Changing Bullying The Utilization Of School Uniforms

Changing Bullying: The Utilization of School Uniforms is Changing Bullying (Rough Draft) Christina E. Oliver ENG 122: English Composition II Instructor: Angel Vasquez January 12, 2015 Changing Bullying: The Utilization of School Uniforms is Changing Bullying One of the most important things, which we have to do as an adult or parent, is to help educate our young people. We must begin to inspect our effectiveness, to provide a sound education, for every age and aspect of human beings; within our schools. Our challenge isn’t just whether or not, we provide an adequate amount of resources for a child, but it is also whether or not their environment for learning, is suitable enough for them to learn. As we begin, to expect a certain aspect of respect within our classrooms. We have to go to the root of social indifference and judgments, which is socialized as a standard that we have grown to not accept. Our children’s social exchanges are a dependency; which is based on whether, or not they fit in to their surroundings. This root can be categorized as bullying, which can be counter reactive, with the utilization of school uniforms. Many will argue that t his indifference surfaced from many aspects such as race, location of school districts, interests in other happenings around the student. And some will say the main aspects of indifference; within our classrooms is the unacceptability of those students, who cannot afford the same given opportunities, forShow MoreRelatedNursing Education7264 Words   |  30 PagesStates on October 1, 1902 when the initial role of the school nurse was to reduce absenteeism by intervening with students and families regarding health care needs related to communicable diseases. While the nurse ¶s role hasexpanded greatly from its original focus, the essence of the practice remains the same. The nurseeducator supports student success by providing health care assessment, intervention, and follow-up for all children within the school setting. STRATEGIES:- Three phases are includedRead MoreThe Affordable Care Act : A Critical Analysis Essay10519 Words   |  43 Pagesexample, one’s choice to find a medical professional degree lies in different positions. Such aspects may include desires for better wage pays, an urge to save lives, admiration of their uniform (scrubs/white lab coats), and adoration of their profession among others. The urge pushes them from basic education, high school sciences, certificate, diploma, degree, and to the master’s level that is currently of concern. Organization and Management in Health Administration. Distribution of healthcare servicesRead Morepaul hoang answers72561 Words   |  291 Pagesauthor. Many thanks for your attention to this matter. 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Eth/125 Final Exam Essay examples - 1165 Words

Write a 1,400- to 1,750-word paper that answers the following questions: What information about diversity in the United States has helped you better understand or relate to others in ways that you may not have in the past? * Have you learned something new about your own racial, ethnic, or cultural history? * Trends in immigration will continue to shape the demographics of the United States. What will the U.S. population look like in the year 2050? Why do you think so? * What challenges does the United States face due to the diversity of its people? * What are the benefits of such a diverse society? * How can we foster a climate of acceptance and cultural pluralism in the United States? * In what ways†¦show more content†¦Also, whites in America were responsible for the slave trading and hangings of the blacks, all because their color was different than ours. Whites also were responsible for segregation back in the day. Over time, this world has changed dramatically white and black people gets along. There are many interracial relationships, and the prejudice is nothing like it used to be. Wow this is a great question. I really don’t know what the US will look like in the year 2050. We already have so many immigrate in the US today. My only assumption is that there will be twice as many then there are today. This country is the home of the free and there are so many people that live outside the US that wants to come to our country to seek their dreams. I think that it is good that other people from different countries want to be part of the US, but they should be held to all the same laws as everyone else. They should have to pay taxes on their businesses just like Americans have to. I think this is one of the things our Government needs to fix because it’s not fair to the Americans. America is always going to face diversity. No matter how hard we try to get rid of discrimination and prejudice, it will probably never be fully gone. One thing that needs to be done is for us to teach our children how not to be prejudice. By doing this we can start to break the cycle that’s been going on for many years. Teaching our children today how to get over diversity will help them inShow MoreRelatedEth 125 Quiz2636 Words   |  11 PagesFinal Exam-ETH/125 Multiple Choice (65 questions – 100 points total possible) Choose the most correct answer. Where there is a conflict, the text is the final source. Please write letter next to number. Part A: (Weeks 1 -3 ) ___D__1 .A subordinate group whose members have significantly less control or power over their own lives than do the members of a dominant group are called a: a. Ethnic group b. Racial group c. Majority group d. Minority group _D___2 Which of the followingRead MoreRed Hat Enterprise Linux 6 Security Guide50668 Words   |  203 Pagesdo not input literally or displayed text that changes depending on circumstance. For example: T o connect to a remote machine using ssh, type ssh username@ domain.name at a shell prompt. If the remote machine is exam ple.com and your username on that machine is john, type ssh john@ exam ple.com . T he m ount -o rem ount file-system command remounts the named file system. For example, to remount the /hom e file system, the command is m ount -o rem ount /hom e. T o see the version of a currently installedRead MoreHbr When Your Core Business Is Dying74686 Words   |  299 Pagesreports expect from each other? When Larry Bossidy laid out his views to a group of young executives, they couldn’t take notes fast enough. You don’t have to write down what he said, though, because Larry has done it for you here. And it will be on the exam. 88 STRATEGIC HUMOR 111 TOOL KIT The Process Audit Michael Hammer Redesigning business processes can generate dramatic improvements in performance, but the effort is notoriously difï ¬ cult. Many executives have ï ¬â€šoundered, uncertain about whatRead MoreMedicare Policy Analysis447966 Words   |  1792 Pagesthe pro- 8 gram— 9 (A) may vary by age so long as the ratio 10 of the highest such premium to the lowest such 11 premium does not exceed the ratio of 2 to 1; 12 (B) shall be set at a level that does not ex- 13 ceed 125 percent of the prevailing standard rate 14 for comparable coverage in the individual mar- 15 ket; and 16 (C) shall be adjusted for geographic vari- 17 ation in costs. Health insurance issuers shall provide such informa- 19

Cultural Similarities and Differences Free Essays

The Indian culture has different languages, which include Hindi, Bengali, and Urdu. The officially recognized language is Hindi with other local languages not recognized by the central government. Texans officially use American English with various variations and accents. We will write a custom essay sample on Cultural Similarities and Differences or any similar topic only for you Order Now Australian languages Include Australian slang, Indigenous Australian languages, and variations of Australian English (Dally, 1998). Nigeria has over 50 indigenous languages with very many local dialects. The predominant languages are Your, Bio, Afro -Asiatic and Kanji. The official language is English ND Is used across all states to unite the people. Except India, the other three countries share a salary language (I. E. English) though It has small variations In accent and pronunciation. Family Systems Indians maintain close personal ties with their families including the extended family members. Family relationships are hierarchical and the father is the patriarchal leader of the family. All members have mutual obligations to their families and they maintain deep rooted trust among all relatives (Maker, 2008). Nigerian maintain an extended family system with relationships guided by hierarchy and seniority. Individuals are obliged to give the extended family members financial assistance and guidance (Coelenterates. N. D). The American family unit Is nuclear with the extended family living away from it. Individualism is highly practiced. The family set ups across the four countries recognizes the father as the head of the family. The role of extended family members is emphasized in Nigerian and Indian cultures where people recognize the senior members of the society. Australian and Texan cultures emphasize individualism and the societies generate highly independent people. Behavioral Norms In India, greetings follow seniority with the most senior person being greeted first. Though shaking hands Is common, men seldom shake hands with women because of religious beliefs and It Is mandatory to bid each person farewell Individually when leaving a group. In Nigeria, shaking hands is the most common form of greeting. Men 1 OFF other person’s well being. Direct eye contact is avoided when meeting with older and senior members of the society and as a sign of respect one is expected to bow. Nigerian place importance to professional titles and surnames. In Texas greetings are casual, a handshake, a smile, and a hello are enough. Men use only handshakes but women and children may hug and shake hands even in formal settings. Introductions are very important before any communication. It is considered rude to call senior persons by their first name. Men are supposed to be polite to ladies, they pull chairs and open doors for them and ladies are expected to say a polite thank you in return (Celebrities, 2012). Australian forms of greetings are informal and brief; shaking hands is common in formal setups. Ladies generally do not greet each other. Australians maintain good relationships with all people as they are down to earth ND modest. Religion India is a secular state with a lot of religious diversity. Hinduism, Buddhism, Jansenism, and Schism are practiced by most of the people. Christianity is practiced by a minority. Texas has a wide range of religious diversity with Christianity being practiced by the majority. Adherence levels are very high and individual religious beliefs are tolerated. Religious diversity in Nigeria is great with Christianity and Islam being practiced by the majority. Native religions that believe in deities, spirits, and ancestral worship are spread throughout the country. The country constitution remunerates freedom of worship. Majority of Australians are Christians with Islam being practiced by a few. Traditional aborigine religious cultures are practiced by a few aborigines as the others have converted to Christianity. The country laws are tolerant to different religious beliefs. Across the four countries, religion influences the culture of the people with Christianity, Salamis, Hinduism, and Judaism being recognized and accepted by the societies. Freedom of worship is allowed by their respective constitutions; but in Nigeria emergence of radical Salamis has affected he culture of the societies living in the affected areas. Business Etiquette There are various ways in which business is approached in various societies. In Indian society, it is customary for all sides to personally know each other before any business transaction take place. Business meetings are planned by appointments and punctuality is kept as a sign of mutual respect. Negotiations are non confrontational and the final decision is made by the person with the most authority. Decision making is slow and informal and successful negotiations are concluded by a word of mouth and celebrated over a meal. Formal dressing during meetings is expected and shows respect. In the Nigerian culture, developing a personal relationship is essential before any business transaction. Business is conducted in a formal setup and decision making involves all the stakeholders. Nigerian are overly suspicious and proceed with business cautiously. Punctuality for meetings is very important to Texans and it is a sign of disrespect to be late. There is little emphasis on small talk and business is conducted rapidly. To conduct business, an appointment is necessary in Australia. Business is conducted rapidly in a relaxed environment. Personal relationships and show of emotion is not important in their business transactions. Conclusion The culture across all the four countries is steeped with differences and similarities continually changing with advent of globalization and information technology. The family and religious inclinations of these societies fundamentally influences their behavior, norms, and way of thinking. The cultures have inherent mechanisms of maintaining their way of life. In all the cultures, younger members are expected to respect their elders and this maintains social order. Though fundamentally different, arioso cultures have a lot to teach and are universally almost the same. How to cite Cultural Similarities and Differences, Papers

The Issues in Primary Education

Question: Describe the issues in Primary education? Answer: Introduction This part of the research deals in analyzing the various theories, concepts and proposed studies from the academic journals and books about the topic. The explanation of themes and the topics have helped the researcher to complete the research work effectively. High order thinking Attridge and Inglis (2013) opined that high order thinking which is commonly known as high order thinking skills are the types of learning skills that requires high cognitive processing but generates more benefits. The use of the critical thinking skills is required for the implementation of high order thinking. Baumann, Krems and Ritter (2010) added in simple words the individuals who have the ability to think on a level higher than memorizing of facts or copying the actions or thoughts of theory are said to able to implement high thinking abilities. Thus high order thinking requires the individual to understand the facts, infer from the facts, connect them to other facts and concepts, categorize them, manipulate them and implement them. Burnard and Swann, (2010) further added that the students must master the lower level skills before switching over to high order thinking skills. However to increase the High order thinking within the children of all ages the educational institution s should try to provide logical and reasonable answers to the questions of the children. The steps namely Avoiding rejection of answering a question Restate the question as a response Present information for the ignorant questions Encourage children to seek response though authority (Chang, 2008) Encourage brainstorming sessions and alternative explanations Figure 1: Steps of High order thinking (Source: Gigante, 2013, pp-96) However Lemco (2012) opined that the high order thinking skills can be enhanced when clarity is present within the communication skills so that there is less chance of any ambiguity and confusions. The implementation of higher order thinking can be effectively done within the students with the help of scaffolding. This process involves providing the students wth necessary support at the beginning of the task and then allows them to work independently. Some of the other learning strategies include rehearsal, elaboration, organization and meta cognition. Moreover sincere feedback providing immediate specific and corrective information should inform the learners of their progress (Marshall and Horton, 2011). Problem solving skills According to Muthivhi (2012) problem is a situation where the individual is willing to act positively but is not knowledgeable about the course of action and the consequences. Hence in order to build a high order thinking the individual learners must foster the process of problem solving. The problem solving process involves a series of decisions each of which depends on the outcomes of the preceding decisions (Pilten, 2010). In case of mathematical problems the learners should be guided by the educational institutions in solving the numerical using the following four steps namely: Defining the problem Seli, (2012) opined that the learners must be provided with initial guidance in order to define the numerical problems the solutions for which they need to find. On defining the problem the learners will be able to understand the complexity of the problems and will be able to evaluate the type of approach they should consider for solving of the problem (Yuvienco, 2012). Generating alternatives The complexity of the problem will help the learners to use their critical thinking ability to generate easier alternatives in solving the problems (Woodard and Woodard, 2011). The extensive use of research analytical skills and logical thinking capabilities are required for generating the alternative solutions. Evaluation and selection of alternatives Finally the learner will be able to judge the problem based on the alternative solutions. The learner will give preference on the solution which is easier to understand. The uses of brainstorming sessions will be helpful in this stage for the learners to ascertain the alternatives and evaluate them (Wang and Wang, 2010). Implementing the solutions The learner in the final step of the process will implement the chosen alternative. The logical implementation of the solution will benefit the learner in understanding the whole process and effective in solving the problem (Lemco, 2012). High order questioning The process of high order thinking can be successfully implemented by the system of high order questioning. Good learning can be implemented with the help of logical questions and not with answers because the questioning enables the teachers to check the understanding level of the learners. It also encourages the learners to engage and focus their thinking on various diverse concepts and ideas. Burnard and Swann (2010) opined that the teachers in an educational institute uses questioning and discussion to assess the effectiveness of their teaching and promote the learning of the pupils. A critical question stimulates thinking and often generates more questions in order to clarify the process of understanding. Alderson and Morrow (2011) moreover added that high order questioning push the learners to extend the limit of understanding and in the process of doing do the learners explore new branches of knowledge. The good question technique also improves the listening capabilities of the individuals. However Bell (2010) argued that the process of high order questioning may fail due to use of inappropriate questioning techniques and framing of excessive difficult or easy questions. Moreover the techniques can fail due to inconvenience on the part of the respondents. The learners may not be able to reciprocate the correct answer or may not make any further query in the peer fear. However the following factors contribute to the success of the high order questioning (Cockburn, 1999) All learners should get a chance to answer Learners should be aware of the actions of others Learners should have time to discuss and follow up their answers (Smith, 2007) Teachers should gain information about thinking and learning Importance of Problem solving, reasoning and numeracy in the early years foundation stage Terezinha and Bryant (1996) opined that critical thinking is important for the development of the learning on the areas of mathematics, painting and other curriculum activities. The use of the critical thinking concepts will help the children in their early foundation years to seek patterns, make connections and recognize relationships between the numerical in order to solve numerical problems. Hopkins (2014) opined that the development of the numerical problem solving ability in the early stage will help the individual child to foster effective logical reasoning skills in the later stages of educational development. With the advancement in the field of educational techniques the students are now made to learn the basic counting skills with the help of real life objects. The use of the number lines everywhere in the educational institutes stimulates discussion about numbers and children learns about the easy numerical problems while playing with the number lines. Harcourt et al. (201 1) suggested that all children will be able to succeed in generating numerical problem solving ability if the educationalists provide them the opportunity to explore the mathematical ideas in ways that would make sense to them and opportunities to develop mathematical concepts and understanding. Children mathematical graphics In the year 2003 the term Children Mathematical Graphics was invented by Worthington and Carruthers to describe a range of mathematical marks of the children. The visual representations found in the educational institute premises including scribbles, drawings, writing, iconic marks and standard symbols forms a part of the Children mathematical Graphics. Bell (2010) suggested that this graphical representation suggests that the children use their own mathematical representations to help them think and communicate the numerical problems with each other. The graphics are important for the development of the numerical skills because with the use of their own graphics the children are able to represent their mental mathematics on paper. The key features of children mathematical graphics are as follows: Children make their own choice to represent their mathematical thinking Children making their own meanings of the numerical problems (Bell, 2010) Children makes or generates standard graphics for the process of the numerical problem solving They create their own layout for solving and understanding of the numerical problems However Cockburn (1999) added that the importance of the childrens play time is relevant in the formation of the graphics. The graphics and the representations have been discovered during the time of play because the children are able to make the personal interpretations and communications at the time of play. Deductive Reasoning skills In case of a fact if all terms are clear, premises are true and the rules of logic are followed then the deductive reasoning skills can be achieved. Burton and Bartlett (2009) opined that the four major reasoning skills are Storage and retrieval skills, matching skills and execution skills. The storage and retrieval skills enable the individual to transfer information from long term memory to the present. The matching skills enable the learner to match the similarity or dissimilarity of the incoming information with the information retrieved from the memory. Finally the use of the executive skills helps the learners to evaluate the alternative options and implement the logical alternative (Alderson and Morrow, 2011). Summery The chapter highlights the basic concepts of the high order thinking and high order questioning that helps in developing the skills and knowledge level of the learners. With the help of the secondary information gathered from the journals and books the researcher will be able to evaluate the collected data. Reference list Books Alderson, P. and Morrow, V. (2011). The Ethics of Research with Children and Young People: a practical handbook. 2nd ed. London: Sage. Barmby, P., Bolden, D. and Thompson, L. (2014) Understanding and Enriching Problem Solving in Primary Mathematics. Northwich: Critical Publishing. Bell, J. (2010) Doing Your Research Project: a guide for first-time researchers in education, health and social science. 5th ed. Buckingham: Open University Press. Burton, D. and Bartlett, S. (2009) Key issues for Education Researchers. London: Sage. Cockburn, A. D. (1999) Teaching Mathematics with Insight. London: Falmer Press Harcourt, D., Perry, B. and Waller, T. (2011).Researching Young Childrens Perspectives: debating the ethics and dilemmas of educational research. London: Routledge. Hopkins, D. (2014) A Teacher's Guide to Classroom Research. 4th ed. Buckingham: Open University Press Smith, A. M. (2007) Mathematics in Nursery Education. 2nd Ed Oxon: Rotledge. Terezinha N. and Bryant. P. (1996) Children doing Mathematics. Oxford: Blackwell Publishers. Journals Attridge, N. and Inglis, M. (2013). Advanced Mathematical Study and the Development of Conditional Reasoning Skills. PLoS ONE, 8(7), p.e69399. Baumann, M., Krems, J. and Ritter, F. (2010). Learning from examples does not prevent order effects in belief revision. Thinking Reasoning, 16(2), pp.98-130. Burnard, P. and Swann, M. (2010). Pupil perceptions of learning with artists: A new order of experience?. Thinking Skills and Creativity, 5(2), pp.70-82. Chang, C. (2008). Does Problem Solving = Prior Knowledge + Reasoning Skills in Earth Science? An Exploratory Study. Res Sci Educ, 40(2), pp.103-116. Gigante, J. (2013). Teaching Clinical Reasoning Skills to Help your Learners ?Get? the Diagnosis. Pediat Therapeut, 03(04). Lemco, I. (2012). Deep thinking and high ideas [design history]. Engineering Technology, 7(11), pp.76-78. Marshall, J. and Horton, R. (2011). The Relationship of Teacher-Facilitated, Inquiry-Based Instruction to Student Higher-Order Thinking. School Science and Mathematics, 111(3), pp.93-101. Muthivhi, A. (2012). Schooling and the Development of Verbal Thinking: Tshivenda-Speaking Children's Reasoning and Classification Skills. South African Journal of Psychology, 42(1), pp.82-92. Pilten, G. (2010). Evaluation of the skills of 5th grade primary school students high-order thinking levels in reading. Procedia - Social and Behavioral Sciences, 2(2), pp.1326-1331. Schultz, R. (2012). Paradigm thinking: passionate hopefulness and more than 20 cents of effort. High Ability Studies, 23(1), pp.107-108. Seli, G. (2012). The utility of conscious thinking on higher-order theory. Philosophical Explorations, 15(3), pp.303-316. Sugden, S. (2012). The Number Crunch game: a simple vehicle for building algebraic reasoning skills. International Journal of Mathematical Education in Science and Technology, 43(2), pp.244-258. Wang, S. and Wang, H. (2010). Organizational schemata of e-portfolios for fostering higher-order thinking. Inf Syst Front, 14(2), pp.395-407. Woodard, R. and Woodard, R. (2011). Higher Order Thinking Through the Synthesis of Theological Models. Teaching Theology Religion, 14(1), pp.23-24. Yuvienco, J. (2012). ESP pedagogy: Blending low and high order thinking. IJRSLL, 1(2).

50 Questions to Ask Relatives About Family History

50 Questions to Ask Relatives About Family History A great way to uncover clues to your family history or to get great quotes for journaling in a heritage scrapbook is a family interview. By asking the right, open-ended questions, youre sure to collect a wealth of family tales. Use this list of family history interview questions to help you get started, but be sure to personalize the interview with your own questions as well. 50 Questions to Ask Your Relatives What is your full name? Why did your parents select this name for you? Did you have a nickname?When and where were you born?How did your family come to live there?Were there other family members in the area? Who?What was the house (apartment, farm, etc.) like? How many rooms? Bathrooms? Did it have electricity? Indoor plumbing? Telephones?Were there any special items in the house that you remember?What is your earliest childhood memory?Describe the personalities of your family members.What kind of games did you play growing up?What was your favorite toy and why? What was your favorite thing to do for fun (movies, beach, etc.)?Did you have family chores? What were they? Which was your least favorite?Did you receive an allowance? How much? Did you save your money or spend it?What was school like for you as a child? What were your best and worst subjects? Where did you attend grade school? High school? College?What school activities and sports did you participate in?Do you remember any fads from your youth? Popular hairstyles? Clothes? Who were your childhood heroes?What were your favorite songs and music?Did you have any pets? If so, what kind and what were their names?What was your religion growing up? What church, if any, did you attend?Were you ever mentioned in a newspaper?Who were your friends when you were growing up?What world events had the most impact on you while you were growing up? Did any of them personally affect your family?Describe a typical family dinner. Did you all eat together as a family? Who did the cooking? What were your favorite foods?How were holidays (birthdays, Christmas, etc.) celebrated in your family? Did your family have special traditions?How is the world today different from what it was like when you were a child?Who was the oldest relative you remember as a child? What do you remember about them?What do you know about your family surname?Is there a naming tradition in your family, such as always giving the firstborn son the name of his paternal grandfather?What stories have come down to you about your parents? Grandparents? More distant ancestors? Are there any stories about famous or infamous relatives in your family?Have any recipes been passed down to you from family members?Are there any physical characteristics that run in your family?Are there any special heirlooms, photos, bibles or other memorabilia that have been passed down in your family?What was the full name of your spouse? Siblings? Parents?When and how did you meet your spouse? What did you do on dates?What was it like when you proposed (or were proposed to)? Where and when did it happen? How did you feel?Where and when did you get married?What memory stands out the most from your wedding day?How would you describe your spouse? What do (did) you admire most about them?What do you believe is the key to a successful marriage?How did you find out you  were going to be a parent for the first time?Why did you choose your childrens names?What was your proudest moment as a parent?What did your family enjoy doing together?What was your profession and how did you choos e it? If you could have had any other profession what would it have been? Why wasnt it your first choice?Of all the things you learned from your parents, which do you feel was the most valuable?What accomplishments were you most proud of?What is the one thing you most want people to remember about you? While these questions make great conversation starters, the best way to uncover the good stuff is through more of a storytelling session than a QA.

How to Make a DNA Model out of Candy

How to Make a DNA Model out of Candy There are many common materials you can use to form the double helix shape of DNA. Its easy to make a DNA model out of candy. Heres how a candy DNA molecule is constructed. Once youve completed the science project, you can eat your model as a snack. Key Takeaways: Candy DNA Model Candy is a fun and edible construction material that is perfect for making a model of DNA.The key ingredients are a rope-like candy to serve as the DNA backbone and gummy candies to act as the bases.A good DNA model shows base pair bonding (adenine to thymine; guanine to cytosine) and the double helix shape of the DNA molecule. Smaller candies may be used to add more detail to the model. The Structure of DNA In order to construct a model of DNA, you need to know what it looks like. DNA or deoxyribonucleic acid is a molecule shaped like a twisted ladder or double helix. The sides of the ladder are the DNA backbone, made up of repeating units of a pentose sugar (deoxyribose) bonded to a phosphate group. The rungs of the ladder are the bases or nucleotides adenine, thymine, cytosine, and guanine. The ladder is twisted slightly to make a helix shape. Candy DNA Model Materials You have several options here. Basically, you need 1-2 colors of rope-like candy for the backbone. Licorice is good, but you can find gum or fruit sold in strips, too. Use four different colors of soft candy for the bases. Good choices include colored marshmallows and gumdrops. Just be sure to choose a candy you can puncture using a toothpick. LicoriceSmall colored marshmallows or gummy candy (4 different colors)Toothpicks Construct the DNA Molecule Model Assign a base to a candy color. You need exactly four colors of candies, which will correspond to adenine, thymine, guanine, and cytosine. If you have extra colors, you can eat them.Pair up the candies. Adenine binds to thymine. Guanine binds to cytosine. The bases do not bond to any others! For example, adenine never bonds to itself or to guanine or cytosine. Connect the candies by pushing a matched pair of them next to each other in the middle of a toothpick.Attach the pointy ends of the toothpicks to licorice strands, to form a ladder shape.If you like, you can twist the licorice to show how the ladder forms a double helix. Twist the ladder counterclockwise to make a helix like the one that occurs in living organisms. The candy helix will unravel unless you use toothpicks to hold the top and bottom of the ladder to cardboard or polystyrene foam. DNA Model Options If you like, you can cut pieces of red and black licorice to make a more detailed backbone. One color is the phosphate group, while the other is the pentose sugar. If you choose to use this method, cut the licorice into 3 pieces and alternate colors on a string or pipecleaner. The candy needs to be hollow, so licorice is the best choice for this variation of the model. Attach bases to the pentose sugar parts of the backbone. Its helpful to make a key to explain the parts of the model. Either draw and label the model on paper or attach candies to cardboard and label them. Quick DNA Facts DNA (deoxyribonucleic acid) and RNA (ribonucleic acid) are nucleic acids, an important class of biological molecules.DNA is the blueprint or code for all of the proteins formed in an organism. For this reason, it is also called the genetic code.New DNA molecules are made by breaking the ladder shape of DNA down the middle and filling in the missing pieces to make 2 molecules. This process is called transcription.DNA makes proteins through a process called translation. In translation, the information from DNA is used to make RNA, which goes to the ribosomes of a cell to make amino acids, which are joined to make polypeptides and proteins. Making a DNA model isnt the only science project you can do using candy. Use extra materials to try other experiments!

US cold war foreign policy Essay Example | Topics and Well Written Essays - 1250 words

US cold war foreign policy - Essay Example When the Berlin Wall started to fall in November 1989, it represented the beginning of the end of a nearly 45 year conflict. All over Eastern Europe, millions of people cried out for freedom. Within two years, the Soviet Union dissolved and so too had the Cold War.Many in the West called this a victory with many praising U.S. President Ronald Reagan and his aggressive, military policy towards the Soviet Union. Francis Fukuyama called it the end of history.1 Others looked to the future with U.S. President George H. W.Bush speaking about a 'new world order'.2 Yet, the absolute victory Fukuyama spoke of is misleading. Bush's vision of the future is tainted by 'new' elements, Osama bin Laden, that are directly linked to the policies of the Cold War. To understand our Cold War policies and their effects requires us to examine some of the earliest documents of this conflict. This includes George Kennan's "Long Telegram" and his "Mr. X" article as well as Walter Lippman's response. NSC-68 a nd The Ugly American will also be analyzed. Together, these documents provide the necessary foundation from which to more completely understand how the Cold War ended and why.When Germany surrendered on May 7, 1945, it ended World War II fighting in Europe. Almost immediately, though, the Soviet Union and the United States of America started to establish radically different policies in respect to recently liberated European counties. By 1946, tension between the former war allies started to mount. George Kennan, a member of the U.S. State Department stationed in Moscow, wrote a letter to Secretary of State James Byrnes describing the Soviet Union and her ambitions in the midst of this tension. In his "Long Telegram", Kennan argues that the "Kremlin's neurotic view of world affairs is traditional and instinctive Russian sense of insecurity."3 Kennan separates the Russian people from the ruling class, and, more importantly, finds complexity in the policy positions of the Soviet Union. Further, while the Soviet Union is insecure, Kennan believes that the Soviet Union thinks slowly in respect to international conflicts and internal stability is of particular importance to the regime. Accordingly, Kennan suggests that the United States should engage the Soviet Union on many fronts; diplomatic, economic and military. Kennan finishes the telegram with a note of caution: "the greatest danger that can befall us in coping with this problem of Soviet communism is that we shall allow ourselves to become like those with whom we are coping."4 In 1947, Kennan wrote an article for Foreign Affairs under the name 'Mr. X'. In "The Sources of Soviet Conduct", Kennan offers a more compact version of the 'Long Telegram'. Kennan argues that the United State must lead the 'fight' against the Soviet Union. However, he only uses the words 'military' and 'conflict' once and argues that the United States should apply "a cautious, persistent pressure toward the disruption and, weakening of all rival influence and rival power."5 Further, Kennan notes that "the United States has it in its power to increase enormously the strains under which Soviet policy must operate."6 This, though, did not mean solely military engagement. Walter Lippman responded by arguing that the United States should "concentrate our effort on treaties of peace which would end the occupation of Europe."7 Unlike Kennan, Lippman believed that recent Soviet actions demonstrated that it was a much more violent country, prone to aggressive international behavior. Accordi ngly, Lippman took a more militaristic stance again the Soviet Union and the concept of containment. Then, in 1950, the U.S. policy towards the Soviet Union was more officially codified in 'NSC 68: United States Objectives and Programs for National Security'. While using Kennan as a starting point, the document leans more towards Lippman's conception of the Soviet threat and has a more militaristic response. NSC-68 argues for a "rapid and concerted build-up of the actual strength of