Trade-centred Approaches to Poverty Reduction

Trade-centred Approaches to Poverty Reduction Question: In the context of the current race to meet the MDG goal of eradicating extreme poverty by 2015, what advantages and disadvantages does the global community face in advancing trade-centred approaches to poverty reduction, as opposed to an agenda focused on aid. In the 2009 Millennium Development Goals Report released earlier this year, the Secretary-General noted that important progress has been made in the attempt to eradicate poverty, but yet there are still many successes on which to build. Furthermore, movement toward that goal was too slowly. (website address) `The worlds least developed countries hold 12 percent of the worlds population but account for less than one percent of global trade so expanding trade with and among developing countries is a critical driver of economic growth and poverty reduction because it encourages entrepreneurship, human resource development, technology transfer (including access to the internet) makes global partnerships easier, technological innovation and good governance all these which are necessary. A new global and regional trade environment presents the Caribbean countries with critical challenges, but also many opportunities to reposition itself as a growing and competitive region, translating into significant economic and social gains, Trade must always be reciprocal However, global integration is being conducted in a context of macroeconomic and financial imbalances. The region experienced large current account and fiscal deficits, as well as high levels of indebtedness, which in the past, slowed trade reforms and are currently a major concern in the evolving trade environment. These macroeconomic and financial imbalances are exacerbated by the current economic crisis. A trade-centred approach to eradicating poverty thus takes into consideration using import and export strategies that include making sure those goods and services are in alignment with worldwide. Trade-centred takes into consideration the skills and the services of the entrepreneur, wholesaler, distributor and manufacturer. The Websters dictionary defines as entrepreneur as : One who undertakes to start and run an enterprise or business, usually assuming full control and risk So that one has to recognize that there is an opportunity to find solutions for needs, wants, problems and challenges). Entrepreneurs must be empowered to believe that they can make the difference in advancement of their economy and that they are a part of the development process to form sustainable partnerships for the future. If trade links cannot be developed internationally then certainly attempts have to be made intra-regionally. It is hoped that the greatest resource, the people, would become more independent in owning a business would make the individual more independent and the profits would not have to go back towards paying back not the loams but the exorbitant interest on the loans. Individuals feel empowered when they have sustainable employment. But this employment should not be done in a haphazard manner but should be done with such amenities as a business plan. Financial Management, Human Resource Management and Risk Management would have a lot to play even as market research is done. Regional Institutions can be strengthened as a mechanism of trade by the coordination of regional objectives and activities with national bodies. National institutions are often those who are in charge of the trade we must try to reduce the trade costs. The Business and regulatory environment, the national Insurance and the Business levy situation must be willing to look at the changes in customer needs so that the reevaluation of the product life cycle must be regarded. The environment must continuously be one that there is going to be some investment. While many Caribbean countries (most notably Trinidad and Tobago, Dominican Republic, and Jamaica) have undertaken policy measures to improve their trade policy, important weaknesses remain in five major areas is the proper establishment of customs procedures and administration. Additionally, the legal framework for businesses including taxation and monitoring must be properly in place because there is going to be active competition with other members of the society. Groups must be authorized by the government and regular training and workshops must be done to be able to reach to government standard (The Trinidad and Tobago Bureau of Standards) that again must be regulated so that there would not be any shady or illegal activity going on. The training of youth is a factor which is critical if Micro Enterprise development is to be an issue. Micro Enterprises include very small businesses that employ about 1 to five persons. The establishment of Micro Enterprises is one strategy that is use by the MDGs in the eradication of poverty. The sizes of micro enterprise businesses may be small but altogether they make up the fastest growing of the private sector that should be a vital contributor of the social and economic creating new jobs every day climate thus creating a large part of the GDP. They are engines of the creative capacity of our economy by creating internal trade which would ultimately lead to regional and global trade. A person becomes more creative in order to be a step ahead of the competition and this uniqueness sets the entrepreneur apart while he seeks to align his products to quality standards. Competition, though, must be comprehensive and everyone must be willing to participate in competition policy. We would seek to capitalize on each individuals strength and not their weakness although we know that the business environment is very competitive The government takes the opportunity, as the strength of the economy increases, to want to encourage investments from international bodies so that technology from other countries could be included and that persons may even want to get in. A country must decide which are there niche markets and using money management strategies could apply them to certain goods. Focus must be done on niche markets and knowing what other countries may have to offer when we do an analysis and know the competition. Create a workforce that is able to sustain that type of environment after thorough research has been done but we must be willing to work hard and not look for handouts. However, failures that may be as a result of overinvestment, poor credit arrangements and poor inventory management must be avoided at all costs. A vision and a mission must be established. The disadvantage of going into business would include taking along of risks, meaning that it is sometimes a lonely scene where invariably one has to work long hours. However, a company has to be careful as global competition that could be dangerous for the company. Next, one has to be wary of barriers to trade that could influence the profitability of entering a trade relationship with partners in a particular area. There are lots of risks that are involved in engaging in such an act that includes the loss of initial start-up capital. Funding Options: The whole idea of an aid focused agenda according to the Aid Guide comes with the idea of richer countries trying to do their moral duties)but instead they are really seeking their own strategic interest which can include the desire to have some say in a countrys political affairs. Thus in order for the Millenium Development Goals to be accomplished, they must be accompanied by the monitoring of donors intentions. A lot of people clamour for aid for aid for impoverished nations but it only seems that aid has allowed the poor to get poorer where there is a situation of corruption and theft of government funds that creates a spiraling effect of inflation and a lack of investment into the country and thus a slower growth of the economy. Moyos idea of aid could entrap a country as the famous Bob Marley song quoted that we need to emancipate ourselves from mental slavery Aid may come in many different forms inclusive of money that is usually a loan, or receiving country must spend the gift on buying the donor countys products. Loans, though, come with many restrictions that are attached to getting the loan though you can raise capital even within a particular country without having to seek additional funding from outside sources. Next, more than half of foreign aid is usually military, is often utilized to fight the donors enemies and terrorists or is given because there is that desire to buy that countrys vote in UN, likewise other future actions. Still, countries tend rather to go this way for many different reasons including the reason that it is an easy source of financing that is readily available to the public. Additionally, though most African nations claim that aid is needed for countries to get a head start in achieving so many other factors inclusive of the development of aid, there must be proper allocation of resources and monitoring should also occurs to make sure that funds are used the way that they have been designated to be used. Then we could use what is known as the traditional method of the Sou Sou. This started as a part of the African tradition could even continue in our traditional society today as this starts with persons. Aid should not only come in the form of money but it should also be in the form of making technology available and transferring technology to various groups so that the eventually the knowledge and the skills and the training could be transferred Aid, whether or not it is given for any developmental purpose costs the taxpayer and raises national debt. Furthermore, it reduces the receiving countrys ability to produce the items they get from us (that means if we send them food, then their farmers wont be able to sell their crops for higher prices) Financing for debt and equity capital is that which is seen as an investment that does not incur any interest and this could be money. Contributors must be able to get something out of the financing that they are putting out according to Management Consultant Sajjad Hamid Even using the Micro Enterprise Development Model, aid for individual business can take the form of venture capital may be another option that is available where management could have a say in how the company is run but this idea may not have a measure of enthusiasm for most who may be the recipient of such offerings. Microfinance Institutions that are not usually regulated by the government and that are viable options for businesses for small loans, savings, insurance and other financial products for low-income families. This is where credit unions come into play. The evidence linking public investment to private capital formation and growth have grown significantly in the past few years Young people, have to be motivated to engage in agricultural production in every country. There are approximately 6.1 billion people worldwide. The Agricultural Development Bank (ADB) covers the agriculture sector with low interest loans and financing for farm projects with little or no initial positive cash flow. Why dont we encourage our populations to start planting rice and wheat since for our populations as required in the daily diet so that the global community could be fed and that each country would not have imbalances in trade? Products however do not need to be a product that is manufactured itself although once this is done there could be more profits but this could also be a product that needs to be distributed. Each country must be clear on what the funds are to be used for if they are to assess aid and there must be a personal evaluation of ones financial position. There must be that ability to negotiate the terms of a contract instead of just accepting that contract. If the whole idea and the entire concept of finding what must be traded needs to be discovered then the whole environment must be scanned for the product to that is to be sold to be discovered. Small changes could make big differences. Some disadvantages of using foreign aid are that it forces an individual to remain in a dependent state meaning that instead of an individual seeking creating alternative they search out excuses to obtain more money. The acceptance of foreign aid can have the effect of opening a can of worms as it allows the international lending agency such as the International Monetary Fund (IMF) to interfere in the political matters of a country. Furthermore, if for some strange reason, the loan cannot be repaid that the country may have to give up some of its resources as collateral for the loan. Many persons think that it is the humanitarian thing to do to offer aid but can this be more of a hindrance than anything else. Thus in evaluating whether or not a trade-centred approach is better it can be said that a country will always be better off if this is if they can develop their trading capabilities instead of using more developed countries as their lifeboat. I am not saying that they should not advocate for help if this is going to happen then the legal framework must be strengthened ultimately for sustainable trade to continuebut at the same time this should not be a situation that lasts for an extended period of time.if aid for trade was urgent in 2007 but it is essential today. It is the investment that will allow many developing countries to prepare to exit the crisis by enhancing their trade capacity. He spoke on Jul 6 at the opening of the second Aid for Trade Review under the heading of Maintaining Momentum. REFERENCES Dambisa Moyo. DEAD AID: WHY AID IS NOT WORKING AND HOW THERE IS ANOTHER WAY FOR AFRICA. London: Allen Lane, 2009. 188 pp.  £14.99 WORLD: TRADE ALONE NOT A CURE FOR POVERTY, CLAIMS REPORT Isolda Agazzi. Global Information Network. New York: Jul 9, 2009. TRADE CAPACITY BUILDING- EXPANDING TRADE WITH, AMONG DEVELOPING COUNTRIES IS CRITICAL DRIVER OF ECONOMIC GROWTH AND POVERTY REDUCTION US Fed News Service, Including US State News. Washington, D.C.: Jul 8, 2009 CARIBBEAN/NEW WORLD BANK STUDY: TRADE INTEGRATION, KEY FOR GROWTH AND POVERTY REDUCTION US Fed News Service, Including US State News. Washington, D.C.: Apr 6, 2009. Financing SMEs: Look Ye Shall Find Business Day Newsday Thursday September 24, 2009 Pg 16, Sajjad Hamid Roads out of Poverty? Assessing the Links between Aid, Public Investment, Growth, and Poverty Reduction Pierre-Richard Agà ©nor,* Nihal Bayraktar,** and Karim El AynaouiThis version: December 23, 2004 http://online.wsj.com/article/SB123758895999200083.html By: Moyo, Dambira. Wall Street Journal Eastern Edition, 3/21/2009, Vol. 253 Issue 66, pW1-W2, 2p, 2 color, 3 bw; (AN 37020959) Database: Academic Search Complete OneWorld.net Aid Guide http://uk.oneworld.net/guides/aid?gclid=CO2B8aSkmp0CFRpdswodORx12A

Aeneas and His Ghosts :: Aeneas Presentation

Aeneas and His Ghosts The Aeneid Written by Virgil Translation by Fitzgerald I.Pious Aeneas (his background and key characteristics) †¢Mother is Venus (the Greek Aphrodite) Page 54, Book II, Lines 775-777 â€Å"Stepping before me, radiant through the night,My loving mother came: immortal, tall, And lovely as the lords of heaven know her.† †¢Ã¢â‚¬Å"Favored by Jupiter† Page 164, Book VI, Lines 190-193â€Å"†¦ A few Whom a benign Jupiter has loved or whom Fiery heroism has borne to heaven, Sons of gods, could do it†¦Ã¢â‚¬  †¢Fated oThe gods respect his fate. Page 11, Book I, Lines 319-322 â€Å"Surely from these the Romans are to come In the course of the years, renewing Teucer’s line, To rule the sea and all the lands about it,According to your promise†¦Ã¢â‚¬  ï‚ §He will found the land where Rome will later stand. Page 12-14, Book I, Lines 352-354, 373-375 â€Å"No, he, your son – now let me speak of him, In view of your consuming care, at length, Unfolding secret fated things to come-† â€Å"And call by his own name his people Romans. For these I set no limits, world or time, But make the gift of empire without end.† ï‚ §He is fated to go to the Underworld. Page 164, Book VI, Lines 214-217 â€Å"Pull away the bough. It will come willingly, Easily, if you are called by fate. If not, with all your strength you cannot conquer it, Cannot lop it off with a sword’s edge.† †¢Receptive and Open. oAeneas constantly looks for signs from the gods as to what his actions should be and listens/ follows through when he is nudged in the right direction. Page 110, Book IV, Lines 545-551 â€Å"Duty-bound, Aeneas, though he struggled with desire To calm and comfort her in all her pain, To speak to her and turn her mind from grief, And though he sighed his heart out, shaken still With love of her, yet took the course heaven gave him And went back to the fleet†¦Ã¢â‚¬  oIn all his interactions with his crew, wife, father, Dido, other leaders, the gods, etc., Aeneas listens instead of tooting his own horn (Odysseus), knowing there is a lot to be gained from others. †¢Aeneas is dutiful. oBrings the household gods. Page 65, Book III, Lines 16-18 â€Å"†¦I took to the open sea, Borne outward into exile with my people, My son, my hearth gods, and the greater gods† oCarries Anchises from Troy on his back and holds his opinion in high regard. Page 55, Book II, Lines 829-830 â€Å"†¦I looked for him at once, My first wish being to help him to the mountains;† Page 58, Book II, Lines 921-924

Hartwell Genetics Ch. 13 Study Guide

Chapter 13—Chromosomal Rearrangements and Changes in Chromosome Number Reshape Eukaryote Genomes Fill in the Blank |1. |Events that reshape genomes by reorganizing the DNA sequences within one or more chromosomes are known as ____________________. | |Ans: |rearrangements | | |Difficulty:  Ã‚  2 | |2. |____________________, duplications, inversions, translocations, and movements of transposable elements are all types of | | |rearrangements of chromosomal material. |Ans: |Deletions | | |Difficulty:  Ã‚  2 | |3. |Very large deletions are visible at the relatively low resolution of a __________________, showing up as the loss of one or more| | |bands from a chromosome. | |Ans: |karyotype | | |Difficulty:  Ã‚  2 | |4. |Changes in gene ____________________, the number of times a given gene is present in the cell nucleus, can create a genetic | | |imbalance. |Ans: |dosage | | |Difficulty:  Ã‚  3 | |5. |An unpaired bulge of one member of a homologous pair of chromosomes durin g prophase of meiosis I is known as a | | |____________________. | |Ans: |deletion loop | | |Difficulty:  Ã‚  3 | 6. |A recessive mutation in the mouse that prevents homozygous animals from walking in a straight line is known as the | | |____________________ gene. | |Ans: |shaker-1 | | |Difficulty:  Ã‚  3 | |7. |When repeats of a region lie adjacent to each other they are called ____________________ duplications. |Ans: |tandem | | |Difficulty:  Ã‚  2 | |8. |Inversions that include the centromere are termed ____________________. | |Ans: |pericentric | | |Difficulty:  Ã‚  2 | 9. |Inversions that exclude the centromere are termed ____________________. | |Ans: |paracentric | | |Difficulty:  Ã‚  2 | |10. |A crossover product that lacks a centromere is known as a(n) ____________________fragment. | |Ans: acentric | | |Difficulty:  Ã‚  2 | |11. |The type of large-scale mutation in which parts of two different chromosomes trade places is a ____________________ | | |transloc ation. | |Ans: |reciprocal | | |Difficulty:  Ã‚  2 | |12. |____________________ is the enzyme that catalyzes transposition. |Ans: |Transposase | | |Difficulty:  Ã‚  2 | |13. |Organisms with four copies of a particular chromosome (2n+2) are ________________. | |Ans: |tetrasomic | | |Difficulty:  Ã‚  3 | |14. |Down syndrome is also known as ____________________. |Ans: |trisomy 21 | | |Difficulty:  Ã‚  2 | |15. |If a tetraploid derives all of its chromosome sets from the same species, we call this kind of polyploid a(n) | | |____________________. | |Ans: |autopolyploid | | |Difficulty:  Ã‚  3 | Multiple Choice |16. |Which of the following are considered chromosomal rearrangements? |A) |inversions | |B) |duplications | |C) |deletions | |D) |translocations | |E) |all of the above | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  1 | |17. |Which of the following removes material from the genome? |A) |inversions | |B) |duplications | |C) |deletions | |D) |translocations | |E) |n one of the above | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  1 | |18. |Which of the following adds material to the genome? |A) |inversions | |B) |duplications | |C) |deletions | |D) |translocations | |E) |none of the above | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |19. The type of chromosomal rearrangement which reorganizes the DNA sequence within one chromosome is known as a(n): | |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |none of the above | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |20. |In general, which of the following usually has a greater chance of lethality than the others? |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |all have an equal chance | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |21. |Sometimes a piece of one chromosome attaches to another chromosome.This is known as a(n): | |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |none of the above | | |Ans:   Ã‚  D | | |Difficulty:  Ã‚  1 | |22. |Sometimes a part of the genome moves from chromosome to chromosome.This is known generally as a(n): | |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |transposable element | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  2 | |23. |Rearrangements and changes in chromosome number may affect gene activity or gene transmission by altering the | | |________________________ of certain genes in a cell. |A) |position | |B) |order | |C) |number | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |24. |Karyotypes generally remain constant within a species because: | |A) |rearrangements occur frequently. | |B) |changes in chromosome number occur infrequently. | |C) |genetic instabilities produced by genomic changes usually are at a selective disadvantage. | |D) |genetic imbalances are often at a selective advantage. | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |25. |Despite selection against chromoso mal variations: | |A) |related species almost always have the same karyotype. | |B) |related species almost always have a different karyotype. | |C) |closely related species diverge by many chromosomal rearrangements. | |D) |distantly related species diverge by only a few chromosomal rearrangements. | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  2 | |26. In higher organisms, using genetic analysis is usually difficult to distinguish small deletions in one gene from: | |A) |heterozygotes. | |B) |small duplications. | |C) |monosomies. | |D) |point mutations. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |27. |For an organism to survive a deletion of more than a few genes, it must carry a nondeleted homolog of the deleted chromosome. | | |This is known as: | |A) |a deletion heterozygote. | |B) |a deletion homozygote. | |C) |dosage compensation. | |D) |a triplolethal chromosome. | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |28. |Individuals born heterozygotes for certain deletions have a greatly increased risk of losing both copies of certain genes and | | |developing cancer. One such disease is: | |A) |triplolethal. | |B) |scarlet eyes. | |C) |retinoblastoma. | |D) |cataracts. | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  1 | |29. |During the pairing of homologs in prophase of meiosis I, the region of a normal, nondeleted chromosome that has nothing with | | |which to recombine forms a so-called: | |A) |inversion loop. | |B) |deletion heterozygote. | |C) |crossover suppressor. | |D) |deletion loop. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |30. Using Drosophila polytene chromosomes and small deletions, geneticists have been able to: | |A) |map the shaker-1 gene in Drosophila. | |B) |assign genes to regions of one or two polytene chromosome bands. | |C) |assign genes to regions of 100kb or less of DNA. | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |31. |Which of the following molecular techniques could a scientist use to help locate gene s on cloned fragments of DNA with deletion | | |mutants? |A) | In situ hybridization | |B) |Crossover analysis | |C) |Southern blot analysis | |D) |all of the above | |E) |both a and c | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  3 | |32. |Duplications arise by: | |A) |chromosomal breakage and faulty repair. | |B) |unequal crossing over. | |C) |errors in replication. |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |33. |During the pairing of homologs in prophase of meiosis I, the region of a chromosome bearing extra copies of a particular | | |chromosomal region that has nothing with which to recombine forms a so-called: | |A) |inversion loop. | |B) |deletion heterozygote. | |C) |duplication loop. | |D) |deletion loop. | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |34. An inversion may result from: | |A) |a half-circle rotation of a chromosomal region following two double-strand breaks in a chromosome's DNA. | |B) |the action of a transposable element. | | C) |a crossover between DNA sequences present in two positions on the same chromosome in inverted orientation. | |D) |all of the above | |E) |none of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |35. Inversions may be hard to detect because they: | |A) |never visibly change chromosome banding patterns. | |B) |increase recombination in heterozygotes. | |C) |do not usually cause an abnormal phenotype. | |D) |normally are removed immediately in natural populations. | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  3 | |36. |Which of the following does not happen when an intragenic inversion occurs? |A) |One part of the gene is relocated to a distant region of the chromosome. | |B) |One part of the gene stays at its original site. | |C) |Homozygotes for the inversion do not survive. | |D) |The gene's function is not disrupted. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  3 | |37. |When a crossover occurs within the inversion loop of a pericentric inversion each recombinant chromat id will have: | |A) |a single centromere. | |B) |a duplication of one region. | |C) |a deletion different from the one of duplication. |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |38. |Robertsonian translocations result from which of the following? | |A) |Breaks at or near the centromeres of two acrocentric chromosomes followed by the reciprocal exchange of broken parts. | |B) |A part of one chromosome becomes attached to a non-homologous chromosome. | |C) |Unequal crossing over during meiosis. | |D) |The fusion of two small chromosomes end-to-end such that a double centromere occurs. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |39. |Which of the following does not usually show a problem during meiosis? |A) |translocation heterozygotes | |B) |translocation homozygotes | |C) |paracentric inversion | |D) |pericentric inversion | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |40. |Of the following segregation patterns, which one is most likely to result in a normal zygote? |A) |alternate | |B) |adjacent-1 | |C) |adjacent-2 | |D) |nondisjunction | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |41. |The condition of semisterility is most closely associated with: | |A) |chromosomal duplications. | |B) |pericentric inversions. | |C) |translocation heterozygotes. | |D) |translocation homozygotes. | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |42. |Translocations can help: | |A) |determine linkage groups. | |B) |aid in the diagnosis and treatment of certain cancers. | |C) |map important genes. | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |43. Down Syndrome can result from: | |A) |three copies of chromosome 21. | |B) |a translocation of a part of chromosome 21. | |C) |a reciprocal translocation between any two autosomes. | |D) |a and b | |E) |a, b, and c | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |44. |Which of the following do translocations and inversions not have in common? |A) |don't alter the amount of DNA in the genome | |B) |ability to alter gene function | |C) |use of inversion loops during crossing over | |D) |catalysts of speciation | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |45. |A transposition is considered a cytologically invisible sequence rearrangement. With which of the following does it share this | | |property? |A) |small deletion | |B) |large duplication | |C) |inversion | |D) |translocation | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |46. |Barbara McClintock is most closely associated with which of the following? | |A) |The initial discovery of genetic transposition. | |B) |The discovery of transposable elements in corn. | |C) |The mutation rate in translocation heterozygotes. | |D) |The demonstration of the presence of transposable elements in polytene chromosomes. | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |47. |Transposable elements have many things in common.Which of the following is not a usual characteristic of them? | |A) |Typically small er than 50 bp. | |B) |May be present in a genome from one to thousands of times. | |C) |Are found only in a select group of organisms. | |D) |Need not be sequences that do something for the organism. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  3 | |48. |Retroposons and retro-viruses have structural parallels. Which of the following also shares structural parallels with them? |A) |tRNA | |B) |DS-DNA | |C) |rRNA | |D) |mRNA | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |49. |Which of the following is a possible effect that a transposable element may have on a gene? | |A) |Shift the reading frame. | |B) |Diminish the efficiency of splicing. | |C) |Provide a transcription stop signal. | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |50. Which of the following is not an aneuploidy? | |A) |monosomy | |B) |tetraploid | |C) |trisomy | |D) |tetrasomy | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |51. |The most common human aneuploidy is trisomy 21, Down syndrome .All of the effects listed below may be seen in this syndrome | | |except: | |A) |death always by age 25. | |B) |mental retardation. | |C) |skeletal abnormalities. | |D) |heart defects. | |E) |increased susceptibility to infection. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |52. |Which of the following sex chromosome aneuploidies is not usually seen in live births? | |A) |XO |B) |XXY | |C) |YO | |D) |XXX | |E) |None of the above | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |53. |Turner syndrome, XO, is a sex chromosome aneuploidy. Of the effects listed below, which one is not usually seen in this | | |syndrome? |A) |unusually short stature | |B) |infertility | |C) |skeletal abnormalities | |D) |unusually long limbs | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |54. |In Drosophila, a gynandromorph, which is composed of equal parts male and female tissue, results from: | |A) |an XX female losing one X chromosome during the first mitotic division after fertilization. | |B ) |an egg carrying an X chromosome fertilized by a Y-carrying sperm. | |C) |a normal egg fertilized by both an X-carrying sperm and a Y-carrying sperm. | |D) |the fusion of a female embryo with a male embryo. | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  3 | |55. |Which of the following is not an example of a euploid condition? | |A) |triploidy | |B) |diploidy | |C) |Down syndrome | |D) |tetraploidy | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  1 | |56. Triploid organisms usually result from: | |A) |the union of haploid and diploid gametes. | |B) |unequal disjunction during embryogenesis. | |C) |propagation of fused cell lines. | |D) |fusion of three gametes simultaneously. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |57. |During mitosis, if the chromosomes in a diploid tissue fail to separate after replication, the resulting daughter cells will be:| |A) |monoploid. | |B) |tetrasomic. |C) |triploid. | |D) |tetraploid. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |58. |Hybrids in whi ch the chromosome sets come from two distinct, though related, species are known as: | |A) |autopolyploids. | |B) |allopolyploids. | |C) |amphiploids. | |D) |bivalents. | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  2 | |59. |The genus Triticale is a new genus of the various allopolyploid hybrids between wheat and rye.Some of the members of this genus| | |show agricultural promise because: | |A) |wheat has a high yield. | |B) |rye adapts well to unfavorable environments. | |C) |wheat has a high level of protein. | |D) |rye has a high level of lysine. | |E) |all of the above | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  2 | |60. |Which of the following rarely, if ever, results in a positive force for evolution? |A) |polyploidy | |B) |allopolyploidy | |C) |trisomy | |D) |amphidiploidy | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | Matching | |Match the following descriptions with the terms below a. inversion b. duplication c. deletion d. translocation e. transposable element |61. |A pi ece of genetic material that moves from place to place in the genome. | |Ans: |e | | |Difficulty:  Ã‚  2 | |62. |A change in the genome whereby new material is added to the genome. | |Ans: |b | | |Difficulty:  Ã‚  1 | |63. |A change in the genetic material where a DNA sequence changes direction. |Ans: |a | | |Difficulty:  Ã‚  1 | |64. |A decrease of genetic material in the genome. | |Ans: |c | | |Difficulty:  Ã‚  1 | |65. |A piece of chromosome attaches to another chromosome. | |Ans: |d | | |Difficulty:  Ã‚  2 | | | Match the following descriptions with the terms below a. retroposon b. transposon c. transposable element d. transposase |66. |Any DNA segment that moves about in the genome. |Ans: |c | | |Difficulty:  Ã‚  3 | |67. |Moves in the genome with the aid of an RNA intermediate. | |Ans: |a | | |Difficulty:  Ã‚  2 | |68. |Moves DNA directly. | |Ans: |b | | |Difficulty:  Ã‚  3 | |69. |An enzyme that catalyzes a transposition event. | |Ans: |d | | |Difficu lty:  Ã‚  1 | True or False |70. |When comparing mouse and human Giemsa-stained karyotypes, we see no conservation of banding patterns. | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |71. |Karyotypes generally remain constant within a species because rearrangements and changes in chromosome number occur | | |infrequently. | | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  3 | |72. |Changes in chromosome number include aneuploidy, monoploidy, polyploidy, and duplications. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |73. |Deletion may arise from errors in replication, from faulty meiotic or mitotic recombination, and from exposure to X-rays. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |74. |Homozygosity for a deletion is often, but not always, lethal. | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |75. |Recessive mutations can often be covered by deletions in heterozygotes. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |76. |Most duplications have no obvious phenotypic consequences and can be detected only by cytological or molecular means. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |77. |Duplication of chromosomal segments rarely has an effect on the evolution of genomes. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |78. |Crossing-over within an inversion loop produces aberrant recombinant chromatids. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  3 | |79. |Reciprocal translocations are usually phenotypically abnormal because they have neither lost nor gained genetic material. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  1 | |80. |A hallmark of transposons is that their ends are inverted repeats of each other. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  3 | |81. |The mouse genome has high synteny with the human genome since about 170 DNA blocks are simply rearranged between the two | | |genomes. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |82. |Euploid cells contain only incomplete sets of chromosomes. | | Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |83. |Down syndrome is an example of triploidy. | | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |84. |Genetic imbalance results from polyploidy. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  1 | |85. |An acentric fragment is an inversion cross-over product lacking a centromere. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  1 | Short Answer |86. |Explain how data from the linkage groups of the mouse can be used as a resource for assessing human linkage groups. |Ans: |Because virtually all genes cloned from the mouse genome are conserved in the human genome and vice versa, it is | | |possible to construct linkage maps for the two genomes from the same set of markers. Comparisons of the mouse and human| | |linkage groups allow one to see a picture somewhere between complete correspondence and unrelatedness. Genes closely | | |linked in the mouse tend to be closely linked in humans, but genes that are less tightly linked in one spe cies tend not| | |to be linked at all in the other. This shows that even though mice and humans diverged about 65 million years ago, the | | |DNA sequences in many regions are very similar. | |Difficulty:  Ã‚  4 | |87. |Explain the differences between chromosomal rearrangements and changes in chromosome number. Cite at least one example of each. | |Ans: |Chromosomal rearrangements reorganize the DNA sequences within one or more chromosomes. Changes in chromosome number | | |involve losses or gains of entire chromosomes or sets of chromosomes. (Student may cite as an example of | | |rearrangements: deletion, duplication, inversion, translocation, and transposable elements. For changes in chromosome | | |number student may cite an aneuploidy such as a monosomy or trisomy, monoploidy, or polyploidy. | | |Difficulty:  Ã‚  4 | |88. |Describe how an inversion heterozygote can reduce the number of recombinant progeny. | |Ans: |When inversion heterozygotes have chromosomes pair up duri ng meiosis, an inversion loop is formed to allow the tightest| | |possible alignment of homologous regions. This always produces aberrant recombinant chromatids. Two inversion cases are| | |possible – pericentric and paracentric. In a pericentric crossover within the inversion loop each recombinant will | | |carry a duplication of one region and a deletion of another.This abnormal dosage of some genes will result in abnormal| | |gametes and if they fertilize normal gametes, zygotes may die because of genetic imbalance. In a paracentric crossover | | |within the inversion loop the recombinant chromatids will be unbalanced in both gene dosage and centromere number. | | |(Student may then explain how centromere number can result in genetically unbalanced gametes such as what acentric and | | |dicentric chromatids would produce. ) | | |Difficulty:  Ã‚  4 | |89. Discuss the several effects that translocations and inversions have in common. | |Ans: |Both translocations and inver sions change genomic position without affecting the total amount of DNA. If a breakpoint | | |of either one is within a gene, the gene function may be altered or lost. Both types may produce genetically imbalanced| | |gametes that may negatively affect a zygote or developing embryo. (Student may explain at this point the differences | | |between how the imbalanced gametes are produced. ) Because both reduce viable progeny and heterozygotes, they may play a| | |role in speciation and evolution. | | |Difficulty:  Ã‚  4 | |90. Explain the possible effects that a transposable element may have on a gene. | |Ans: |Insertion of a transposable element near or within a gene can affect gene expression and alter phenotype. For example, | | |a B type hemophilia occurs after insertion of Alu into the gene encoding clotting factor IX. Secondly, the effect of | | |insertion depends on what the element is and where the insertion point is. If insertion is into a protein-coding exon, | | |the readi ng frame may shift or a stop codon may be introduced. Insertion into an intron may lower the efficiency of | | |splicing, which may result in removal from the transcript that could lower production of a normal polypeptide.A stop | | |signal could also affect genes downstream. Upstream insertion into a regulatory gene could affect gene function in | | |various ways also. | | |Difficulty:  Ã‚  4 | |91. |Explain the mechanism by which aneuploidy occurs. | |Ans: |Aneuploidy occurs because of meiotic nondisjunction either in meiosis I or meiosis II. In meiosis I if homologs do not | | |separate all gametes produced will contain an error. Two of the gametes will contain both homologs and two will contain| | |neither.When fertilization of a normal gamete occurs by either of these abnormal gametes, aneuploidy results. Half of | | |the zygotes will be trisomic and half will be monosomic. Meiotic nondisjunction during meiosis II will produce two | | |normal and two abnormal gametes. If fer tilization occurs with either of the abnormal gametes, aneuploid zygotes are | | |produced. | | |Difficulty:  Ã‚  4 | |92. |Discuss why triploid organisms are almost always sterile. | |Ans: |(Student may explain how triploids occur. ) Triploids are almost always sterile because meiosis produces mostly | | |unbalanced gametes.During the first meiotic division in a triploid germ cell, three sets of chromosomes must segregate| | |into two daughter cells. Most likely one daughter will end up with two chromosomes and the other will have only one of | | |any one set of homologs. Some cells will have two of some chromosomes and the normal one of others. Many combinations | | |of incorrect number of chromosomes will occur with very little chance of the normal amount. Most gametes will be | | |aberrant and will have a reduced chance of producing viable offspring. | | |Difficulty:  Ã‚  4 | |93. |Discuss how deletions and duplications may contribute to evolution. |Ans: |General examples of how chromosomal rearrangements might contribute to evolution: | | |Deletions – a small deletion that moves a coding sequence of one gene next to a promoter or other regulatory element of| | |an adjacent gene may, rarely, allow expression of a protein at a novel time in development or in a novel tissue. If the| | |new time or place of expression is advantageous to the organism, it might become established in the genome. | | |Duplications – a duplication will provide at least two copies of a gene. If one copy maintains the original function, | | |the other could conceivably acquire a new function that would probably be related to the original function.Many | | |examples can be seen in higher plants and animals. (Students may also write about the evolutionary contributions of the| | |other chromosomal rearrangements and might even mention the role of changes in chromosome number. ) | | |Difficulty:  Ã‚  4 | |94. |Why do inversions act as cross-over suppressors? | |Ans: |Inversions act as cross-over suppressors because only progeny that do not recombine within an inversion loop will | | |survive. | | |Difficulty:  Ã‚  4 | |95. |What is a balancer chromosome? |Ans: |A balancer chromosome is a special chromosome often created by the use of X-rays for the purpose of genetic | | |manipulation; these chromosomes often carry multiple, overlapping inversions that enable researchers to follow them | | |through crosses, and a recessive lethal mutation that prevents the survival of homozygotes. | | |Difficulty:  Ã‚  4 | |96. |What is the difference between alternate and an adjacent-1 segregation or an adjacent-2 segregation pattern? | |Ans: |An alternate segregation pattern results in balanced chromosomes while adjacent 1or 2 patterns yield chromosomes that | | |are unbalanced. | |Difficulty:  Ã‚  4 | Experimental Design and Interpretation of Data |97. |We now know that several organisms have a high degree of synteny at the genomic level. You wish to test the hypothesis that the| | |laboratory mouse and human share genomic similarities. What tests would you complete and given that we now know that the mouse | | |and human genomes are highly syntenic, what results would you expect? | |Ans: |Karyotype analysis can be used to test the hypothesis of genomic similarities however, only animals that have high | | |homology will show similar banding patterns.Therefore, FISH (fluorescence in situ hybridization) would be a more | | |useful technique to determine synteny. The mouse and human genomes are similar in that approximately 170 similar | | |fragments an average length of about 18 Mb are simply rearranged (this is not visible in a karyotype). | | |Difficulty:  Ã‚  4 | |98. |You are mapping traits in your favorite organism but unbeknownst to you, your laboratory model organism contains a rare | | |deletion. How will your mapping results be affected? |Ans: |The mapping distance will appear smaller than the actual physical distanc e in the wild-type organism. | | |Difficulty:  Ã‚  4 | |99. |You have discovered an altered phenotype and cloned the gene responsible. However, the gene you cloned appears to have an | | |unusual sequence in it. In order to determine the chromosomal location of your new gene, you perform FISH, using only the | | |unusual sequence, on several animals. To your surprise, the FISH results suggest that each animal contains the gene on a | | |different chromosome. How would you interpret your results. |Ans: |The unusual sequence is a transposon and your â€Å"new† phenotype arose via the disruption of its gene by the transposon. | | |Difficulty:  Ã‚  4 | |100. |You are a master gardener and your favorite tomato plant is very sensitive to a pesticide called DEADBUG. You wish to make your| | |special tomato plants resistant to the pesticide which you spray on other bushes in your garden. Using microbial techniques | | |give sufficient and complete details of how you would do this (include ploidy status). | |Ans: |Haploid pollen grains are cold treated and plated on agar plates.The resulting embryoids are treated with hormone in | | |liquid culture and eventually grown as a monoploid plant. The plant is treated with a mutagen to induce mutations that | | |can result in insensitivity to the pesticide. Somatic cells are removed from the treated plant and plated on agar | | |containing DEADBUG. Only cells resistant to DEADBUG will grow. Again the embryoid is hormone treated and grown into a| | |resistant monoploid plant. Treatment with colchicine will allow duplication of chromosomes without separation | | |resulting in a normal diploid plant. | | |Difficulty:  Ã‚  4 |

Adolescence Psychology Observation - Free Essay Example

Sample details Pages: 4 Words: 1109 Downloads: 4 Date added: 2018/12/15 Category Psychology Essay Type Research paper Level High school Topics: Learning Essay Student Essay Did you like this example? Observational methods in researches for psychology include thorough observation as well as full description of the behaviour of the subject matter. The researcher who utilizes this research method has to put different quantities of control over the surrounding that he or she is making the observation. Observation acts as a bridge between the highly regulated method called experimental design and the less organised approach of conducting interviews. Observation is utilised without an intervention and it is for this reason that it is sometimes referred to as the naturalistic observation because one makes the observation in a natural setting. A natural setting means that the behaviour of the subject occurs very ordinarily without prior arrangements. One has to be very keen to observe the different behaviours of the subject. For compilation of this paper, I took a few hours at Daintree high school to observe the behaviours of the different adolescents up to their lunch hour. I we nt to the school about twenty minutes before their day would start. I am very sure that this research is going to be an interesting one for me as I observe the behaviours of these adolescents. The school breaks for lunch at exactly twelve noon and the school bell rings for pupils to be released to go and take their lunch. Daintree is not a big school thus the population of the school is average; not too populated and not less populated. From my judgement, the school has more boys than girls and I cannot tell the reason for this since my objective is only to observe the behaviours of these young adolescents. Most of them are physically able but there are a few cases of adolescents with special needs. They are all smartly dressed with their beautiful grey and purple uniforms. The school is well structured will all the facilities for children and adolescent growth. I arrive before their day begins so I am able to see how their time at school begins and how they cope up with each new day. Most of the students here are dropped in the morning by their parents. We had earlier on in class learned that boys at adolescence tend to be more active than girls and this proves to be true because most of the boys start jogging to their class after being dropped by their parents. The girls on the other side only walk to their classes. When all the students are in school, the morning bell rings and all of them take their seats ready to start off their day. While their teacher was talking to them, some seemed to be listening to her while others looked confused checking their school bags. The confused students seem to have misplaced items. Others who are not concentrating are busy drawing sketches on their books. The teacher would pause in the middle of a sentence just to alert them that they need to stop that and they would realise and immediately stop. Most of the boys sat at the back with a few girls. The girls at the back were passing notes to each other and I thought they were probably catching up with each other. The students at the front seem freshened up and are very attentive to their teacher. When their teacher pauses in the middle of a sentence, they stop their other doings and give the teacher an undivided attention. In class we also learnt that boys tend to be disobedient and this is true because most of the boys in this class are paying less attention to their teacher. When they break for their tea break at mid-morning, the students walk in groups of three mostly. There are cliques that they have formed in accordance to their home residents. The taller and big bodied boys also have their own cliques. The less energetic boys walk in their own groups and do not talk to any of the girls. One particular small boy who seems to have special needs talks to one of the girls but a taller boy stops him. The small boy walks away frightened. In class we learnt in one of the theories that boys who have bigger bodies at their adolescence feel very ene rgetic and try to bully the other small boys. The taller boys also have their uniforms a little bit customised to look better than the rest. The small boys speak to these taller ones with a lot of politeness and in my view I think that the taller and bigger boys in this school are bullies. All the girls seem polite except for this particular one who has her hair well plaited and is wearing very cute spectacles. She talks much and at some point she comes and says hello to me. She spends most of the time alone during the tea break as the other girls speak in small groups. In class, two boys and a girl remain behind during tea break. The bell rings after thirty minutes and the students are expected to go back to class. The small boys and all the girls run to class while the taller and bigger boys drag themselves to class. After tea break there is lots of noise in class and I observe that it is the boys who make most of this noise. When the teacher comes to class the students go silent like nothing happened. We learnt in class that, students that have special needs and those that have been brought up in problematic families for instance in a family where the parents divorced have a problem in relating with their peers. I had earlier communicated with their teacher about my intentions and I ask about one particular student, a small girl who seemed disturbed. Unlike the other girls, this girl does not fully interact with the rest and she does not walk in their groups and cliques. Their teacher tells me that her parents recently separated and she has had problems with relating with her peers since then. Another theory learnt in class is that girls at puberty want to relate more with boys. Apparently, the girls at Daintree high school only relate more with boys while outside the school compound. While in school, they keep a distance. My research ends at lunch hour and I observe the students as they go for their lunch. Most of them have snacks from home. They sit in groups of not less than two while taking their lunch except for a few of them. I have had an interesting day here and the theories I have learnt class have been proved right in this natural setting. Don’t waste time! Our writers will create an original "Adolescence Psychology Observation" essay for you Create order