Sample Resume Peptide Bonds Essay - 1166 Words

Amanda Sledge Dr.Draughon Bio 111 14 February 2016 Testing for Peptide Bonds in Solutions Water using Biuret Reagent Abstract This experiment was performed to test an albumin solution, gelatin solution, glucose solution, water and an unknown solution for the presence of peptide bonds resulting in proteins through the use of biuret solution. 5mL of each solution was distributed individually to an assigned test tube to which the biuret solution was added. Ultimately the albumin and gelatin solution were found to contain proteins due to the change color to a violet color after the addition of the biuret solution and the glucose solution, water and the unknown solution did not contain peptide bonds because they remained blue after the addition of biuret solution. From this experiment it can be shown that the unknown solution does not contain protein. Introduction This lab was performed to test multiple solutions for peptide bonds signaling the presence of proteins in solutions with the use of biuret solution. The Environmental Encyclopedia defines a peptide as â€Å"A chemical compound consisting of two or more amino acids joined to each other through a bond between the nitrogen atom of one amino acid to an oxygen atom of an adjacent amino acid (â€Å"Peptides†,2011). Merriam Webster dictionary defines a protein as â€Å"any of various naturally occurring extremely complex substances that consist of amino-acid residues joined by peptide bonds, contain the elements carbon,Show MoreRelatedAnalysis Of Adipose Derived Induced Pluripotent Stem Cells4532 Words   |  19 PagesiPSC’s that have differentiated into pancreatic ÃŽ ²-cells will be comparable profile to murine and human pancreatic ÃŽ ²-cell controls. Hypothesis 4: After high passage iPSC’s have been differentiated into pancreatic ÃŽ ²-cells, they will express PDX1 and C-peptide at similar levels to the human and murine pancreatic ÃŽ ²-cell control cell lines. Significance Benefits To better understand the role of miRNA’s, epigenesis and differentiation in iPSC reprogramming. To identifying key miRNA’s involved in differentiationRead More The Origin, Etiology and Treatment of Syphilis Essay examples5684 Words   |  23 Pageswere actually screwing their way through the medium. According to his research, a treponeme may curve slowly or quickly, forming small or large arcs of circles, or it may bend so sharply in the middle as to form a right angle and then rather quickly resume its original straight corkscrew shape. 7 The axial filament is an internal flagella found only in the spirochetes. Axial filaments are composed of from 2 to over 100 axial fibrils (or endoflagella) that extend from both ends of the bacterium betweenRead MoreRna Interference Regulates Gene Expression9725 Words   |  39 PagesRNaseIII domains lead to an unparalleled scission that generates a 2 nt 3’ overhang as a characteristic â€Å"signature† of Dicer procession. The active center of RNase III is comprised of 3-4 acidic residues and two Mg2+ ions coordinated by phosphodiester bonds (Figure. 2b)(Denli et al. 2004; Macrae et al. 2006; Park et al. 2011). The N-terminal superfamily 2 helicase domain was originally implicated in unwinding complicated RNA substrates (Zou et al. 2009). New evidence suggests that the DExD/H and helicase

Deontological Ethics Ethics And Ethics - 1256 Words

Deontological Ethics Deontological Ethics are based on normative ethics position that judges the morality of an action that in line with rules. In other words, deontology falls within the nomenclature of moral theories that guide and assess our choices of what we ought to do (deontic theories), in contrast to (aretaic [virtue] theories) that—fundamentally, at least—guide and assess what kind of person (in terms of character traits) we are and should be. In contemporary moral philosophy, deontology is one of those kinds of normative theories regarding which choices are morally required, forbidden, or permitted. In other words, deontology falls within the domain of moral theories that guide and assess our choices of what we ought to do (deontic theories), in contrast to (aretaic [virtue] theories) that—fundamentally, at least—guide and assess what kind of person (in terms of character traits) we are and should be. And within that domain, deontologists—those who subscribe to deontological theories of morality. The deontological ethics theories briefly taken a look at deontologists foil, consequentialist theories of right action, we turn now to examine deontological theories. In contrast to consequentialist theories, deontological theories judge the morality of choices by criteria different from the states of affairs those choices bring about. The most familiar forms of deontology, and also the forms presenting the greatest contrast to consequentialism, hold that someShow MoreRelatedDeontological, Teleological And Virtue Ethics926 Words   |  4 PagesWhen making decisions, especially critical ones, one can never be certain of the outcome to follow. An examination of three differing schools of thought Deontological, Teleological and Virtue ethics and lastly my own personal ethical paradigm will be considered for the following scenario. As platoon commander you are faced with choosing to abandon a village to its fate as enemy solders move in on your position or to disobey direct orders and intervene. The choice will carry dire consequences regardlessRead MoreEssay on Exploration of Deontological Ethics833 Words   |  4 PagesExploration of Deontological Ethics Deontological ethics is concerned not with the action itself but the consequences of the action. Moral value is conferred by virtue of the actions in themselves. If a certain act is wrong, then it is wrong in all circumstances and conditions, irrespective of the consequences. This view of ethic stands in opposition to teleological views such as utilitarianism, which hold the view that the consequences of an action determine its moralRead MoreDefinitions And Development Of Deontological And Teleological Ethics1039 Words   |  5 PagesIntroduction This essay will include the background and development of deontological and teleological ethics. Also, it will compare and contrast the absolute and relative ethics. Finally, it will contain the ethical issues which can affect the operational activities of the business. In order to support the points, it will also include the real life examples. AC 1.1 - Background and development of ethical approaches Teleological ethic - this describes an ethical theory which judges the rightness of anRead MoreJohn Stuart Mill, And The Deontological Theory Of Ethics1873 Words   |  8 PagesFrequently brought up in modern conversations between â€Å"everyday† people and behavioral researchers alike, issues regarding morality and ethics have become increasingly prevalent. With the current global political climate drawing attention to and/or raising awareness for various humanitarian crises, such as the massive destruction in Puerto Rico that has left the entire island in ruin or refugee Rohingya people fleeing persecution in Myanmar and Bangladesh, it is imperative to understand the logisticsRead MoreThe Ethical Theories Of Ethical Subjectivism, Utilitarianism, And Deontological Ethics1006 Words   |  5 PagesIntroduction Using The Philosopher’s Way by John Chaffee, I will explain the ethical theories of ethical subjectivism, utilitarianism, and Deontological ethics. Secondly, I will summarize the main points of my article and then act in response using the three ethical theories previously listed. I will also explain which ethical theory best represents the article. Then, I will provide reasoning as to why stem-cell research is important; and lastly, I will offer two open-ended questions. DefinedRead MoreDeontological Ethics881 Words   |  4 PagesDeontological Ethics in Location-based Social Media There are so many location aware applications on my â€Å"smart† phone; I do not know how I could have lived without these features. There are applications that tell me where is the closes gym that I am a member of. There are applications that give me information on the weather of the current city. There are even applications that will locate the closest â€Å"driver† to taxi me wherever I want to go. And of course, all these can be shared on facebookRead MoreEthics, Deontological, And Virtue1690 Words   |  7 Pagestoday’s society, we are all expected to be more open-minded and respecting of others way of life and culture. That’s what being a Global Citizen is about. Through Global Ethics we have learned so far, that we can all relate to three important moral theories. These theories are known as Consequentialist (Utilitarian), Deontological, and Virtue. Through this paper I will also be discussing a case study found in chapter two, based on the S elling of Human Body Parts, and how it’s seen through the lensesRead MoreDeontological Moral Systems : Ethics1532 Words   |  7 PagesDeontological moral systems are usually primarily by a focus upon adherence to independent moral rules or duties. In order to make the correct decisions, we just have to know and understand what a moral way to think or act, and what is the right way to act and respect the rules that exist which regulate those duties. When we follow our way of living, then we are behaving morally. When we fail to follow our duty, we are behaving immorally. It is very important to know that in deontological moralRead MoreUtilitarian And Deontological View Of Ethics1313 Words   |  6 Pagesfrom describing the various details of the issue, I will provide my position on the matter, as well as my reasoning for it. I will also that the considerations of this issue, and explore how it is that they relate to the utilitarian and deontological view of ethics. In doing so will cover who will be hurt, who will be benefitted, who’s rights are involved, who has special duties pertaining to this issue, and why I think that my position is the greatest good over the long haul. By accomplishing thisRead MoreDeontological Vs. Utilitarian Ethics1924 Words   |  8 Pages Deontological vs. Utilitarian Ethics There are two major ethical theories, deontological and utilitarian. Both theories are based on moral rules. These theories attempt to justify the principles and moral rules. In every culture something is defined as either right or wrong, not just wrong or right as a whole. Every society must define what is right or wrong and no universal truths will exist across cultures, this is defined as moral relativism. What is right and what is wrong may be different

Judaism Its identity and position to society Free Essays

Judaism is more than a religion. It is the way of life of the Jewish people. Culture, customs, ethics, and sense of self – these are a part of Judaism as much as the faith and the rituals of the Jewish religion. We will write a custom essay sample on Judaism: Its identity and position to society or any similar topic only for you Order Now A Jew can be defined in more than one way. Within Jewish law, being Jewish is a kind of citizenship. One is a Jew if one is born of a Jewish mother or has undergone a conversion. Conversion to Judaism is like a bestowal of citizenship – it makes one a member of the people. A person who fits the legal definition of a Jew is recognized as a fellow Jew by the Jewish community. Even if a Jew does not share the religious beliefs of Jews and does not participate in the customs and practices of Judaism, one is still considered a Jew if he or she fits the legal definition. One could define a Jew religiously to the religious beliefs and practices of Judaism. A Jew is one believes in the One God, Creator and master of the Universe, the God with whom the people Israel have a special relationship. Many Jews believe God chose them to be his people. They follow the laws that God revealed to Moses. The Ten Commandments are the most important of these laws. In ancient times the Jews were the only people who worship a single, exclusive God, and the only people who worshiped without physical images of God. The Jews were resented by other people for not participating in the worship of all gods. This led to the accusation that Jews were antihumanitarian, since sharing gods was considered to be an act of friendship and universalistic concern for other people. When Christianity replaced the pagan religions of antiquity, the old misunderstanding of Jews did not die out. Added to it was the resentment that the Jews, Jesus’ own people, has not become Christians. Jews were protected under Christian law but were restricted in many ways. The laws in Christian lands called for Jews to be humiliated and despised in order to encourage Jewish conversions to Christianity. When Jews did not convert they were accused of stubbornness or spiritual blindness (Wylen). Judaism teaches that God is the God of all humankind and that He wants all people to serve Him by living their lives the way He wants. The guidelines for this lifestyle are set down in the Noachide Laws, the basic framework for a moral and spiritual life. They believe that every person is completely free to choose whether to do good or evil for God is completely free to do as He wishes, so are humans. Jews regard any religion which upholds the Noachide Laws as an acceptable way for non-Jews to serve God. This does not mean that they agree with everything that other religions teach, but that they can recognize some religions as pointing out a path to God. For this reason, Jews do not see the need to convert other people to their religion. In particular, Jews recognize that Islam teaches pure monotheism and that Muslims have a strict morality that upholds the principles of the Noachide Laws. The same may be said of the Sikh religion. Jews have always been less certain about Christianity. Although they acknowledge Christianity’s high moral principles, they feel uneasy about the Christian belief that Jesus is God. They are also unhappy about the use of images and icons in Catholic and Orthodox worship. They feel that this comes rather close to idolatry. Nonetheless, Jews have always recognized a special relationship with Christianity and Islam. Rabbi Judah Halevi, a twelfth-century scholar, described Judaism as the seed of the tree and Christianity and Islam as the branches, since through these religions, millions of people have come to worship the one God (Forta). At the turn of the twentieth century, a movement of interfaith dialogue between Jews and non-Jews served as a medium that facilitated the changes upon conflicts in religion. Although there had been some obstacle along the process, the interfaith dialogue helped to develop a better relationship between Jews and non-Jews in America. As a result it came into advancement of the well-being of the Jewish community in America. This interfaith dialogue took place in America in 1893 when the World Parliament of Religions (WPR) convened in Chicago bringing together Protestants, Catholics, Greek Orthodox Christians, Jews, Buddhists, Hindus, Bahai, Muslims, Native Americans and representatives of other faiths as well. It offered Jewish religious leaders such as Alexander Kohut, Isaac M. Wise, Kaufmann Kohler, Emil G. Hirsch, and Marcus Jastrow, an opportunity to present their views to a non-Jewish audience and make a case for Judaism (Kaplan). The majority of Jews, especially in North America, resided in religiously pluralistic communities where people of diverse backgrounds and faiths, including many who had themselves experienced religious persecution, live side by side. Perhaps for this reason, they felt more comfortable interacting with Christians than Jews did in most parts of the world – so much so that we know of Jews and Christians who joined forces in business, witnessed each other’s documents, and socialized in each other’s homes (Bernardini and Fiering). Over the century new discoveries, new methods of manufacture, new social conditions have changed people’s way of living and thinking about the world. For Jews, this has always created the need to reapply the halakhah (Jewish religious law) to ever-changing conditions for living by halakhah is essential for Jews to fulfill their part of their covenant relationship with God. During this century advances in technology have led Jews to raise questions which could not have been thought of in earlier times – questions about the use of automated electrical machinery on Sabbaths, whether computer hacking is theft, whether surrogate mother is permissible, whether a person on a life-support machine is alive or dead. To enable rabbis to answer this questions, up-to-date commentaries have been added to the Shulchan Aruch (written catalogue of halakhah), and whole books concerned with specific topics of halakhah are now being published. The continued reapplication of halakhah is an ongoing process (Forta). Works Cited Bernardini, Paolo, and Norman Fiering. The Jews and the Expansion of Europe to the West, 1450 to 1800. Berghahn Books, 2001. Forta, Arye. Judaism. Heinemann, 1995. Kaplan, Dana Evan. The Cambridge Companion to American Judaism. Cambridge University Press, 2005. Wylen, Stephen M. Settings of Silver: An Introduction to Judaism. Paulist Press, 2000. 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Infant Toddler Curriculum free essay sample

In this term paper I will explore infant and toddler curriculum. I will discuss: the developmental themes in infancy, infant toddler curriculum, and the differences between preschool curriculum and appropriate infant toddler curriculum. In conclusion I will share some of my personal feelings about infant and toddler curriculum, including the challenges and rewards. Developmental Themes of Infancy ‘The behaviors and abilities that develop during each stage are influenced by the theme that consumes that stage (Blackboard, 2013). † The three themes of infant development are: security (Young Birth to 8 months); exploration (Mobile 6 months-18 months); and identity (Toddler 15 months to 36 months). During the security stage young infants need to develop relationship with caring adult’s that ensure them they are safe and secure. In the mobile stage young children should be provided the freedom to explore their surroundings utilizing their newly developed gross and fine motor skills. During the toddler stage young children are in search of who they are as individuals in the world around them. â€Å"Developmental domains are one way to describe and think about the different aspects of development in the areas of: emotional; physical, social, cognitive; and language skills of young children. And while we use the domains as a way to organize our thinking and observations of children, in reality all domains are function together simultaneously, especially in the first three years of life. This holistic development is separated into the developmental domains for the purpose of observation, study, developmental assessment, and planning (Blackboard, 2013). † Therefore, it is important to understand how the developmental domains relate to the three themes of infant development; in order to provide DAP care and activities for children in each stage of early childhood development. For instance, an understanding of the young infant stage, babies develop a sense of security from their caregivers. It is this sense of security, that allows the baby to build an urge to explore, later motivating them to take risks and advance their current knowledge of their environment. This may require removing all sharp objects from the area and covering electrical outlets and ensuring. However, prepping the room for child safety is not the only concern. It is imperative to play close attention, and respond to the needs of young infants. â€Å"Very young children need adults who listen, smile, and talk with them or babble when they babble; watch for when they need quiet and solitude; and notice and communicate pleasure over such newfound skills as creeping, climbing, holding, dropping, or adding new sounds and words (Greenman, Stonehouse, and Schweikert, 2008, pg. 61). † An understanding of the mobile stage of development will make one aware of the safety precautions needed to allow mobile toddlers to explore the environment. Mobile infants often explore by mouthing and must be protected from small parts and fragile toys. In addition a rich learning environment for mobile infants should include safe structures to climb and explore. â€Å"Moving around is essential to learning; it gives babies different perspective and vantage points, which they need in order to move from an entirely egocentric view of space toward a more sophisticated sense of relationship between self, space, and other people (Greenman, Stonehouse, and Schweikert, 2008, pg. 53). † An understanding of the toddler stage of development enables caring adults to guide and assist young children’s emotional development. The first two years of a person’s life can set the foundation for the way they create relationships, view others, and understand emotions and how to control them. â€Å"A toddler’s sense of self, of I and me, emerge in a group environment and a culture which private property and the acquisition of things are somewhat scared. This makes the learning of related concepts like mine particularly challenging (Greenman, Stonehouse, and Schweikert, 2008, pg. 59). † â€Å"Toddlers learn about who they are in the world through relationships and experiences with adults who care for them. They learn to trust that their needs will be met, or that they will not. The emotional domain includes the infant’s perception of herself and of herself in relation to others. †(Blackboard, 2013). The most important thing a caregiver can do to help a toddler’s emotional development is to create a safe and loving environment for the toddler to learn in. Caregivers should understand that each toddler is different and has different needs. Attending to each individual child in a well-organized and inviting learning environment is essential during his stage early childhood development. Infant Toddler Curriculum â€Å"Because of the specific needs of infants and toddlers the term curriculum is during the early stages of development is complex. To summarize all of the ideas of curriculum, as defined by leaders in the field (Gonzalez-Mena, Eyer, Dodge, Greenman, Stonehouse, Schwikert, Swim, and Watson), you must think about curriculum as an organized framework. To make curriculum DAP for infant and toddlers, it must be based on sound and relevant knowledge such as infant/ toddler development and research; so that it guides early care professional practices in providing purposeful and responsive learning opportunities for each child through daily routines and experiences (Blackboard, 2013). † â€Å"Infant and toddler curriculum plans focus on how to best create a social, emotional, and intellectual climate that supports child-initiated and child-pursued learning. The interests of the child and the belief that each child has a curriculum are what drive practice (Blackboard, 2013)†. It is understood that very young children need to play a significant role in selecting their learning experiences, materials, and content. Curriculum plans, therefore, do not focus on games, tasks, or activities, but on how to best create a social, emotional, and intellectual climate that supports child-initiated and child-pursued learning and the building and sustaining of positive relationships among adults and children. â€Å"Responsive curriculum planning focuses on finding strategies to help infant-toddler teachers search for, support, and keep alive childrens internal motivation to learn, and their spontaneous explorations of people and things of interest and importance to them (Blackboard, 2013). † This should begin with study of the specific children in care. â€Å"Detailed records of each childs interests and skills are kept to give guidance to the adults for the roles they will take in each childs learning (Greenman, Stonehouse, and Schweikert, 2008, pg. 30). † It should also be realized from the start that plans should not be static. Adaptation and change are critical parts of the learning process and should be anticipated. â€Å"Once an interaction with a child or small cluster of children begins, the teacher has to be ready to adapt his or her plans and actions so they work for all children, no matter what kind of physical , mental or emotional challenges individual bring to the program (Greenman, Stonehouse, and Schweikert, 2008, pg. 30). † Another essential component of planning is attention to a responsive learning environment and specific attention to how environments should be changed. The planning of learning environments is more important to infant-toddler development than specific lessons or specific activities. â€Å"The environment must be seen as part of the curriculum, creating interest and encouraging and supporting exploration (Blackboard, 2013). † Research has shown that much of how infants and toddlers learn best comes not from specific adult-directed lessons but from teachers knowing how to maximize opportunities for each child to use natural learning inclinations. The philosophy of routine care as learning opportunities for infants and toddlers is based on the premise that, â€Å"Relationships develop through all kinds of interactions, but especially during ones that happen while adults are carrying out those essential activities of daily living sometimes called caregiving routines (Greenman, Stonehouse, and Schweikert, 2008, pg. 5)†, such as: feeding, diapering; toilet training/learning; washing; bathing and grooming; dressing; napping. â€Å" For caregiving routines to become curriculum, they can’t be done mechanically. Each time a caregiver interacts in ways that focus fully on the individual child while performing one of these essential activities of daily living, the time spent furthers connections. When caregivers manipulate the child’s body and put their attention elsewhere, they loss the opportunity to let the child experience an intimate human interaction. It’s the accumulation of intimacy during these numerous interactions that turns ordinary tasks into a relationship-based curriculum (Greenman, Stonehouse, and Schweikert, 2008, pg. 53). † The role of the adult in intentional curriculum planning and supporting learning is to be respectful and responsive to the childs ways of learning and understanding. Because early learning is all-inclusive, plans to facilitate the infant toddler learning need to be well rounded. Security, exploration, and identity formation are manifested differently during the infant toddler stage, the way adults respond to these needs should be developmental appropriate. Aware that the infant receives information from every domain simultaneously, early childhood professionals recommend that caregivers and caring adults plans to help with infant learning, be created in ways that reflect an awareness of the impact of the experience on all the domains of learning and development simultaneously. Observations and recordings such as: anecdotal notes, individual journals/two-way journals and running records, are also included in the role of the adult in intentional curriculum planning. â€Å"All infants and toddlers deserve caregiving and teaching practices specially tailored to them rather than ones that come with the expectations that children must fit into the program. The role of the team in providing individualized curriculum is to take into consideration each child’s needs, stage of development and personal characteristics. Children have different temperaments, energy levels and parental preferences for caregiving practices (Greenman, Stonehouse, and Schweikert, 2008, pg. 151). † Key Differences between Preschool and Infant-Toddler Curriculum According to the text, â€Å"The primary focus of the first three years should be to establish a close and continuous relationship. Education then grows out of the relationship that results from caregiving. Programs that regard infants and toddlers as immature preschoolers and use and activities approach get frustrated with all the â€Å"noneducational† time spent in caregiving and transition times. The care component fits into the total picture. When infant-toddler education comes in a package with play, exploration and caregiving, everything that happens in the program becomes educational. (Gonzalez-Mena, J. Widmeyer, D. M. , 2012, p. 28). † Preschoolers are much more independent and vocal then infant-toddlers. Preschoolers are able to communicate what they what and how they feel. Their motor, language and social/emotional skill are more advanced than that of an infant-toddler. According to Diane Trister Dodge, although, â€Å"both preschool and infant-toddler curriculum share the same five components or framework, the content is very different. Early childhood educators must have: knowledge of child development, how to create a DAP learning environment, knowledge of what children learn at each stage of development, how to guide and assess learning and how to relate to children. However, curriculum for infants is organized around daily routines and experience; whereas the curriculum for preschooler is organized around interest, content and studies (Blackboard Video, 2013). † According to Ron Lally, â€Å"Expectations must be different for preschoolers and toddlers. For example, an early childhood educator cannot expect an infant-toddler to sit still and because infants follow an inborn exploratory agenda and rapidly advances through three major periods of development (previously discussed); and the care and education of the infant-toddler must keep pace with these changes. Infants learn holistically they focus on every part of the interactions (Blackboard Video, 2013). † Infant-toddlers must be afforded the freedom needed to construct their own knowledge of their environment, themselves and others; whereas, toddlers can benefit from a more structured curriculum. Some of the hazards of providing a watered-down preschool approach to infants and toddlers include: not meeting the developmental needs of the infants and toddlers; future growth and development stages delayed; and over stimulation to name a few. Infant and toddler curriculum can be both challenging and rewarding. The challenges in include the rapid changes that take place during this time of growth and development, the varying temperaments of individual children, and the constant adaptations necessary during curriculum implementation. However, the rewards far exceed the challenges. It is very rewarding to see a child reach developmental milestones such as; taking their first step, or speaking their first words. I also find it rewarding to see the smile and since of peace families demonstrate when they know their child is receiving high quality care and DAP learning experiences. In conclusion, I have explored infant and toddler curriculum, discussed the developmental themes in infancy and the differences between preschool curriculum and appropriate infant toddler curriculum. I have also shared some of my personal feelings about infant and toddler curriculum, including the challenges and rewards.