ng in Arabidopsis thaliana and you want to learn about genes tha.docx
•Download as DOCX, PDF•
0 likes•2 views
ng in Arabidopsis thaliana and you want to learn about genes that are critical for the formation of seeds. You know a few genes that are important for the differentiation of pluripotent cells into seeds, but you want to know other genes in this genetic regulatory network/pathway. One of the genes that you know is important for seed development is called AINTEGUMENA (ANT) . In a loss of function mutant ( ant ) no seeds are produced. ANT is a transcription factor known to control the expression of other genes. Two ways that ANT regulates the expression of other genes is through binding to their promoter regions and through working in large protein regulatory transcription complexes. Specifically describe at least two ways ANT may regulate the expression of other genes. Design an experiment to determine other genes that are critical for seed development. You should use what you know about ANT as a starting point and discuss other candidate gene identification. Fully compare and contrast (including similarities and differences) prokaryotic and eukaryotic transcription and translation .
Report
Share
Report
Share
Recommended
TaskDifferentiate the following terms and provide an image obtain.docx
This document contains a series of questions about genetics and cell biology concepts. It asks the student to define terms like chromatin, sister chromatids, chromosomes and to differentiate processes of cytokinesis in plant and animal cells. It also contains questions about DNA structure and replication, gene regulation through operons, genetic engineering techniques like PCR and cloning, stem cells and embryonic development, and issues related to genetic technology and cloning. The student is asked to research answers, provide illustrations and reference sources.
gene expression.pptx
Gene expression in plants is controlled similarly to other organisms through promoters and transcription factors. Each gene has its own promoter that works with transcription factors to control the first part of expression. Gene transcription involves RNA polymerase adding nucleotides to create an RNA strand complementary to the DNA template, replacing thymine with uracil. Gene expression is regulated through controlling the amount and timing of gene products, allowing cells to adapt. Regulation can occur at transcriptional and post-transcriptional levels through a variety of mechanisms.
Essay On Arabidopsis Thaliaa
This summarizes an essay on the plant Arabidopsis thaliana and its response to environmental stresses like drought and high salt levels. When stressed, the plant hormone ABA is produced, which triggers adaptive responses to help the plant survive. ABA regulates many transcriptional factors, including members of the bZIP family that are expressed during stress. The essay discusses the domains of AREB/ABF transcription factors and how they are phosphorylated and regulated in response to ABA and stresses.
Promoters in gene expression
There are four main types of promoters that can be used to regulate gene expression in plants:
1. Constitutive promoters direct constant expression in all tissues. The 35S and Ubi promoters are commonly used.
2. Tissue-specific promoters restrict expression to certain tissues like seeds, roots or fruits.
3. Inducible promoters are activated by stimuli like light, chemicals or stress. Examples include light-induced rbcs and heat-induced hsp promoters.
4. Synthetic promoters are assembled from elements of different origins to achieve a defined expression pattern. The 35S promoter has been modified by adding modules to increase its strength.
Lecture 2_Central Dogma.pptx_Replication, Transcription, Translation
The document outlines the schedule and topics for a series of 6 lectures on plant genetics and breeding taking place between February 3-14. Lecture 2 on February 5 will cover gene structure, transcription, translation, the central dogma of molecular biology, metabolites and metabolic pathways, and the molecular basis of phenotypes. The lecture will be given by Professor Madan K. Bhattacharyya from Iowa State University and Assam Agricultural University from 4-6 PM and include slides on various genetics concepts.
Assume you found a new worm species while working at Friday Harbor M.pdf
Assume you found a new worm species while working at Friday Harbor Marine Lab last
summer. It has some cells at the vegetal pole that form right after cleavage, then move into the
embryo. If you cut off the cells, the animals that developed were sterile. Using your knowledge
gained from lecture, what can you tell me about what these cells might be doing? What
experiments might you do to test your hypothesis?
What are enhancers? How do they function to promote gene expression, especially since they
may be some distance from the transcribed gene?? Do enhancers interact with promoters and
basal transcription factors?
Solution
Lower invertebrates (including worms) develop via autonomous specification. In this type of
specification, fate of cells is decided in early blastula stage. If in early stages, any cell is lost,
then the organ/cell part/body part destined to be formed from that lost cell will not be formed.
Such pattern of cell division and cleavage in early stages is known as mosaic division.
In the above case, the new worm species isolated is a lower invertebrate. And the lost cells, are
those which were responsible for formation of gonads. Now, because of autonomous
specification, loss of cells, responsible for development of gonads leads to formation of sterile
worms.
To test the hypothesis, you can take a control animal (worm) without the \"cut off cells” and a
test animal with cells cut out.
Enhancers are short regions in DNA, which bind to transcription factors. Transcription factors in
turn bind to promoter. So, with the help of enhancer binding of promoter, RNA polymerase and
transcription factors is speeded up. Overall the process of transcription is enhanced.
Enhancers can be located anywhere in the DNA. They may far away from the gene; or may be
present in some other gene; or can be present in the exon itself. They can be reversed also.
Enhancer of one gene can affect the transcription of another gene. There overall function is to
recruit RNA polymerase to the promoter. This can be done by chromatin modeling in several
ways (For detailed description of this part, please post separately).
No, enhancers do not interact directly with promoters and BTFs. They interact with other
transcription factors which in turn interact with a \'Transcription activator protein\'; which in
turn, binds to promoter..
Gene expression in eukaryotes
The document summarizes gene expression in eukaryotes. It discusses that gene expression involves transcription of DNA into mRNA which is then translated into proteins. It describes the key components of transcription including promoters, transcription factors, RNA polymerase, and the formation of the preinitiation complex. It also discusses mechanisms of regulating transcription, such as chromatin remodeling, transcription factors, enhancers, and transcriptional activators.
Biology 8th ed
The genetic code is read in groups of three nucleotides (codons). Experiments by Crick and Brenner showed that altering one or two nucleotides changed all subsequent amino acids, while altering three nucleotides did not, indicating the code is read continuously in triplets without spaces. Later, Nirenberg and others were able to decrypt the genetic code and determine which of the 64 possible codons encode each of the 20 amino acids.
Recommended
TaskDifferentiate the following terms and provide an image obtain.docx
This document contains a series of questions about genetics and cell biology concepts. It asks the student to define terms like chromatin, sister chromatids, chromosomes and to differentiate processes of cytokinesis in plant and animal cells. It also contains questions about DNA structure and replication, gene regulation through operons, genetic engineering techniques like PCR and cloning, stem cells and embryonic development, and issues related to genetic technology and cloning. The student is asked to research answers, provide illustrations and reference sources.
gene expression.pptx
Gene expression in plants is controlled similarly to other organisms through promoters and transcription factors. Each gene has its own promoter that works with transcription factors to control the first part of expression. Gene transcription involves RNA polymerase adding nucleotides to create an RNA strand complementary to the DNA template, replacing thymine with uracil. Gene expression is regulated through controlling the amount and timing of gene products, allowing cells to adapt. Regulation can occur at transcriptional and post-transcriptional levels through a variety of mechanisms.
Essay On Arabidopsis Thaliaa
This summarizes an essay on the plant Arabidopsis thaliana and its response to environmental stresses like drought and high salt levels. When stressed, the plant hormone ABA is produced, which triggers adaptive responses to help the plant survive. ABA regulates many transcriptional factors, including members of the bZIP family that are expressed during stress. The essay discusses the domains of AREB/ABF transcription factors and how they are phosphorylated and regulated in response to ABA and stresses.
Promoters in gene expression
There are four main types of promoters that can be used to regulate gene expression in plants:
1. Constitutive promoters direct constant expression in all tissues. The 35S and Ubi promoters are commonly used.
2. Tissue-specific promoters restrict expression to certain tissues like seeds, roots or fruits.
3. Inducible promoters are activated by stimuli like light, chemicals or stress. Examples include light-induced rbcs and heat-induced hsp promoters.
4. Synthetic promoters are assembled from elements of different origins to achieve a defined expression pattern. The 35S promoter has been modified by adding modules to increase its strength.
Lecture 2_Central Dogma.pptx_Replication, Transcription, Translation
The document outlines the schedule and topics for a series of 6 lectures on plant genetics and breeding taking place between February 3-14. Lecture 2 on February 5 will cover gene structure, transcription, translation, the central dogma of molecular biology, metabolites and metabolic pathways, and the molecular basis of phenotypes. The lecture will be given by Professor Madan K. Bhattacharyya from Iowa State University and Assam Agricultural University from 4-6 PM and include slides on various genetics concepts.
Assume you found a new worm species while working at Friday Harbor M.pdf
Assume you found a new worm species while working at Friday Harbor Marine Lab last
summer. It has some cells at the vegetal pole that form right after cleavage, then move into the
embryo. If you cut off the cells, the animals that developed were sterile. Using your knowledge
gained from lecture, what can you tell me about what these cells might be doing? What
experiments might you do to test your hypothesis?
What are enhancers? How do they function to promote gene expression, especially since they
may be some distance from the transcribed gene?? Do enhancers interact with promoters and
basal transcription factors?
Solution
Lower invertebrates (including worms) develop via autonomous specification. In this type of
specification, fate of cells is decided in early blastula stage. If in early stages, any cell is lost,
then the organ/cell part/body part destined to be formed from that lost cell will not be formed.
Such pattern of cell division and cleavage in early stages is known as mosaic division.
In the above case, the new worm species isolated is a lower invertebrate. And the lost cells, are
those which were responsible for formation of gonads. Now, because of autonomous
specification, loss of cells, responsible for development of gonads leads to formation of sterile
worms.
To test the hypothesis, you can take a control animal (worm) without the \"cut off cells” and a
test animal with cells cut out.
Enhancers are short regions in DNA, which bind to transcription factors. Transcription factors in
turn bind to promoter. So, with the help of enhancer binding of promoter, RNA polymerase and
transcription factors is speeded up. Overall the process of transcription is enhanced.
Enhancers can be located anywhere in the DNA. They may far away from the gene; or may be
present in some other gene; or can be present in the exon itself. They can be reversed also.
Enhancer of one gene can affect the transcription of another gene. There overall function is to
recruit RNA polymerase to the promoter. This can be done by chromatin modeling in several
ways (For detailed description of this part, please post separately).
No, enhancers do not interact directly with promoters and BTFs. They interact with other
transcription factors which in turn interact with a \'Transcription activator protein\'; which in
turn, binds to promoter..
Gene expression in eukaryotes
The document summarizes gene expression in eukaryotes. It discusses that gene expression involves transcription of DNA into mRNA which is then translated into proteins. It describes the key components of transcription including promoters, transcription factors, RNA polymerase, and the formation of the preinitiation complex. It also discusses mechanisms of regulating transcription, such as chromatin remodeling, transcription factors, enhancers, and transcriptional activators.
Biology 8th ed
The genetic code is read in groups of three nucleotides (codons). Experiments by Crick and Brenner showed that altering one or two nucleotides changed all subsequent amino acids, while altering three nucleotides did not, indicating the code is read continuously in triplets without spaces. Later, Nirenberg and others were able to decrypt the genetic code and determine which of the 64 possible codons encode each of the 20 amino acids.
Introns: structure and functions
"Introns: Structure and Functions" during November, 2011 (Friday Seminar activity, Department of Biotechnology, University of Agricultural Sciences, Dharwad, Karnataka) by Yogesh S Bhagat (Ph D Scholar)
Terminology related to genetics
The document discusses various concepts related to genetics and genes. It defines key terms like DNA, mRNA, gene, coding region, exons, introns, regulatory sequences, alleles, loci, genotype, phenotype, traits, karyotype and more. It explains genes are segments of DNA that encode instructions to make proteins, while regulatory sequences control gene expression. mRNA carries gene copies from DNA in the nucleus to cellular machinery for protein production.
Control of gene expression in plants
Gene expression is regulated through a variety of mechanisms that control which genes are expressed in a cell. These mechanisms include regulation of transcription, post-transcriptional modification, RNA transport and translation. Regulation allows cells to increase or decrease expression of genes as needed and is essential for cellular differentiation in multicellular organisms. Gene expression can be regulated at many stages including chromatin structure, transcription, RNA processing and protein modification.
Tair workshop stanford2017
This document summarizes a presentation given at the Arabidopsis Information Resource (TAIR) workshop. It provides an overview of TAIR, including its role as a curated resource for Arabidopsis thaliana research. Key points include that TAIR integrates experimental data from over 33,000 A. thaliana genes, provides manual literature curation of gene functions, and offers various search and analysis tools for researchers. The presentation also demonstrates how TAIR can be leveraged to study gene functions in other plant species through sequence similarity searches and comparative genomics analyses.
13-miller-chap-5a-lecture.ppt
1) The document describes genetic and recombinant DNA techniques for isolating and characterizing genes, including the study of mutations, cloning DNA into vectors, constructing cDNA libraries, and screening libraries.
2) Key techniques discussed are the use of dominant and recessive mutations to identify gene function, restriction enzymes for cleaving DNA, ligation for joining DNA fragments, transformation of E. coli for cloning DNA, and hybridization for screening cDNA libraries.
3) The techniques allow researchers to generate mutants, isolate genes, characterize protein function, and determine interactions between gene products.
13 miller-chap-5a-lecture
1) The document describes genetic and recombinant DNA techniques for isolating and characterizing genes, including the study of mutations, DNA cloning, construction of cDNA libraries, and screening libraries.
2) Key techniques discussed are the use of dominant and recessive mutations to identify gene function, restriction enzyme cleavage and ligation to clone DNA, transformation of E. coli to replicate recombinant plasmids, and hybridization to screen libraries with probes.
3) The analysis of mutations, complementation, suppressors, and synthetics lethals are also covered as methods to determine gene function and interactions.
miller-chap-5a
1) The document discusses molecular genetic techniques for isolating and characterizing genes, including the study of mutations, DNA cloning, and recombinant DNA methods.
2) Key terms are defined for genetic analysis, such as alleles, mutants, genotypes, and phenotypes. Methods are described for identifying dominant and recessive mutations through genetic crosses and complementation analysis.
3) Techniques like conditional mutations, suppressor mutations, and synthetic lethal analysis are explained for studying essential genes and protein interactions. DNA cloning is introduced, involving restriction enzymes to cut DNA and ligases to join DNA fragments into vectors.
13-miller-chap-5a-lecture.ppt
1) The document describes genetic and recombinant DNA techniques for isolating and characterizing genes, including the study of mutations, cloning DNA into vectors, constructing cDNA libraries, and screening libraries.
2) Key techniques discussed are the use of mutations to identify gene function, restriction enzyme cleavage and ligation to join DNA fragments, transforming E. coli with recombinant plasmids, and hybridizing probes to detect specific DNA sequences.
3) The goal is to learn about methods for isolating genes and characterizing the functions of the proteins they encode.
MYSTERY MOLECULE PROJECT, PART II(20 points total)BIO1001.docx
MYSTERY MOLECULE PROJECT, PART II
(20 points total)
BIO1001
Fall 2020
To complete the remainder of this project and prepare for your presentation, follow the instructions below. Your presentation should include the answers to all questions indicated below. For your final
presentation, you are expected to
organize your research and
present a rehearsed, 10-12
minute presentation using the rubric at the end of this document as a guideline for preparation.
Learning Objectives
At the conclusion of this phase of the mystery molecule project, students will be able to
1. Effectively navigate sequence databases of the NCBI website
a. BLAST DNA sequence against the human genome
b. Analyze alignment data from genomic
databases
c. Identify an unknown gene based on DNA sequence
2. Use
the scientific literature (primary and secondary resources)
to analyze gene products, and research the cellular and molecular basis of a disease gene.
3. Organize scientific content into a coherent presentation.
4. Communicate research results to a group of peers.
Step 1: BLAST your DNA sequence
1. Go to:
http://www.ncbi.nlm.nih.gov/
2. Click on BLAST (under “popular resources” at the right side of the screen)
3. Choose the nucleotide blast program (under “Web BLAST”)
4. In the “blastn” tab (on left) enter your DNA sequence into the “enter query sequence” box (obtain your mystery DNA sequences in the Mystery Molecule content area in D2L).
a. In “choose search set” click the “genomic + transcript databases”
b. From the drop down menu below, select “Human genomic + transcript (Human G + T)”
c. Under “program selection” in the next section down, optimize for highly similar sequences (megablast)
5. Submit query (click on “BLAST” at the bottom of the screen) and wait– this may take up to a few minutes.
6. A colorized map of sequence alignment scores will appear. Red indicates very good sequence alignment.
7. Scroll down to descriptions of sequences that produced statistically significant alignments. You should see options for genomic alignments and transcripts. An e-value close to zero, and maximum sequence identity close to 100% are optimal.
8. Identify your mystery gene/transcript from the description, e-value, and % sequence identity.
Step 2: Analysis of gene product
Click on the reference number (left, in the column labeled, “Accession”) for the mRNA transcript or genomic sequence of your mystery gene. Scroll down; you will see many references (titles, authors, years of publication) describing your gene. Clicking on any one of the PubMed reference numbers will link you directly to the original publication. You will need these publications to characterize your gene for your presentation. Bookmark this page—all your references must be from primary or secondary sources (no google, wikipedia, textbooks, blogs, etc.).
You must use a minimum of 7 references that can be found by searching NCBI.
Brown and Feder 2005
This study analyzed the promoter sequences of 34 Drosophila genes to determine if variation in gene expression levels between strains correlated with differences in promoter sequence. The genes were selected based on prior microarray data showing significant or non-significant expression variation between Oregon R and Russian 2b strains. At least 1kb of the proximal promoter sequence was analyzed for each gene. While many polymorphisms were detected, including SNPs and indels, the frequency and type of polymorphisms were similar between genes showing expression variation or not. In fact, 6 genes with significantly different mRNA levels had identical promoter sequences between strains. This suggests that for these genes, sequences outside the proximal promoter, such as enhancers or trans-acting factors, play a larger role in transcriptional
New promoters and selection methods
1. Promoters are DNA sequences that regulate gene expression by controlling transcription. Constitutive promoters express genes in all tissues, while tissue-specific promoters express genes only in certain tissues. Inducible promoters are activated by external stimuli.
2. The document describes various plant promoters used in genetic engineering, including the CaMV 35S promoter, maize Adh1 promoter, rice Act1 promoter, and opine synthase promoters. It also discusses synthetic promoters designed for plant expression.
3. Choosing the right promoter is important for controlling where and when transgenes are expressed. Different promoters are used depending on the goal of genetic engineering and plant species.
Allele mining
The document discusses allele mining, which aims to identify allelic variations in genetic resources collections that are relevant for traits of interest. It describes how allele mining works to unlock hidden genetic variation by identifying single nucleotide polymorphisms and new haplotypes. The document then provides details on a case study of allele mining focused on three genes - calmodulin, LEA3, and SalT - important for abiotic stress tolerance in rice and related species. Primers were developed to amplify regions of these three genes from 64 accessions representing rice and other grasses.
a simple test for the cleavage activity of customized endonucleases in plants
A transient expression assay was developed to test the cleavage activity of customized endonucleases like TALENs and RGENs in plants. The assay uses a compromised yfp reporter gene downstream of the endonuclease target site. Cleavage and repair at the target site can restore yfp expression. Co-bombardment with mCherry allows quantification of mutation frequency. The assay was tested in tobacco and barley, inducing yfp expression in 27-75% of cells. Stable mutations in gfp and the MLO gene were also induced. The assay provides a simple way to validate endonuclease activity before creating stable transgenic plants.
Gene regulatory networks
The document discusses gene regulatory networks (GRNs), including what they are, how they work, methods for modeling and analyzing them, and future challenges. Specifically, it notes that GRNs are networks of genes, proteins, and molecules that interact to control gene transcription. They respond to environmental signals and regulate processes like development. Computational models are needed to understand their complex behaviors under different conditions. Examples of models discussed include Boolean networks that represent gene expression levels as binary on/off states, continuous models that capture a range of expression levels, and stochastic models that account for random reactions.
TF2Network: unravelling gene regulatory networks and transcription factor fun...
1) The TF2Network tool integrates various experimental and computational data sources to build gene regulatory networks in Arabidopsis thaliana, including over 1700 transcription factor binding site profiles.
2) It predicts potential transcription factor regulators for sets of co-expressed or functionally related genes, and evaluates the predictions against benchmarks. Integrating additional data sources like protein-protein interactions helps reveal cooperative transcription factor regulation.
3) Applying this approach to functional gene sets relates thousands of previously uncharacterized Arabidopsis genes to biological processes, and identifies brassica-specific genes and novel regulators involved in flower development.
Transcription factors as key regulators of gene expression
This document discusses the role of transcription factors (TFs) in regulating gene expression. It provides definitions for general TFs, which are required for basal transcription, and regulatory TFs, which influence the rate of transcription of nearby genes. It describes how TFs contain different domains that allow them to bind DNA and recruit other proteins to regulate transcription. Several examples are given of specific TFs, such as TEOSINTE BRANCHED1, that played important roles in plant domestication by regulating growth. The document also reviews literature on various TFs that confer abiotic stress tolerance in plants and regulate processes like flavonoid biosynthesis.
Article
This document summarizes current knowledge about plant hormone cross-talk during root meristem size determination. It discusses the molecular mechanisms of auxin, cytokinin, and gibberellin biosynthesis, transport, and signaling. It explains that a complex network of hormone interactions coordinates root development processes like cell division and differentiation to determine meristem size. Recent research efforts aim to define the components and dynamics of these hormonal networks through molecular and computational approaches.
Flower development
This document provides an overview of flower development. It begins with an introduction to the structure and anatomy of flowers. It then discusses the signals and environmental factors that trigger flowering, including photoperiodism. The document outlines the genetic control of flowering and describes several models of floral organ development, including the ABC hypothesis model. It provides details on the genes responsible for development in each floral whorl based on the ABC model and examples of mutations affecting these genes.
The Roles Of HMGA Proteins Essay
The document discusses the roles of HMGA proteins in chromatin. It suggests that HMGA proteins serve a global role in conferring a more "open" chromatin configuration and facilitating assembly of transcription factor complexes. The author's PhD project aims to gain insight into the functions of HMGA proteins in plants. Experimental approaches will examine plants with altered HMGA levels to analyze consequences on phenotype and transcriptome, and investigate HMGA expression patterns and protein interactions.
number 1answer this in a paragraphShare the findings of your DiS.docx
number 1
answer this in a paragraph
Share the findings of your DiSC assessment. How can you integrate and relate to individuals with different personality and leadership styles? Include some specific examples.
number 2
reply to this persons post
Having not taken a test like this in quite some time, I was anxious to see how the 10 years in a management role may have affected my results.
The assessment showed I have a blend of both Dominant and Inspiring traits. My Dominant traits are probably a little stronger than my Inspiring traits. Some words that describe me are: Directive, Decisive, Driven and Interactive. I am task-oriented, and probably get a great deal done. I probably like problem solving and getting results. I am comfortable interacting with others to make things happen.
These results describe me to a T. In my former role, I managed a group of 12 people who supported the efforts of a National Accounts sales team for a large packaging company. We supported a sales portfolio of almost $2billion and dealt with multiple priorities and deadlines almost daily.
I come from a very small town mid-westerner background (high school graduating class of 98 -- that's people, not the year), so I can communicate with people from all walks of life. I was the only person in the office who knew the cleaning crew by name, yet the CEO knew mine. My dad was an iron worker and my mom a homemaker, but they owned several small businesses when I was growing up, so I guess I get my business sense from being raised in that type of environment.
I'm intrigued by what makes people "tick" and I think that helps me interact with people with other leadership styles. My style is very direct (obviously), but I have had the most success leading and managing people because I treat people how I want to be treated and I don't expect anyone to do anything I wouldn't do.
My leadership style served me well for 10 years after which time the company I worked for was bought by another company. The new company had different business philosophies, which included all employees being in Atlanta, with less experience, working for less money, so my department and I were laid off.
I am employed again, but not in a management role, and I struggle with the management and leaders as their style is quite different from mine and my prior boss. I have never encountered so many people who are miserable at their job, so I'm anxious to see what I can learn from this course.............jane
number 3
answer in a paragraph
Define the term "dominant culture", and in your own words give an example of an aspect of dominant culture in current American society. How does this feature of dominant culture function within our society? How did it function during the postwar era in the United States? What are some of the values or mores present within this aspect of dominant culture?
number 4
reply to post
I view dominant culture as being the "popular" thoughts of usually the majo.
number 1complete the attached test called the urbulence Tole.docx
number 1
complete the attached test
called the
urbulence Tolerance Test
, and then answer the question:
What are the implications of your 'change tolerance' for you as a leader? As a follower? How does one become more comfortable with change?
number 2 reply to this based on the above question
On the test, I received a 1.54, which apparently seemed to be the average for the MBA students. I feel that I am actually quite tolerant to change in my current position as a manager. I have to be open to changes on a daily basis because it is a way of life in the corporate environment. As Yukl states, "Relevant competencies identified in more recent research include emotional intelligence, social intelligence, systems thinking, and the ability to learn and adapt to change" (2006, pg. 209). It's important to be able to handle change with acceptance and grace, and try to stay positive. That is how I stay comfortable with change in as a leader and follower, look at it in a way that is positive and feel that I will only grow and learn from the situation. If there were no changes, life would be boring. :) Each day is a new adventure so try to see everything as a good thing even if it seems a bit scary.
Yukl, Gary. (2006). Leadership in Organizations (6th ed.). Upper Saddle River, New Jersey : Pearson
number 3
How did the media portray the Vietnam War during the 1970's? How did this affect popular youth culture?
number 4
repy to this based on the above question
The television news industry is a business with a profit motive before it is a public service; consequently, producers and reporters attempt to make the news more entertaining by airing stories that involve conflict, human impact, or morality. Television news did not find material that was dramatic enough until the number of American troops was raised to 175, 000 in July 1965 (Hallin, 1986, p.115). Combat, interviews with American soldiers, and helicopter scenes all provided the television news industry with the drama that it required. The networks set up permanent bureaus in Saigon and sent hundreds of correspondents there throughout the war. From 1965 through the Tet Offensive in 1968, 86 percent of the CBS and NBC nightly news programs covered the war, focusing mostly on ground and air combat (Bonior, Champlin, Kolly, 1984, p.4). This coverage was generally very supportive of U.S involvement in the war and of the soldier himself until 1967. The media labeled the conflict as a "good guys shooting Reds" story so that it could fit into the ongoing saga of the Cold War (Wyatt, 1995, p.81).
In the wake of such death and destruction, it isn’t surprising that peace, love and sexual freedom became the mantra of a new generation. The youth movement challenged authority on all fronts, and authority frequently fought back. As the Sixties unfolded, no institution remained untouched, no belief unchallenged. It was a climatic decade. A dashing young president was shot only two brief years a.
More Related Content
Similar to ng in Arabidopsis thaliana and you want to learn about genes tha.docx
Introns: structure and functions
"Introns: Structure and Functions" during November, 2011 (Friday Seminar activity, Department of Biotechnology, University of Agricultural Sciences, Dharwad, Karnataka) by Yogesh S Bhagat (Ph D Scholar)
Terminology related to genetics
The document discusses various concepts related to genetics and genes. It defines key terms like DNA, mRNA, gene, coding region, exons, introns, regulatory sequences, alleles, loci, genotype, phenotype, traits, karyotype and more. It explains genes are segments of DNA that encode instructions to make proteins, while regulatory sequences control gene expression. mRNA carries gene copies from DNA in the nucleus to cellular machinery for protein production.
Control of gene expression in plants
Gene expression is regulated through a variety of mechanisms that control which genes are expressed in a cell. These mechanisms include regulation of transcription, post-transcriptional modification, RNA transport and translation. Regulation allows cells to increase or decrease expression of genes as needed and is essential for cellular differentiation in multicellular organisms. Gene expression can be regulated at many stages including chromatin structure, transcription, RNA processing and protein modification.
Tair workshop stanford2017
This document summarizes a presentation given at the Arabidopsis Information Resource (TAIR) workshop. It provides an overview of TAIR, including its role as a curated resource for Arabidopsis thaliana research. Key points include that TAIR integrates experimental data from over 33,000 A. thaliana genes, provides manual literature curation of gene functions, and offers various search and analysis tools for researchers. The presentation also demonstrates how TAIR can be leveraged to study gene functions in other plant species through sequence similarity searches and comparative genomics analyses.
13-miller-chap-5a-lecture.ppt
1) The document describes genetic and recombinant DNA techniques for isolating and characterizing genes, including the study of mutations, cloning DNA into vectors, constructing cDNA libraries, and screening libraries.
2) Key techniques discussed are the use of dominant and recessive mutations to identify gene function, restriction enzymes for cleaving DNA, ligation for joining DNA fragments, transformation of E. coli for cloning DNA, and hybridization for screening cDNA libraries.
3) The techniques allow researchers to generate mutants, isolate genes, characterize protein function, and determine interactions between gene products.
13 miller-chap-5a-lecture
1) The document describes genetic and recombinant DNA techniques for isolating and characterizing genes, including the study of mutations, DNA cloning, construction of cDNA libraries, and screening libraries.
2) Key techniques discussed are the use of dominant and recessive mutations to identify gene function, restriction enzyme cleavage and ligation to clone DNA, transformation of E. coli to replicate recombinant plasmids, and hybridization to screen libraries with probes.
3) The analysis of mutations, complementation, suppressors, and synthetics lethals are also covered as methods to determine gene function and interactions.
miller-chap-5a
1) The document discusses molecular genetic techniques for isolating and characterizing genes, including the study of mutations, DNA cloning, and recombinant DNA methods.
2) Key terms are defined for genetic analysis, such as alleles, mutants, genotypes, and phenotypes. Methods are described for identifying dominant and recessive mutations through genetic crosses and complementation analysis.
3) Techniques like conditional mutations, suppressor mutations, and synthetic lethal analysis are explained for studying essential genes and protein interactions. DNA cloning is introduced, involving restriction enzymes to cut DNA and ligases to join DNA fragments into vectors.
13-miller-chap-5a-lecture.ppt
1) The document describes genetic and recombinant DNA techniques for isolating and characterizing genes, including the study of mutations, cloning DNA into vectors, constructing cDNA libraries, and screening libraries.
2) Key techniques discussed are the use of mutations to identify gene function, restriction enzyme cleavage and ligation to join DNA fragments, transforming E. coli with recombinant plasmids, and hybridizing probes to detect specific DNA sequences.
3) The goal is to learn about methods for isolating genes and characterizing the functions of the proteins they encode.
MYSTERY MOLECULE PROJECT, PART II(20 points total)BIO1001.docx
MYSTERY MOLECULE PROJECT, PART II
(20 points total)
BIO1001
Fall 2020
To complete the remainder of this project and prepare for your presentation, follow the instructions below. Your presentation should include the answers to all questions indicated below. For your final
presentation, you are expected to
organize your research and
present a rehearsed, 10-12
minute presentation using the rubric at the end of this document as a guideline for preparation.
Learning Objectives
At the conclusion of this phase of the mystery molecule project, students will be able to
1. Effectively navigate sequence databases of the NCBI website
a. BLAST DNA sequence against the human genome
b. Analyze alignment data from genomic
databases
c. Identify an unknown gene based on DNA sequence
2. Use
the scientific literature (primary and secondary resources)
to analyze gene products, and research the cellular and molecular basis of a disease gene.
3. Organize scientific content into a coherent presentation.
4. Communicate research results to a group of peers.
Step 1: BLAST your DNA sequence
1. Go to:
http://www.ncbi.nlm.nih.gov/
2. Click on BLAST (under “popular resources” at the right side of the screen)
3. Choose the nucleotide blast program (under “Web BLAST”)
4. In the “blastn” tab (on left) enter your DNA sequence into the “enter query sequence” box (obtain your mystery DNA sequences in the Mystery Molecule content area in D2L).
a. In “choose search set” click the “genomic + transcript databases”
b. From the drop down menu below, select “Human genomic + transcript (Human G + T)”
c. Under “program selection” in the next section down, optimize for highly similar sequences (megablast)
5. Submit query (click on “BLAST” at the bottom of the screen) and wait– this may take up to a few minutes.
6. A colorized map of sequence alignment scores will appear. Red indicates very good sequence alignment.
7. Scroll down to descriptions of sequences that produced statistically significant alignments. You should see options for genomic alignments and transcripts. An e-value close to zero, and maximum sequence identity close to 100% are optimal.
8. Identify your mystery gene/transcript from the description, e-value, and % sequence identity.
Step 2: Analysis of gene product
Click on the reference number (left, in the column labeled, “Accession”) for the mRNA transcript or genomic sequence of your mystery gene. Scroll down; you will see many references (titles, authors, years of publication) describing your gene. Clicking on any one of the PubMed reference numbers will link you directly to the original publication. You will need these publications to characterize your gene for your presentation. Bookmark this page—all your references must be from primary or secondary sources (no google, wikipedia, textbooks, blogs, etc.).
You must use a minimum of 7 references that can be found by searching NCBI.
Brown and Feder 2005
This study analyzed the promoter sequences of 34 Drosophila genes to determine if variation in gene expression levels between strains correlated with differences in promoter sequence. The genes were selected based on prior microarray data showing significant or non-significant expression variation between Oregon R and Russian 2b strains. At least 1kb of the proximal promoter sequence was analyzed for each gene. While many polymorphisms were detected, including SNPs and indels, the frequency and type of polymorphisms were similar between genes showing expression variation or not. In fact, 6 genes with significantly different mRNA levels had identical promoter sequences between strains. This suggests that for these genes, sequences outside the proximal promoter, such as enhancers or trans-acting factors, play a larger role in transcriptional
New promoters and selection methods
1. Promoters are DNA sequences that regulate gene expression by controlling transcription. Constitutive promoters express genes in all tissues, while tissue-specific promoters express genes only in certain tissues. Inducible promoters are activated by external stimuli.
2. The document describes various plant promoters used in genetic engineering, including the CaMV 35S promoter, maize Adh1 promoter, rice Act1 promoter, and opine synthase promoters. It also discusses synthetic promoters designed for plant expression.
3. Choosing the right promoter is important for controlling where and when transgenes are expressed. Different promoters are used depending on the goal of genetic engineering and plant species.
Allele mining
The document discusses allele mining, which aims to identify allelic variations in genetic resources collections that are relevant for traits of interest. It describes how allele mining works to unlock hidden genetic variation by identifying single nucleotide polymorphisms and new haplotypes. The document then provides details on a case study of allele mining focused on three genes - calmodulin, LEA3, and SalT - important for abiotic stress tolerance in rice and related species. Primers were developed to amplify regions of these three genes from 64 accessions representing rice and other grasses.
a simple test for the cleavage activity of customized endonucleases in plants
A transient expression assay was developed to test the cleavage activity of customized endonucleases like TALENs and RGENs in plants. The assay uses a compromised yfp reporter gene downstream of the endonuclease target site. Cleavage and repair at the target site can restore yfp expression. Co-bombardment with mCherry allows quantification of mutation frequency. The assay was tested in tobacco and barley, inducing yfp expression in 27-75% of cells. Stable mutations in gfp and the MLO gene were also induced. The assay provides a simple way to validate endonuclease activity before creating stable transgenic plants.
Gene regulatory networks
The document discusses gene regulatory networks (GRNs), including what they are, how they work, methods for modeling and analyzing them, and future challenges. Specifically, it notes that GRNs are networks of genes, proteins, and molecules that interact to control gene transcription. They respond to environmental signals and regulate processes like development. Computational models are needed to understand their complex behaviors under different conditions. Examples of models discussed include Boolean networks that represent gene expression levels as binary on/off states, continuous models that capture a range of expression levels, and stochastic models that account for random reactions.
TF2Network: unravelling gene regulatory networks and transcription factor fun...
1) The TF2Network tool integrates various experimental and computational data sources to build gene regulatory networks in Arabidopsis thaliana, including over 1700 transcription factor binding site profiles.
2) It predicts potential transcription factor regulators for sets of co-expressed or functionally related genes, and evaluates the predictions against benchmarks. Integrating additional data sources like protein-protein interactions helps reveal cooperative transcription factor regulation.
3) Applying this approach to functional gene sets relates thousands of previously uncharacterized Arabidopsis genes to biological processes, and identifies brassica-specific genes and novel regulators involved in flower development.
Transcription factors as key regulators of gene expression
This document discusses the role of transcription factors (TFs) in regulating gene expression. It provides definitions for general TFs, which are required for basal transcription, and regulatory TFs, which influence the rate of transcription of nearby genes. It describes how TFs contain different domains that allow them to bind DNA and recruit other proteins to regulate transcription. Several examples are given of specific TFs, such as TEOSINTE BRANCHED1, that played important roles in plant domestication by regulating growth. The document also reviews literature on various TFs that confer abiotic stress tolerance in plants and regulate processes like flavonoid biosynthesis.
Article
This document summarizes current knowledge about plant hormone cross-talk during root meristem size determination. It discusses the molecular mechanisms of auxin, cytokinin, and gibberellin biosynthesis, transport, and signaling. It explains that a complex network of hormone interactions coordinates root development processes like cell division and differentiation to determine meristem size. Recent research efforts aim to define the components and dynamics of these hormonal networks through molecular and computational approaches.
Flower development
This document provides an overview of flower development. It begins with an introduction to the structure and anatomy of flowers. It then discusses the signals and environmental factors that trigger flowering, including photoperiodism. The document outlines the genetic control of flowering and describes several models of floral organ development, including the ABC hypothesis model. It provides details on the genes responsible for development in each floral whorl based on the ABC model and examples of mutations affecting these genes.
The Roles Of HMGA Proteins Essay
The document discusses the roles of HMGA proteins in chromatin. It suggests that HMGA proteins serve a global role in conferring a more "open" chromatin configuration and facilitating assembly of transcription factor complexes. The author's PhD project aims to gain insight into the functions of HMGA proteins in plants. Experimental approaches will examine plants with altered HMGA levels to analyze consequences on phenotype and transcriptome, and investigate HMGA expression patterns and protein interactions.
Similar to ng in Arabidopsis thaliana and you want to learn about genes tha.docx (20)
MYSTERY MOLECULE PROJECT, PART II(20 points total)BIO1001.docx
MYSTERY MOLECULE PROJECT, PART II(20 points total)BIO1001.docx
a simple test for the cleavage activity of customized endonucleases in plants
a simple test for the cleavage activity of customized endonucleases in plants
TF2Network: unravelling gene regulatory networks and transcription factor fun...
TF2Network: unravelling gene regulatory networks and transcription factor fun...
Transcription factors as key regulators of gene expression
Transcription factors as key regulators of gene expression
More from abhi353063
number 1answer this in a paragraphShare the findings of your DiS.docx
number 1
answer this in a paragraph
Share the findings of your DiSC assessment. How can you integrate and relate to individuals with different personality and leadership styles? Include some specific examples.
number 2
reply to this persons post
Having not taken a test like this in quite some time, I was anxious to see how the 10 years in a management role may have affected my results.
The assessment showed I have a blend of both Dominant and Inspiring traits. My Dominant traits are probably a little stronger than my Inspiring traits. Some words that describe me are: Directive, Decisive, Driven and Interactive. I am task-oriented, and probably get a great deal done. I probably like problem solving and getting results. I am comfortable interacting with others to make things happen.
These results describe me to a T. In my former role, I managed a group of 12 people who supported the efforts of a National Accounts sales team for a large packaging company. We supported a sales portfolio of almost $2billion and dealt with multiple priorities and deadlines almost daily.
I come from a very small town mid-westerner background (high school graduating class of 98 -- that's people, not the year), so I can communicate with people from all walks of life. I was the only person in the office who knew the cleaning crew by name, yet the CEO knew mine. My dad was an iron worker and my mom a homemaker, but they owned several small businesses when I was growing up, so I guess I get my business sense from being raised in that type of environment.
I'm intrigued by what makes people "tick" and I think that helps me interact with people with other leadership styles. My style is very direct (obviously), but I have had the most success leading and managing people because I treat people how I want to be treated and I don't expect anyone to do anything I wouldn't do.
My leadership style served me well for 10 years after which time the company I worked for was bought by another company. The new company had different business philosophies, which included all employees being in Atlanta, with less experience, working for less money, so my department and I were laid off.
I am employed again, but not in a management role, and I struggle with the management and leaders as their style is quite different from mine and my prior boss. I have never encountered so many people who are miserable at their job, so I'm anxious to see what I can learn from this course.............jane
number 3
answer in a paragraph
Define the term "dominant culture", and in your own words give an example of an aspect of dominant culture in current American society. How does this feature of dominant culture function within our society? How did it function during the postwar era in the United States? What are some of the values or mores present within this aspect of dominant culture?
number 4
reply to post
I view dominant culture as being the "popular" thoughts of usually the majo.
number 1complete the attached test called the urbulence Tole.docx
number 1
complete the attached test
called the
urbulence Tolerance Test
, and then answer the question:
What are the implications of your 'change tolerance' for you as a leader? As a follower? How does one become more comfortable with change?
number 2 reply to this based on the above question
On the test, I received a 1.54, which apparently seemed to be the average for the MBA students. I feel that I am actually quite tolerant to change in my current position as a manager. I have to be open to changes on a daily basis because it is a way of life in the corporate environment. As Yukl states, "Relevant competencies identified in more recent research include emotional intelligence, social intelligence, systems thinking, and the ability to learn and adapt to change" (2006, pg. 209). It's important to be able to handle change with acceptance and grace, and try to stay positive. That is how I stay comfortable with change in as a leader and follower, look at it in a way that is positive and feel that I will only grow and learn from the situation. If there were no changes, life would be boring. :) Each day is a new adventure so try to see everything as a good thing even if it seems a bit scary.
Yukl, Gary. (2006). Leadership in Organizations (6th ed.). Upper Saddle River, New Jersey : Pearson
number 3
How did the media portray the Vietnam War during the 1970's? How did this affect popular youth culture?
number 4
repy to this based on the above question
The television news industry is a business with a profit motive before it is a public service; consequently, producers and reporters attempt to make the news more entertaining by airing stories that involve conflict, human impact, or morality. Television news did not find material that was dramatic enough until the number of American troops was raised to 175, 000 in July 1965 (Hallin, 1986, p.115). Combat, interviews with American soldiers, and helicopter scenes all provided the television news industry with the drama that it required. The networks set up permanent bureaus in Saigon and sent hundreds of correspondents there throughout the war. From 1965 through the Tet Offensive in 1968, 86 percent of the CBS and NBC nightly news programs covered the war, focusing mostly on ground and air combat (Bonior, Champlin, Kolly, 1984, p.4). This coverage was generally very supportive of U.S involvement in the war and of the soldier himself until 1967. The media labeled the conflict as a "good guys shooting Reds" story so that it could fit into the ongoing saga of the Cold War (Wyatt, 1995, p.81).
In the wake of such death and destruction, it isn’t surprising that peace, love and sexual freedom became the mantra of a new generation. The youth movement challenged authority on all fronts, and authority frequently fought back. As the Sixties unfolded, no institution remained untouched, no belief unchallenged. It was a climatic decade. A dashing young president was shot only two brief years a.
number 1Are you a born leader If yes, provide examples of how y.docx
number 1
Are you a born leader? If yes, provide examples of how you would prove it. If no, where are you short? Are you more comfortable as a leader or a follower? Why?
number 2
reply to this
I am not a born leader. I fall short to the take charge attitude of dominance. I do not have a dominating presence and I tend to shy away from being the center of attention. I would rather be someone's right hand man. I am the Robin to Batman or the Louis Lane to Superman. However, I strive on being a supportive follower that works hard, has a positive attitude, and is the support system for the leader. I have never sight out a leadership position, but I enjoy doing work that carries great importance and helps out the organization.
The readings this week and last week makes me think about the different aspects of my personality and some of the qualities that are considered leadership. According to our readings, "Leadership is realized in the process of influencing the activities of an organized group toward goal achievement" (Yukl, 2006, P.3). Even though a person is not in a direct leadership position or prefers to stay out of the lime light, they can still influence people by their attitudes, work ethic, and loyalty to the company. It does not take a person to be in a leadership position to show leadership qualities.
In conclusion, I am not a born leader, but I show certain qualities that reflect leadership. I would rather be someone's sidekick and help them guide and influence the organization to success. Dominance is not a strength of mine and because of that I find it hard to take charge and be the boss.
References
Yukl, G. (2006) Leadership in Organizations, sixth edition. Retrieved on February 25, 2014 from
http://www.coursesmart.com/C090030010667/firstsection
number 3
When is participative leadership most likely to be effective? When not? Provide an example of when you've seen participative leadership in your experience be effective or ineffective.
number 4 reply to this
Participative leadership involves efforts by a leader to encourage and facilitate participation by others in making important decisions" (Yukl, 2006, p. 82). I think participative leadership is important because it involves an entire team, and it shows the value of others ideas and creates leadership opportunities. I think this type of leadership is most effective when there has been a steady track record of the leader following through with the thoughts of others. When a leader truly wants what is best for the company, and they can see beyond themselves. Participative leadership can effective as well as ineffective.
An effective example of participative leadership would be an employee owned company or volunteer projects. When a company is employee owned, all employees want what is best and so its important to listen to everyone and the leader to do what is best for the company. Another effective example would be volunteer projects such as .
number 1complete the attached test called the urbulence Tole.docx
number 1
complete the attached test
called the
urbulence Tolerance Test
, and then answer the question:
What are the implications of your 'change tolerance' for you as a leader? As a follower? How does one become more comfortable with change?
number 2 reply to this based on the above question
On the test, I received a 1.54, which apparently seemed to be the average for the MBA students. I feel that I am actually quite tolerant to change in my current position as a manager. I have to be open to changes on a daily basis because it is a way of life in the corporate environment. As Yukl states, "Relevant competencies identified in more recent research include emotional intelligence, social intelligence, systems thinking, and the ability to learn and adapt to change" (2006, pg. 209). It's important to be able to handle change with acceptance and grace, and try to stay positive. That is how I stay comfortable with change in as a leader and follower, look at it in a way that is positive and feel that I will only grow and learn from the situation. If there were no changes, life would be boring. :) Each day is a new adventure so try to see everything as a good thing even if it seems a bit scary.
Yukl, Gary. (2006). Leadership in Organizations (6th ed.). Upper Saddle River, New Jersey : Pearson
number 3
How did the media portray the Vietnam War during the 1970's? How did this affect popular youth culture?
number 4
repy to this based on the above question
The television news industry is a business with a profit motive before it is a public service; consequently, producers and reporters attempt to make the news more entertaining by airing stories that involve conflict, human impact, or morality. Television news did not find material that was dramatic enough until the number of American troops was raised to 175, 000 in July 1965 (Hallin, 1986, p.115). Combat, interviews with American soldiers, and helicopter scenes all provided the television news industry with the drama that it required. The networks set up permanent bureaus in Saigon and sent hundreds of correspondents there throughout the war. From 1965 through the Tet Offensive in 1968, 86 percent of the CBS and NBC nightly news programs covered the war, focusing mostly on ground and air combat (Bonior, Champlin, Kolly, 1984, p.4). This coverage was generally very supportive of U.S involvement in the war and of the soldier himself until 1967. The media labeled the conflict as a "good guys shooting Reds" story so that it could fit into the ongoing saga of the Cold War (Wyatt, 1995, p.81).
In the wake of such death and destruction, it isn’t surprising that peace, love and sexual freedom became the mantra of a new generation. The youth movement challenged authority on all fronts, and authority frequently fought back. As the Sixties unfolded, no institution remained untouched, no belief unchallenged. It was a climatic decade. A dashing young president was shot only two brief years a.
number 1answer this one in a pargraphAlthough you may not be.docx
number 1
answer this one in a pargraph
Although you may not be a formal manager, you have opportunities to be a leader, even for a short time, as part of a team or as an individual.
In your current role how do you consider yourself a leader? What leadership theories best fit you as a leader? Which theories best fit you when you are leading and when you are a follower? Are the theories the same at all times? Why or why not?
number 2
reply to this one based on the above question
Right now I am a stay at home mother, so that is currently my leadership role. I am a leader to my son and because I am a parent, I see myself as being strong and authoritative, when it comes to the “leadership role” of being a mother.
I think the leadership theories that best fit me would be:
Situational
and
Transformational
.
I feel as though one of my greatest strengths is being able to adapt to new situations very easily. I can also adapt how I am, to each individual that I am with to best suit what is needed for them to strive at their respective position.
I also like to lead by example and am confident and optimistic in my decisions. When I have a goal that needs to be set, I stand by it and believe the outcome will come with hard work and the right goal setting.
The theory that best fits me as a follower would probably have to be
The Charismatic Leader
. I would like to have a leader that is going to be sympathetic + understanding to problems that occur in the workforce. Having a leader that is willing to make sacrificies for the best of the company and is confident is also very important.
I don’t believe that all of the Theories are the same. I believe that they all have the same basic approach, which is to lead a team, but the strategies behind each Theory is different.
number 3
below is 5 emails i sent out for pretend you will reply to each email as that person i wrote to. When you reply you will reply with feedback of my leadership style. When you do reply make sure all of the replys are very good about me.
Email 1.
Dear Samson Kollock
RE: INVITATION FOR A FEEDBACK ON PERSONAL BEHAVIOUR AND STYLE
I hope you are fine and in good health. I am writing this letter to provoke feedback from you concerning my personal behavioral style. I currently undertook a disc assessment so as to know my behaviors. As you may have heard, the assessment categorizes all individuals into four subsets of behavior.
The four subsets are namely: Dominance, influence, steadiness and conscientiousness.
Accordingly, the results implied that I am a person who places emphasis in accomplishing results. The results dictate that my behaviors are: I consist of seeing a big picture. I am blunt. I accept challenges and I get straight to the point. To make the results more reliable, I am requesting you to kindly let me know the kind of a person that I am. Kindly use the descriptive words that are mainly used to describe individuals in, accordance with the Disc assessment.
Nr QuestionMarkDiscuss the three main environments that make.docx
Nr: Question:
Mark:
Discuss the three main environments that make up the management environment.
Your discussion should include:
All the variables that make up each environment.
9.
20
The level of control that the manager has over each environment.
The influences that these environments had on South African managers in the
past 5 years.
10. Explain the main reasons why people generally resist change 10
Explain the main features of each of the five stages in group and team development.
11.
Also indicate what the main role of the team or group leader would be during each
20
stage.
12. Discuss five of the characteristics of good corporate governance that were identified
10
by the King II report.
Discuss the importance of the organising function in the management process. Refer
13.
to the necessity of organising to make the other management functions work
10
effectively.
Discuss the challenges for management in each of the following features of the ‘new
organisation’:
a. Operating in a global economy
b. Virtual organisations
14.
15
c. Flatter and leaner organisational structures
d. Flexibility
e. Workforce diversity
Illustrate how the management functions vary between the different levels of
management in terms of the responsibilities, competencies and roles of managers on
these levels. Use the following format for your illustration:
Top Middle Low
Planning
15.
15
Organising
Leading
Controlling
.
nron Corporation was launched in 1985, with the merger of Houston Na.docx
nron Corporation was launched in 1985, with the merger of Houston Natural Gas and InterNorth, a Nebraska company. In 1990, Enron—which was just a natural gas transportation company at the time—started a new division to trade natural gas. The company went from being a “stodgy” gas pipeline company to being a “world-class” company overnight. Enron soon became a $55 billion empire, trading gas, electricity, minerals, water, paper and broadband capacity.
A critical part of Enron’s success was the company’s employee value proposition (EVP). The EVP focused on Enron as a dealmaker and was designed to attract the top talent the company needed to continue to move it forward. The EVP provided employees with the opportunity to do something “big” and to change how business was done in other industries. Jobs were restructured to give employees a lot of elbow room and headroom. Traditional gas pipeline employees were not the employees needed for this new, never-before-tried venture. Internal job movements at Enron were an important part of the EVP. Managers were strongly encouraged to allow employees to move within the company. The goal was to not hold anyone back. When the Global Broadband unit was launched, 100 top performers from around the company were brought together in Houston. By the end of the day, 50 had been recruited for the new project. Overall, the recruiting strategy focusing on internal recruitment paid off. The business continued to grow and attract entrepreneurial employees.
The company that thought it had nowhere to go but up came crashing down in 2001, when it was charged with illegal activities. By 2004, Enron’s corporate officers faced numerous charges of wrongdoing, and the company was a shell of its former self. Managers were charged with manufacturing profits, hiding debt, and bullying Wall Street to buy into its questionable accounting and investment practices. An extensive amount of downsizing had occurred, and many employees had lost all of their retirement savings after Enron’s stock collapsed. Faced with bankruptcy and a sullied reputation, the company struggled to continue but finally made the decision to cease to exist once all litigation concludes.
At one time, Enron’s recruiting efforts were described as a model for other employers. Enron portrayed itself as an exciting company with lots of growth opportunity—a firm in which employees experienced a great deal of autonomy and responsibility.
DISCUSSION QUESTIONS
1.
Enron did a lot of things right from a recruiting standpoint. Discuss its recruiting strategy and why it worked.
2.
Do you think that Enron’s overall recruitment EVP and strategy played any role in the problems that resulted at Enron? If so, what and how?
3.
Discuss why it’s important to create a recruiting message that’s attractive but that doesn’t “oversell” the company.
4.
Assume that in a few years Enron decides to reconstitute itself in some form. Develop a recruiting strategy that the c.
Now that you have your GUI operational, it is time to take the appli.docx
Now that you have your GUI operational, it is time to take the application a step further. Management would like you to write the entered data into a file. They intend to use an application to read this file, evaluate the entered data, and display results. These results will help management to make decisions on sales force direction and expansion. Each time the ENTER button is pressed, the entered sales representative’s data will be written out to a file. A new button, EVALUATE will be added that reads in the sales representative’s data file after it has been created.
Design Requirements:
You must use pseudocode to design your algorithm for the ENTER button functionality.These design artifacts (pseudocode) will be inserted into a design document to be reviewed by your classmates and submitted with the final application for the final task.
Application Requirements:
Expand your Swing application to write the entered data out to a text file. Instead of displaying the data in the jTextArea when ENTER is pressed, change this functionality so that the data is written to a file. Name the output file salesrep.txt. Each time the ENTER button is pressed, the data will be written to the file. Write the data in the following format to a text file, using white spaces as the delimiter. Include the categories (SUPPLIES, BOOKS, PAPER) in your file to label the dollar amount sold for each category. The sales district entered should be converted to upper case (NORTH, SOUTH, EAST, WEST). Independent line separators should be used in the output file. Code for the ENTER button should be well commented.
Format of your file:
salesRepID firstName lastName SUPPLIES totalAmountSuppliesSold BOOKS totalAmountBooksSold PAPER totalAmountPaperSold district contactMeans
Example output file contents:
1001 Jennifer Ward SUPPLIES 2140.20 BOOKS 5200.10 PAPER 455.23 NORTH Phone
1003 Athena Andrews SUPPLIES 5155.55 BOOKS 6300.50 PAPER 223.25 SOUTH Email
Each time the ENTER button is pressed, the application should append a new line to the file. When the application starts, the file should be opened for appending. This file is to keep a running history of the entered data
.
Now that you understand the full project lifecycle and how all the p.docx
Now that you understand the full project lifecycle and how all the pieces fit together, go back and prepare to present your project plan by slide presentation. Portions of the deliverables will be completed by the group; others will be completed by the individuals—see the table following. It must have a consistent look and feel, and there should not be any redundancies, contradictions, or gaps. The document and presentation must flow as if one project manager created all of it.
Create a slide presentation with speaker notes that will provide a comprehensive summary of the project plan (20–30 slides with speaker notes). It will be presented to the project sponsor and other members of senior management and should be organized as follows:
Project Section
Detail
To Be Developed By
Project Plan Overview
Provide an introduction to the project. Develop the project charter and identify the project sponsor and customer. Describe how the project will be measured for success.
Describe the components of the project plan, how it will be used throughout the project, and its benefit to the sponsor.
Entire group
Project Scope
Describe the scope of the project—the major deliverables as well as the items that are not part of the scope. Be sure to address the full scope, not just the area addressed in the earlier activity.
Describe how scope will be approved and how changes to the scope will be documented, reviewed, and approved.
Individual contribution
Project Leadership and Communications
Identify the sponsor, stakeholders, and key customers involved in the project. Describe any special considerations for staffing the project. Based on the structure of the organization, describe how staffing changes will be identified, escalated, and resolved.
Illustrate the communication structure—escalation, reviews, approval, and information. Be sure to address all the audiences, not just the ones identified in the earlier activity.
Individual contribution
Project Schedule
Use a work breakdown structure or similar tool to explain the major activities to be completed as part of the project. Describe the major milestones for the project. For each milestone, identify the associated deliverable, the approximate effort involved in creating the deliverable, and the people involved. For two of the milestones, detail the activities to be completed to achieve the milestone. Be sure to address dependencies, duration, and resource effort.
Describe how changes to the schedule will be identified, escalated, and resolved.
Individual contribution
Project Budget
Describe the budgeting process that will be used for the project. Identify the components of the budget, the items that will need to have costs associated with them, and the mechanisms that could be used to estimate the project.
Describe how changes to the budget will be identified, escalated, and resolved.
Individual contribution
Project Risks
Describe the possible risk events for the project. Identify the high probability, high-.
Now that you sre beginig your second semester as astudent at Califor.docx
The document asks a student beginning their second semester at California State University, Fullerton to reflect on what one piece of information would have better prepared them to be a good student in their first semester, such as tips about class selection, parking, time management, recreation, socializing, studying, or professors. The student is asked to choose one of these topics and write a four-page response.
Now that you have developed an in-text citation for a summary, parap.docx
Now that you have developed an in-text citation for a summary, paraphrase, and a direct quote, and created a reference for the paragraph provided in Exercise 2, reflect on the thought processes you used for each aspect. How did your approach differ when writing each? What different techniques did you employ when developing each? What questions did you ask yourself as you wrote each?
.
Now that you have completed the sections on fiscal and monetary poli.docx
Now that you have completed the sections on fiscal and monetary policies, reflect on what you have studied about the role of the government in the economy, and tools to influence economic activity. (Tools refer to government regulation, fiscal policy, and monetary policy.) Describe whether your ideas regarding the effectiveness of government policy have changed since Week One.
.
Now that we have decided to become an S Corp after reviewing the var.docx
Now that we have decided to become an S Corp after reviewing the various pros and cons, and we have timely filed our S Election on the Form 2553, how do we account for the income? One of the differences between an S Corp and a partnership for example is that allocations of income are made to shareholders on a per-share per-day basis.
Here is an example for us to work through:
The Bridges Corporation, and S Corporation, is owned equally by three shareholders, Carl, David, and Dale. The corporation is on a calendar year basis. (By the way S Corps must use a calendar year end, unlike C Corps which can choose a fiscal year end.) On February 1, 2013, Dale sold his 1/3 interest to Matt. For the year ended December 31, 2013 the corporation had non-separately stated ordinary income of $120,000.
For 2013, how should the income be allocated to the shareholders?
.
Novel Shift by Em BaileyDescribe each of the minor characters i.docx
Novel: Shift by Em Bailey
Describe each of the minor characters in a couple of lines: Olives Mum, Toby, Oona, Miss Fallipi, Noah, Dallas Mean Girls Paige and Justine.
Draw a concept map establishing the relationships between the characters.
Explain the stages of Miranda's shape shifting.
.
Nothing in science is written in stone.Whenever new discoveries .docx
- Science is constantly evolving as new discoveries challenge existing hypotheses and theories, forcing scientists to revise their understanding. The cell provides a clear example, with early microscopes revealing cells, and later discoveries finding even smaller structures inside cells.
- Plate tectonics and earthquakes are other areas where scientists have repeatedly refined and revised their views to incorporate new data over thousands of years. Alfred Wegener first proposed the theory of continental drift in the early 20th century but it was met with skepticism until further evidence emerged to support it.
- Scientific theories often face skepticism initially but must be proposed to advance understanding, and the scientific method helps evaluate theories through evidence and prevent ideas being dismissed without consideration.
Now my experiment was to go to randomly selected people and ask th.docx
Now my experiment was to go to randomly selected people and ask them if i could take a selfie with them (photo)
using my phone then after taking the selfie i would ask them
1- if they knew the word selfie before came up to them
2- if it would make a difference if i was a girl or a boy
3- how did they felt about me invading there personal space
now i want the the procedure of the experiment and it's methodology
and most important is why i chose this experiment to study haptics !!!!
the paper should be 1 and a half page long MLA Style
in addition i need from u to do me one power point slide about the same thing
.
Notice Due today before 12 am pacifAssignment 1 Discussion—Soci.docx
Notice Due today before 12 am pacif
Assignment 1: Discussion—Social Stratification from a African American Persective
The United States is predicated on a class system and extensive significance is placed on its being a meritocracy. As a result, it can be challenging for an individual to conceptualize or recognize the role that social barriers play in personal mobility.
Respond to the following:
Explain the role that stratification has played in your life.
Examine how different your life would be if you lived in a caste-system instead of a class-system.
Evaluate the role of racial, ethnic, or gender stratification in your day-to-day life.
Support your statements with examples and scholarly references.
Write your initial response in 1–2 paragraphs. Apply APA standards to citation of sources.
By
Saturday, January 26, 2013
, post your response to the appropriate
Discussion Area
. Through
Wednesday, January 30, 2013
, review and comment on at least two peers’ responses.
Discussion Grading Criteria and Rubric
Use the
Respond
link to post responses and
.
Notes on Hermes I. Hermes and Boundaries A. Hermes’ na.docx
Notes on Hermes
I. Hermes and Boundaries
A. Hermes’ name
1. Greek Hermeias
2. Clearly from herma, cairn (pile of stones that marks a boundary)
3. Makes him god of boundaries
B. Hermes’ various functions
1. All have to do with boundaries in some way
2. A herald (Gr. kerux, which can also be translated “courier” or
“messenger”) crosses boundaries on official business
a) and are unbelievably important in non-literate cultures like
the Archaic Greek culture that gives us almost all of classical
myth, because they would have had to have professional skill at
memorization
b) that skill, in turn, makes them like the bards, which will be
essential understanding the Homeric Hymn to Hermes and also
certain important aspects of the Odyssey
c) and it also gives them a special relation to the truth,
because a herald would have had a really amazing ability to lie
and get away with it
3. The psychopomp (guide of souls) crosses the boundary between
life and death
4. The holder of the kerykeion (later called the caduceus just
through mispronunciation) controls the boundary between sleep and
waking
5. The god of thieves has power over the boundaries around
people’s houses.
II. Hermes the Trickster
A. The figure of the trickster is found in many mythologies: a character
who uses his or her wits to win fame
1. One way to look at the trickster is as a character who controls
and manipulates boundaries: especially the boundary between true and
false
2. On this understanding, Hermes and Odysseus are both tricksters,
because of their travel, their wits, and their lying
B. When Odysseus enters the house of Alkinoos, the Phaiakians are just
pouring the last libation of the day, to Hermes. Why?
1. Because Hermes controls sleep
2. Because Hermes, god of thieves, controls boundaries you want
others to keep away from
3. Because Odysseus is crossing their boundary at this moment!
4. It’s the bard’s way of making the Hermes/Odysseus/trickster
connection
C. Suggested viewing: “The Adventurs of Baron Munchausen” directed
by Terry Gilliam
1. A wonderful version of an 18
th
century story of a trickster, using
movie magic to negotiate the boundaries
III. The Homeric Hymn to Hermes
A. In this hymn, the anonymous bards have created a meditation on the
meaning of the trickster hero, and his relation to kleos, epic glory
1. Hermes has a problem, because he’s been born far from Olympus
2. But as the child of Zeus and Maia, he should be an Olympian
3. He’s a god of tricks, and of the dark, but that’s not what
Olympus is about
4. and Apollo is the best example: Apollo is himself, as the god of
music and of the lyre, the god of kleos
B. The master-stroke is probably having Hermes invent the lyre
1. Which is highly analogous to having Odysseus take over the telling
of his story
2. and shows that some of the bards, at least, recognized that they
were pretty much jus.
Note. The purpose of this outline is to assist you in gathering th.docx
Note. The purpose of this outline is to assist you in gathering the data you have compiled on your topic and to help you see where you need to do more research to "fill in" the gaps.
Outline for the Paper
Introduction
1.
Dramatic incident or quote to introduce the ethical issue.
2.
Why you chose this ethical issue
3.
Thesis statement in which you preview what you are going to say about the ethical issue.
Body
I.
What are the facts?
A.
Detail #1
B.
Detail #2, etc.
II.
What are the ethical issues that need to be addressed on:
A.
An individual level?
B.
An organizational level?
C.
A societal level?
III.
What are the alternatives for the main people involved?
A.
Alternative #1
B.
Alternative #2, etc.
IV.
Evaluate the ethical alternative that would best embody each of the three main ethical theories we have covered, noting a brief explanation of each and why this theory would prefer this ethical course of action:
A.
Moral Virtue Theory
B.
Duty Theory
C.
Utilitarianism
V.
Choose an alternative and justify your decision.
VI.
Determine how your decision might be perceived by the organization, individual or society.
Conclusion
I.
Summarize main points
II.
Restate your decision
.
Note1. The Topic of research is Roller derbysubculture name .docx
Note:
1. The Topic of research is "Roller derby"
subculture name
issue of substance that pertains to your subculture
2. I need 5 scholar source
list the entry using MLA format
provide an authority assessment: list the background and affiliations of the author(s)
summarize the source
assess its authenticity and reliability
reflect on how it will fit into your research paper
.
More from abhi353063 (20)
number 1answer this in a paragraphShare the findings of your DiS.docx
number 1answer this in a paragraphShare the findings of your DiS.docx
number 1complete the attached test called the urbulence Tole.docx
number 1complete the attached test called the urbulence Tole.docx
number 1Are you a born leader If yes, provide examples of how y.docx
number 1Are you a born leader If yes, provide examples of how y.docx
number 1complete the attached test called the urbulence Tole.docx
number 1complete the attached test called the urbulence Tole.docx
number 1answer this one in a pargraphAlthough you may not be.docx
number 1answer this one in a pargraphAlthough you may not be.docx
Nr QuestionMarkDiscuss the three main environments that make.docx
Nr QuestionMarkDiscuss the three main environments that make.docx
nron Corporation was launched in 1985, with the merger of Houston Na.docx
nron Corporation was launched in 1985, with the merger of Houston Na.docx
Now that you have your GUI operational, it is time to take the appli.docx
Now that you have your GUI operational, it is time to take the appli.docx
Now that you understand the full project lifecycle and how all the p.docx
Now that you understand the full project lifecycle and how all the p.docx
Now that you sre beginig your second semester as astudent at Califor.docx
Now that you sre beginig your second semester as astudent at Califor.docx
Now that you have developed an in-text citation for a summary, parap.docx
Now that you have developed an in-text citation for a summary, parap.docx
Now that you have completed the sections on fiscal and monetary poli.docx
Now that you have completed the sections on fiscal and monetary poli.docx
Now that we have decided to become an S Corp after reviewing the var.docx
Now that we have decided to become an S Corp after reviewing the var.docx
Novel Shift by Em BaileyDescribe each of the minor characters i.docx
Novel Shift by Em BaileyDescribe each of the minor characters i.docx
Nothing in science is written in stone.Whenever new discoveries .docx
Nothing in science is written in stone.Whenever new discoveries .docx
Now my experiment was to go to randomly selected people and ask th.docx
Now my experiment was to go to randomly selected people and ask th.docx
Notice Due today before 12 am pacifAssignment 1 Discussion—Soci.docx
Notice Due today before 12 am pacifAssignment 1 Discussion—Soci.docx
Notes on Hermes I. Hermes and Boundaries A. Hermes’ na.docx
Notes on Hermes I. Hermes and Boundaries A. Hermes’ na.docx
Note. The purpose of this outline is to assist you in gathering th.docx
Note. The purpose of this outline is to assist you in gathering th.docx
Note1. The Topic of research is Roller derbysubculture name .docx
Note1. The Topic of research is Roller derbysubculture name .docx
Recently uploaded
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Recently uploaded (20)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
ng in Arabidopsis thaliana and you want to learn about genes tha.docx
- 1. ng in Arabidopsis thaliana and you want to learn about genes that are critical for the formation of seeds. You know a few genes that are important for the differentiation of pluripotent cells into seeds, but you want to know other genes in this genetic regulatory network/pathway. One of the genes that you know is important for seed development is called AINTEGUMENA (ANT) . In a loss of function mutant ( ant ) no seeds are produced. ANT is a transcription factor known to control the expression of other genes. Two ways that ANT regulates the expression of other genes is through binding to their promoter regions and through working in large protein regulatory transcription complexes. Specifically describe at least two ways ANT may regulate the expression of other genes. Design an experiment to determine other genes that are critical for seed development. You should use what you know about ANT as a starting point and discuss other candidate gene identification. Fully compare and contrast (including similarities and differences) prokaryotic and eukaryotic transcription and translation