greatest strength was with regards to the statistical size of the group that was measured; far exceeding what was needed, this providing the reader with a tacit understanding the a rigorous study was

Urbanization in ancient Greece Essay Example | Topics and Well Written Essays - 1000 words

Urbanization in ancient Greece - Essay Example One key characteristic of these settlements was lack of governmental authority beyond the boundaries of the village (Chant et al, 2000). In addition, these villages did not have any workshops or public buildings. Such egalitarian societies persevered on even after the introduction of agriculture. The egalitarian societies were stratified and turned into functionally specialized units by the formation of states and urbanization (Chant et al, 1999). This process took place independently in numerous regions of the world, probably starting from the Southwest Asian region, which was very fertile. The formative era referred to the period between the years 7000 to 5000 BC, which was characterised by urbanization and state development, which complemented each other. Upon the stratification of the egalitarian society, there emerged craftspeople, farmers, soldiers, administrators, merchants and priests, with the cities becoming the civilization focus (Chant, 1999). In the development of Greece cities, the natural environment as well as the existing technologies played a key role. These cities were built in around the eighth century by the Greeks. Distinguishing how the shape of the buildings in the cities was influenced by the natural environment or the available technologies is not easy. This is because there exists a very dynamic relationship between the natural environment and technology, with each shaping or being shaped by the other. Military technologies and needs were very important determinants in the layout and growth of Greek cities. Some of the initial cities in Greece grew as a result of pressure since the people needed to defend themselves form their enemies. As a result they were generally located on rocky positions, which were regarded as defensible. They were also positioned some distance from the harbour, with heavy fortification (Chant et al, 2000). Wall-building proved to be the most expensive and laborious task and involved very impressive engineering accomplishments in the architecture of Greece. Stone was in abundance and was used the building material, with its properties determining the style of construction. For instance, lintels and posts were frequently used in the construction of public monuments. Stone, which was the building material of choice, needed lifting technologies that utilized people as opposed to hoists (Chant et al, 1999). Cranes were not in use until much later, in 515 BC and beyond. They came into use as a result of labour shortage and not because of their capability of lifting larger blocks of stone. The unplanned growth of the earliest settlements was substituted by a bit more formal buildings, mainly after Persian attacks in the fifth century. With the advancement of technology in the military, it became necessary to adopt a defensive layout for the city streets. In the process of the reconstruction of these cities, there was development of numerous town planning theories, most of which were put into practice, with the grid plan becoming very common. Aristotle advocated for a city design of a defensive nature, which uses both the irregular and regular features. This, he argued, was aimed at reconciling the strain of moving both the equipment and troops easily, and to confuse any attackers (Chant, 2000). Natural Environment The location of earlier settlements was mainly determined by the natural

Reading the poem Essay Example for Free

Reading the poem Essay In his poem Slough Betjeman uses a number of ways to put across his views. The title itself suggests he feels that Slough is an appropriate title, that a poem on the place deserves no better or imaginative title than just its name because the place is dull and unimaginative also, or that Slough says it all already. The first line of the first stanza means you immediately know what he thinks, his opinion being straight to the point, asking Come, friendly bombs, and fall on Slough which is a good use of juxtaposition as bombs are never seen as friendly, but in this case they would be if they bombed Slough as they would be doing him a favour. Asking for bombs to fall on Slough is an outrageous, extreme demand which he repeats in the second stanza and in the final stanza to reinforce his plea, and he also uses other extreme terms such as the people have Slough having tasted Hell which shows clear dislike. He is very flippant about asking the bombs to blow Slough to smithereens as if he wants no part of it left and its a reasonable demand. Betjemans phrases such as Its not their fault that they are mad, they do not know and they often go makes it sound like he feels the people of Slough are alienated and are very different to himself, as if they were another species altogether, calling them they, disassociating them from himself, and being patronising about their lives. He also conveys his attitude of Slough by describing what he thinks of the people that live there such as the man with the double chin who will always cheat and always win and who he also refers to as a stinking cad. He is not complimentary about the people of Slough, like the wives with peroxide hair and the men who sit in bogus Tudor bars with nothing better to do. His descriptions of the people help explain why he dislikes Slough, and he is saying that it may be the people who live there that help to make it a bad place, so this is a view he has of Slough. But he also pities the people , saying its not their fault so I think he is unsure himself whether it is the people making Slough a terrible place, or Slough making the people terrible. Either way, he subtly ridicules the people of Slough and their ways of life as he feels the wives sit and paint their nails and the men talk of cars andbelch. Betjeman makes use of repetition such as the first line Come, friendly bombs and, in the second stanza Tinned fruit, tinned meat As repetition is a way of reinforcing and strengthening a statement or opinion. Making everything from the food to the minds and breath tinned makes it sound like the people of Slough are all the same and are dull and lifeless. He also uses alliteration in the form of cabbages are coming and grass to graze which help the lines to flow easily. He uses negative words clusters such as Hell, repulsive, stinking and dirty which show his view of Slough with strong words that appeal to the senses and the imagination of the reader. The tone of the poem is one of dislike, where Betjeman cares so little for Slough that he would cheerfully see it bombed and destroyed. This is a strong image because it must take extreme dislike for someone to want something bombed. The rhyme scheme of the poem also reveals his views because the pattern is AAAB so the first three lines of each stanza flow easily and quickly, and rhyme so the poem seems almost cheerful and happy. But the last line of each stanza is used to put across his point in a harsh phrase such as Theyve tasted Hell and Swarm over, Death! which brings the flowing stanza to an abrupt, harsher sounder end like death, tears, Hell and yell. The majority of the stanzas finish at the end of a sentence and this is used to make strong end statements, then the next stanza will begin again in the slightly humorous tone, ridiculing Slough. The rhythm of the first three lines of each stanza is fast and light, but the rhythm is broken by the abrupt end of each stanza which breaks up the flow to remind the reader of what Slough is like. The rhythm of the poem is also Iambic Pentameter which means that Betjeman has used this to make the stresses of each line land on important words such as bombs, blow and mess so these words are emphasised when reading the poem, and stand out so they are noticed more. Betjeman uses certain phrases to imply that Slough is a fake, manufactured place because of the air-conditioned, bright canteens, the bogus Tudor bars and the synthetic air. He seems to hate the fact that Slough is a place that has been built up with labour-saving homes and has ruined the land so much that There isnt grass to graze a cow meaning they have built over all the land and ruined the landscape. In the final stanza, he wants to bomb Slough again so that it can be turned back into a nice place again where they can grow food and make use of the land, rather than wasting it like it is being misused now. He claims the people are false and materialistic as they do not know the birdsong from the radio and darent look up and see the stars because birdsong and stars are two of the beauties of nature that the people of Slough couldnt possibly appreciate, in Betjemans opinion. Betjeman uses irony in his poem as he describes the polished oak desk belonging to the man with double chin and I think Betjeman has mentioned this because he feels that the land that was there before, has now been destroyed, with the trees all being cut down to make room for the buildings, and as if this wasnt bad enough, the trees have been used to make the desks for the people who are responsible for ruining Slough which he sees as sadly ironic. One of Betjemans key phrases is It isnt fit for humans now which is a strong statement about the state of the place but also the use of the word now at the end suggests how he feels Slough was not always like this and it has slowly been ruined over the years. In this way, I think the poem is tinged with sadness as he feels it has been ruined to the point where there is no way to solve it but to destroy it which is a very emotive, strong view. I think you can sum up Betjemans view of Slough by the line repeated at the beginning and end of the poem Come, friendly bombs, and fall on Slough.

Science and Technology in Childcare

Science and Technology in Childcare Introduction This paper identifies the everyday concept in relation to science, a broad topic and the appropriate scientific concepts which can be introduced to the children. Using Slowmation as a digital resource, it can be used to develop to support the concept development and the storyboard to designate steps from everyday to scientific concepts. The ‘everyday concept’ identified From the observations obtained from the first assignment, the everyday concept identified is that â€Å"the plants are thirsty†, according to Ann’s theory as she waters the plants daily. From her understanding, the leaves are always thirsty and by watering on the leaves, it will not be thirsty anymore. Hedegaard and Chaiklin (as cited in Robbins, 2012) recommended that the most effective for learning happens when educators intentionally takes into children’s account. By identifying Ann’s everyday concept, I can then extend her understanding in scientific concepts through intentional and purposeful facilitation. This everyday concept can be utilized as a starting point for science experiences (Anderson, Ellis, Jones, 2014). Topic chosen and â€Å"Scientific Concepts’ Based on the everyday concept which I have identified, Plants would be the broad topic for children to find out more. As children are active and competent learners (Stoecklin, 2012), this topic would encourage children to have hands-on interaction, play and discovery as they would be involve in planting little seeds, which lead to understanding the scientific concepts relating from their everyday concepts. Children often began to ask questioning and engaging with natural and physical world which resulted in children constructing their own hypotheses from their everyday experiences (Anderson, Ellis, Jones, 2014). These concepts which children had organized does not have to be replaced, instead, it can be rationalised through facilitation (Anderson, Ellis, Jones, 2014). These are the specific scientific concepts that I aimed for the children in my class to understand: Most plants need water, light, minerals, warmth, air, Plants get the water from their roots Seeds grow into plants with roots, stems, leaves, and flowers Some plants grow from roots A plant’s roots use the soil to hold the plant in place. The plant can grow tall if it has a strong base. I have revisited some of these scientific concepts to assist me in supporting the children’s learning and develop it into digital teaching resource. According to Science of Life Explorations (n.d.), it explains what a plant need for growth. Each segment describes the environmental factors affected the growth of a plant. Too much or too little of each factor will slow down the development of the plant. To support Ann’s learning of her everyday concept â€Å"plants are thirsty† and relating to the scientific concept â€Å"plants need water and sun to grow†, I read up the factors affecting the growth of a plant and I learnt that too much water can make a plant die as plant’s roots need space and air to breathe. I also looked up â€Å"How Stuff Works† to find out more about how water helps in growth of the plant. In my readings, I reaffirmed that plants take in water through their roots and plants need water to support them (Freeman, n.d.). Thus, in my preparation for my resource, I will include this science concept in my digital resource. In addition, I also learnt that these scientific concepts are interlinked. To understand the growth of a plant, these are important factors which I hope the children will eventually understand as part of their potential learning progress. Digital Resource The digital resource that I would choose to develop to support and share this concept development would be to use slowmation. â€Å"Slowmation† (abbreviated from â€Å"Slow Animation†) is a simplified way of telling a story or explaining a concept that is played slowly at two second per second (Fleer Hoban, 2012). I believe that by using ‘slowmation’, I am able to share with the teachers on how this digital resource can be a pedagogical for refining their science teaching. Slowmation is being used as a method of encouraging teachers to begin to identify their children’s understanding in relation to their science topic which they are investigating (Keast, Cooper, Berry, Loughran, Hoban, 2010). Slowmation can be created through these five connecting representations (McKnight, Hoban and Nielsen, 2011). The first step is to write down notes from prior experiences, followed by using a storyboard to plan for animation to making simple models or using cameras to captures of models and moving them manually and lastly to create the animation. Although Slowmation is similar to clay animation and digital storytelling, it is easier to be implemented in a classroom and it displays the features like purpose, timing, orientation, materials and technology (Hoban, Nielsen, 2012). In relating back to the science concept, the growth of a plant can be narrated using Slowmation. In this case, I decide to pick a sunflower seed to demonstrate the growth of the plant. The purpose would be to explain on how a sunflower would grow from a seed. Children’s knowledge gained on the things such as sunlight and water which a sunflower needed to grow can be narrated in the animation. Fewer photos will be needed as animation is played slowly. The orientation of the models are usually in 2D, hence, it can be placed on the table and makes it easier to manipulate while capturing the photos. The materials used for the animation are easily available as it can be dough, drawings, pictures or 3D objects such as rocks, leaves, or seeds. This will be further explained in the storyboard. When teachers have gathered the children’s understanding science concepts about plants, it can be added into the animation and explain it in the narrative form. The main idea of slowmation is that a narration can be added to explain a particular science concept while the models are animated as in a narrated flip book (McKnight, Hoban and Nielsen, 2011). In a research done by Keast et al., (2010), they mentioned that Slowmation were most effective when the concept is self-contained and easy to summarise and represent after a series of lessons. It is also suggested that teachers who were introduced to Slowmation had incorporated into their teaching had benefited their children’s learning as it has helped them to better understand how their students developed their undemanding in their science concepts (Keast et al., (2010). Storyboard – Reviewing on the scientific concepts based on the growing of a plant Slowmation worked well as a review for the topic, taking in the major concepts of the topic (Keast et al., 2010). Taking into considerations from the everyday concepts identified, the storyboard described how the everyday concept leads to scientific concepts. Based on their knowledge gained, the children can narrate the story. The story began where Ann likes to water the plants then to finding out how plants grow using sunflower seeds. They can use dough to make a sunflower or even used a real sunflower in the story. While introducing the tools for planting, the real objects can be captured to include it in the Slowmation. In the following sequence of the story, children can draw out each stage of the plant, until it turned into a sunflower. Each step is carefully planned in such a way that the information that is needed to be shared is drawn. As the animation is play slowly at two frames per second, the children are able to view the process of the plant growing as part of the reflection. They will also explain the nutrients the plant need in order to growth and identifying the parts of the plant. To conclude the animation, a song about a little seed (refer to Appendix 2) can be added at the end of the story. In this storyboard, it is also clearly explained what plants need in order for it to grow, how a tiny seed grow into plants with roots, stems, leaves and flowers by using a sunflower to demonstrate the scientific concepts. Supporting Children’s Further Learning of the Scientific Concepts In addition to the digital resource, I would plan for an environmental project, in this case creating a garden to further enhance the environment and at the same time, the children would be applying the scientific concepts which they have learnt while embarking on this project. In addition to that, the children would also be exposed to learning about sustainable development. Banks (as cited in Fleer, Jane, 2011) reasoned that children should be practiced at thinking at a social, environmental, cost-effective, technical, moral and social level. While creating a garden to further enhance on the school environment, the children would further develop more scientific concepts such as growing root vegetables such as carrots, onions, garlic by placing these vegetables into the soil. The children will also be involved in technological thinking skills as they are thinking about their environment in school, designing and planning how they would want to create their garden. They will be using their imagination and creativity to create their garden. For example, the children may use materials they could use for their planters. This could an empty bottle, a container or even a tyre. Vygotsky (as cited in Fleer Jane, 2011, p. 89) mentioned that â€Å"imagination is not just an idle mental amusement, not merely an activity without consequences in reality, but rather a function essential to life†. The children also explore how to use gardening tools while doing planting. While planning, designing meaningful experiences for the children, the Ministry of Education (MOE) in Singapore has developed the iTeach principles to set as a guide for educators to take into consideration during their preparation in engaging with the children in bringing in everyday and scientific concepts together. â€Å"Teachers as facilitators of learning† (MOE, 2012) extended and scaffold the children’s learning through their abilities and experiences. This can relate to Rogoff’s three lenses of analysis on how educators can observe their children in school (Robbins, Bartlett, Jane, 2006). â€Å"Children learn when they are engaged in play that enjoyable and thoughtfully planned† (MOE, 2012, p. 34). This statement describes that play is the main tool for children to explore and learn in the environment. When children are engaged in purposeful play, the children are involved in not just only play, but bringing in active participation of children exploring, developing and applying their skills and knowledge based on their cultural, interests and abilities (MOE, 2012). In relating back to the everyday concept identified, Ann’s interest was displayed as she was watering the plants and this led to exploring more scientific concepts such as plants gets water from their roots, and find out what plants need in order to grow. As an educator, I have to constantly reflect on my teaching on how I can thoughtfully create stimulating and challenging environment that provoke children’s curiosity and sustain meaningful learning (Children’s Services Central, 2012). With â€Å"intentional teaching† (Children’s Services Central, 2012) in mind, I would place materials and tools purposeful and deliberately for children to notice and make use of them. I would also carefully choose the contextual learning environment for children to be engaged in. As my centre has a luxury of greenery space, it will definitely benefit the children’s learning in this authentic learning context where children construct more everyday concepts and relating it to the scientific concepts making real and relevant to the real world (MOE, 2012). Conclusion As an educator, it is important for me to understand how much the child already knows, how I can enhance the learning potential by bringing in personal experiences and incorporating intentional teaching while making use of the cultural influences and context available. The learning does not end once the child knows; it should be a learning journey for the children as they apply the skills in the real world. For educators, we should make an effort to increase our knowledge in science and develop confidence in teaching science (Robbins, 2012). Using digital resource has definitely helped me in explaining science concepts and made it easier for children and teachers to understand. References Fleer, M., Jane, B. (2011). Design and technology for children. (3rd ed). Frenchs Forest NSW: Pearson Australia. Robbins, J. (2012). Learning science in informal contexts: The home and community. In Campbell, C Jobling, W. (Eds) Science in Early Childhood (pp.94-112). Port Melbourne: Cambridge University Press. Robbins, J. Bartlett, J. Jane, B. (July, 2006). Children’s technological and scientific thinking in block play: A cultural-historical perspective. Paper presented at 40th Annual Conference of the Australasian Science Education Research Association, Deakin University, Geelong Australia. Anderson, J. L., Ellis, J. P., Jones, A. M. (2014). Understanding Early Elementary Childrens Conceptual Knowledge of Plant Structure and Function through Drawings. CBE-Life Sciences Education, 13(3), 375-386. Fleer, M., Hoban, G. (2012). Using Slowmation in early childhood centres: Possibilities and imaginings for intentional teaching. Australasian Journal of Early Childhood, 37(2), 61-70. Keast, S., Cooper, R., Berry, A., Loughran, J., Hoban, G. (2010). Slowmation as a pedagogical scaffold for improving science teaching and learning. McKnight, A., Hoban, G., Nielsen, W. (2011). Using Slowmation for animated storytelling to represent non-Aboriginal preservice teachers awareness of. Australasian Journal of Educational Technology, 27(1), 41-54. Hoban, G., Nielsen, W. (2012). Using â€Å"Slowmation† to enable preservice primary teachers to create multimodal representations of science concepts. Research in Science Education, 42(6), 1101-1119. http://www.cscentral.org.au/Resources/intentional-teaching-web.pdf http://www.letstalkscience.ca/hands-on-activities/life-science/how-do-plants-soak-up-water.html http://science.howstuffworks.com/environmental/earth/geophysics/h2o5.htm Appendices Appendix 1 Appendix 2 Little Seed Rhyme First you take a little seed And plant it in the ground Then you pour some water on And let the sun shine down And watch it grow and grow and grow and grow Grow it up to the sun sun sun And let it bloom and bloom and bloom and bloom Flowers for everyone Name: Loo Si Hui Student ID: 25687514 Page 1