Work Is a Blessing

In â€Å"Work Is A Blessing† by Russel Honore, he talks about how he found out that work really is a blessing. Living in a family of 12 children, he had to get a job and the age of 12, he complained about this job to his grandpa and dad. They told him that work is a blessing. It took him years to understand this statement. Russel attended college but he had to get a job to pay for it. The job at ROTC was a requirement at first, but later turned into a way of life.Honore was in Bangladesh and saw a woman working. What really made him pay action to this woman was that she was breaking bricks with a hammer and she had a baby on her back. He asked his partner why they don’t get a machine to do that; and the men told him that if they did that the woman would lose her job and not have a way to feed her family. Honore then realized that to work is really a blessing. In this story he talks about how working is a great achievement, even if it isn’t best job.Getting a job that anyone may not like is better than not having a job at all. I had a job as a cook and I didn’t like the job very much, but I just dealt with it. It was a starter job that helped me pay for a couple of things that I needed to help me get to college. I didn’t like the boss and didn’t like the coworkers but that didn’t change the fact that I was one person out of so many who got a job when I really needed one. According to Honore when people don’t have a job they are not free.Which I believe he is right on this. Have you ever had a moment when you couldn’t buy something because you didn’t have money? Well, that just proves you’re not free. No matter what, in life anyone will have to pay for something. Honore retired from the Army but still works. He helps people to prepare for a disaster. He also plans on getting into a little farming someday. Honore says he will never stop working. Thought out Honore years he has learned to appreciate his father’s words.

Ap Bio Chapter 35 Notes

Chapter 35 Plant Structure, Growth, and Development Lecture Outline Overview: Plastic Plants? †¢ The fanwort, an aquatic weed, demonstrates the great developmental plasticity that is characteristic of plants. o The fanwort has feathery underwater leaves and large, flat, floating surface leaves. o Both leaf types have genetically identical cells, but the dissimilar environments in which they develop cause different genes involved in leaf formation to be turned on or off. In addition to plastic structural responses of individual plants to specific environments, plant species have adaptations in morphology that benefit them in their specific environments. o For example, cacti have leaves that are reduced to spines and a stem that serves as the primary site of photosynthesis. These adaptations minimize water loss in desert environments. †¢ The form of any plant is controlled by environmental and genetic factors. As a result, no two plants are identical. †¢ Angiosperms make up 90% of plant species and are at the base of the food web of nearly every terrestrial ecosystem. Most land animals, including humans, depend on angiosperms directly or indirectly for sustenance. Concept 35. 1 The plant body has a hierarchy of organs, tissues, and cells. †¢ Plants, like multicellular animals, have organs that are composed of different tissues, and tissues that are composed of different cell types. o A tissue is a group of cells with common structure and function. o An organ consists of several types of tissues that work together to carry out particular functions. Vascular plants have three basic organs: roots, stems, and leaves. The basic morphology of vascular plants reflects their evolutionary history as terrestrial organisms that inhabit and draw resources from two very different environments. o Vascular plants obtain water and minerals from the soil. o Vascular plants obtain CO2 and light above-ground. †¢ To obtain the resources they need, vascular p lants have evolved two systems: a subterranean root system and an aerial shoot system of stems and leaves. †¢ Each system depends on the other. o Lacking chloroplasts and living in the dark, roots would starve without photosynthates, the sugar and other carbohydrates imported from the shoot system. Conversely, the shoot system depends on water and minerals that roots absorb from the soil. Roots provide anchorage, absorption, and storage. †¢ A root is an organ that anchors a vascular plant in the soil, absorbs minerals and water, and stores sugars and starches. †¢ Most eudicots and gymnosperms have a taproot system, consisting of one large vertical root (the taproot) that develops from an embryonic root. †¢ The taproot produces many small lateral, or branch, roots. o In angiosperms, taproots often store sugars and starches that later support flowering and fruit production. Taproot systems generally penetrate deeply and are well adapted to deep soils. †¢ In se edless vascular plants and most monocots, including grasses, the embryonic root dies and does not form a main root. †¢ Instead, many small roots grow from the stem. Such roots are adventitious, a terms describing a plant organ that grows in an unusual location. †¢ Each small root forms its own lateral roots, giving rise to a fibrous root system—a mat of thin roots that spread out below the soil surface. o A fibrous root system is usually shallower than a taproot system and is best adapted to shallow soils with light rainfall. Grass roots are concentrated in the upper few centimeters of soil. As a result, grasses make excellent ground cover for preventing erosion. †¢ The root system helps anchor a plant. †¢ In both taproot and fibrous root systems, absorption of water and minerals occurs near the root tips, where vast numbers of tiny root hairs enormously increase the surface area. o Root hairs are short-lived, tubular extensions of individual root epiderma l cells. †¢ Some plants have modified roots. Some arise from roots, while others are adventitious, arising above-ground from stems or even from leaves. Some modified roots provide additional support and anchorage. Others store water and nutrients or absorb oxygen from the air. Stems consist of alternating nodes and internodes. †¢ A stem is an organ consisting of alternating nodes, the points at which leaves are attached, and internodes, the stem segments between nodes. †¢ At the angle formed by each leaf and the stem is an axillary bud with the potential to form a lateral shoot or branch. †¢ The growth of a young shoot is usually concentrated at its apex, where there is an apical bud, or terminal bud, with developing leaves and a compact series of nodes and internodes. The presence of a terminal bud is partly responsible for inhibiting the growth of axillary buds, a phenomenon called apical dominance. o By concentrating resources on growing taller, apical dominan ce is an evolutionary adaptation that increases the plant’s exposure to light. †¢ In the absence of a terminal bud, the axillary buds break dormancy and give rise to lateral shoots complete with their own apical buds, leaves, and axillary buds. o This is why pruning trees and shrubs makes them bushier. †¢ Modified shoots with diverse functions have evolved in many plants. These shoots, which include stolons, rhizomes, tubers, and bulbs, are often mistaken for roots. Leaves are the main photosynthetic organs of most plants. †¢ The leaf is the primary site of photosynthetic organs of most plants, although green stems are also photosynthetic. †¢ Although leaves vary extensively in form, they generally consist of a flattened blade and a stalk, the petiole, which joins the leaf to a stem node. o Grasses and other monocots lack petioles. In these plants, the base of the leaf forms a sheath that envelops the stem. Monocots and eudicots differ in the arrangement o f veins, the vascular tissue of leaves. †¢ Most monocots have parallel major veins that run the length of the blade, while eudicot leaves have a branched network of major veins. †¢ Plant taxonomists use floral morphology, leaf morphology, the branching pattern of veins, and the spatial arrangement of leaves to help identify and classify plants. o For example, simple leaves have a single, undivided blade, while compound leaves have several leaflets attached to the petiole. o Many large leaves are compound, which allows them to withstand strong winds without tearing. The structural adaptation of compound leaves also confines pathogens that invade the leaf to one leaflet. †¢ Most leaves are specialized for photosynthesis. †¢ Some plants have leaves that have become adapted for other functions, including tendrils that cling to supports, spines of cacti for defense, leaves modified for water storage, and brightly colored leaves that attract pollinators. Plant organs a re composed of three tissue systems: dermal, vascular, and ground. †¢ Each organ of a plant has three tissue systems: dermal, vascular, and ground tissues. Each system is continuous throughout the plant body. †¢ The dermal tissue system is the plant’s outer protective covering. †¢ In nonwoody plants, the dermal tissue system is a single layer of tightly packed cells, or epidermis. †¢ The epidermis of leaves and most stems secretes a waxy coating, the cuticle, which helps the aerial parts of the plant retain water. †¢ In woody plants, protective tissues called periderm replace the epidermis in older regions of stems and roots. †¢ The epidermis has other specialized characteristics consistent with the function of the organ it covers. For example, the root hairs are extensions of epidermal cells near the tips of the roots. o Trichomes, outgrowths of shoot epidermis, reduce water loss and reflect light. They protect against insects with sticky secret ions of insecticidal biochemicals. †¢ The vascular tissue system is involved in the transport of materials between roots and shoots. o Xylem conveys water and dissolved minerals upward from roots into the shoots. o Phloem transports sugars, the products of photosynthesis, to the roots and sites of growth, such as developing leaves and fruits. †¢ The vascular tissue of a root or stem is called the stele. In angiosperms, the root stele forms a solid central vascular cylinder, while the stele of stems and leaves consists of vascular bundles, separate strands of xylem and phloem. †¢ Both xylem and phloem are complex tissues with a variety of cell types. †¢ The ground tissue system is tissue that is neither dermal nor vascular. †¢ Ground tissue is divided into pith, internal to vascular tissue, and cortex, external to the vascular tissue. †¢ The functions of specialized cells within ground tissue include photosynthesis, storage, and support. Plant tissues ar e composed of three basic cell types: parenchyma, collenchyma, and sclerenchyma. Plant cells are differentiated, with each type of plant cell possessing structural adaptations that make specific functions possible. o Cell differentiation may be evident within the protoplast, the cell contents exclusive of the cell wall. o Modifications of cell walls also play a role in plant cell differentiation. †¢ The major types of differentiated plant cells are parenchyma, collenchyma, sclerenchyma, water-conducting cells of the xylem, and sugar-conducting cells of the phloem. †¢ Mature parenchyma cells have primary walls that are relatively thin and flexible; most lack secondary walls. The protoplast of a parenchyma cell usually has a large central vacuole. †¢ Parenchyma cells are often depicted as â€Å"typical† plant cells because they generally are the least specialized, but there are exceptions. o For example, the highly specialized sieve-tube elements of the phloem ar e parenchyma cells. †¢ Parenchyma cells perform most of the metabolic functions of the plant, synthesizing and storing various organic products. o For example, photosynthesis occurs within the chloroplasts of parenchyma cells in the leaf. o Some parenchyma cells in the stems and roots have colorless plastids that store starch. The fleshy tissue of most fruit is composed of parenchyma cells. †¢ Most parenchyma cells retain the ability to divide and differentiate into other cell types under special conditions, such as the repair and replacement of organs after injury to the plant. †¢ In the laboratory, it is possible to regenerate an entire plant from a single parenchyma cell. †¢ Collenchyma cells have thicker primary walls than parenchyma cells, although the walls are unevenly thick. †¢ Grouped into strands or cylinders, collenchyma cells help support young parts of the plant shoot. Young stems and petioles often have strands of collenchyma just below the epi dermis, providing support without restraining growth. †¢ Mature collenchyma cells are living and flexible and elongate with the stems and leaves they support. †¢ Sclerenchyma cells have thick secondary walls usually strengthened by lignin; they function as supporting elements of the plant. †¢ Sclerenchyma cells are much more rigid than collenchyma cells. †¢ Unlike parenchyma cells, sclerenchyma cells cannot elongate. †¢ Sclerenchyma cells occur in plant regions that have stopped lengthening. Many sclerenchyma cells are dead at functional maturity, but they produce rigid secondary cells walls before the protoplast dies. o In parts of the plant that are still elongating, secondary walls are deposited in a spiral or ring pattern, enabling the cell wall to stretch like a spring as the cell grows. †¢ Two types of sclerenchyma cells, fibers and sclereids, are specialized entirely for support. o Fibers are long, slender, and tapered, and usually occur in group s. ? Fibers from hemp are used for making rope, and fibers from flax are woven into linen. o Sclereids are irregular in shape and shorter than fibers.They have very thick, lignified secondary walls. ? Sclereids impart hardness to nutshells and seed coats and the gritty texture to pear fruits. †¢ The water-conducting elements of xylem, the tracheids and vessel elements, are elongated cells that are dead at functional maturity. o The thickened cell walls remain as a nonliving conduit through which water can flow. †¢ Both tracheids and vessels have secondary walls interrupted by pits, thinner regions where only primary walls are present. †¢ Water moves from cell to cell mainly through pits. †¢ Tracheids are long, thin cells with tapered ends. Because their secondary walls are hardened with lignin, tracheids function in support as well as transport. †¢ Vessel elements are generally wider, shorter, thinner-walled, and less tapered than tracheids. †¢ Vessel e lements are aligned end to end, forming long micropipes or xylem vessels. †¢ The ends are perforated, enabling water to flow freely. †¢ In the phloem, sucrose, other organic compounds, and some mineral ions move through tubes formed by chains of cells called sieve-tube elements. †¢ Sieve-tube elements are alive at functional maturity, although a sieve-tube element lacks a nucleus, ribosomes, and a distinct vacuole. The end walls, the sieve plates, have pores that facilitate the flow of fluid between cells. †¢ Each sieve-tube element has a nonconducting nucleated companion cell, which is connected to the sieve-tube element by numerous plasmodesmata. †¢ The nucleus and ribosomes of the companion cell serve both that cell and the adjacent sieve-tube element. †¢ In some plants, companion cells in leaves help load sugar into the sieve-tube elements, which transport the sugars to other parts of the plant. Concept 35. 2 Meristems generate cells for new organs. A major difference between plants and most animals is that plant growth is not limited to an embryonic or juvenile period. †¢ Most plants demonstrate indeterminate growth, growing as long as the plant lives. †¢ In contrast, most animals and certain plant organs, such as flowers, leaves, and thorns, undergo determinate growth, ceasing to grow after they reach a certain size. †¢ Indeterminate growth does not mean immortality. †¢ Annuals complete their life cycle—from germination to flowering to seed production to death—in a single year or less. o Many wildflowers and important food crops, such as cereals and legumes, are annuals. The lives of biennials span two years, with flowering and fruiting in the second year. o Radishes and carrots are biennials that are harvested after the first year. †¢ Plants such as trees, shrubs, and some grasses that live many years are perennials. o Some buffalo grass of the North American plains has been growing fo r 10,000 years from seeds that sprouted at the end of the last ice age. o Perennials do not usually die from old age but from an infection or some environmental trauma, such as fire or drought. †¢ A plant is capable of indeterminate growth because it has perpetually embryonic tissues called meristems. Apical meristems, located at the tips of roots and in the buds of shoots, supply cells for the plant to grow in length. †¢ This elongation, primary growth, enables roots to extend through the soil and shoots to increase their exposure to light and carbon dioxide. †¢ In herbaceous plants, primary growth produces almost all of the plant body. †¢ Woody plants also show secondary growth, progressive thickening of roots and shoots where primary growth has ceased. †¢ Secondary growth is produced by lateral meristems, cylinders of dividing cells that extend along the lengths of roots and shoots. The vascular cambium adds layers of vascular tissue called secondary xyle m and phloem. o The cork cambium replaces the epidermis with thicker, tougher periderm. †¢ The cells within meristems divide to generate additional cells, some of which remain in the meristematic region, while others differentiate and are incorporated into the tissues and organs of the growing plant. o Cells that remain as sources of new cells are called initials. o Cells that are displaced from the meristem, called derivatives, continue to divide until the cells they produce become specialized within developing tissues. At the tip of a winter twig of a deciduous tree is the dormant apical bud, enclosed by scales that protect its apical meristem. †¢ In the spring, the bud sheds its scales and begins a new spurt of primary growth. †¢ Along each growth segment, nodes are marked by scars left when leaves fell in the autumn. †¢ Above each leaf scar is either an axillary bud or a branch twig. †¢ Farther down the twig are whorls of scars left by the scales that en closed the apical bud during the preceding winter. †¢ Each spring and summer, as primary growth extends the shoot, secondary growth thickens the parts of the shoot that formed in earlier years. Concept 35. Primary growth lengthens roots and shoots. †¢ Primary growth produces the primary plant body, the parts of the root and shoot systems produced by apical meristems. o Herbaceous plants and the youngest parts of woody plants represent the primary plant body. †¢ Apical meristems lengthen both roots and shoots. However, there are important differences in the primary growth of these two systems. †¢ The root tip is covered by a thimble-like root cap, which protects the meristem as the root pushes through the abrasive soil during primary growth. o The cap also secretes a polysaccharide slime that lubricates the soil around the growing root tip. Growth in length is concentrated just behind the root tip, where three zones of cells at successive stages of primary growth are located. †¢ These zones—the zone of cell division, the zone of elongation, and the zone of differentiation—grade together. †¢ The zone of cell division includes the root apical meristem and its derivatives. o New root cells are produced in this region, including the cells of the root cap. †¢ The zone of cell division blends into the zone of elongation, where cells elongate, sometimes to more than ten times their original length. It is this elongation of cells that is mainly responsible for pushing the root tip, including the meristem, into the soil. o The meristem sustains growth by continuously adding cells to the youngest end of the zone of elongation. †¢ In the zone of differentiation, cells complete differentiation and become distinct cell types. †¢ The primary growth of roots produces the epidermis, ground tissue, and vascular tissue. †¢ Water and minerals absorbed from the soil must enter the plant through the epidermis, a single layer of cells covering the root. Root hairs greatly increase the surface area of epidermal cells. †¢ Most roots have a vascular cylinder of xylem and phloem. o In eudicot roots, xylem radiates from the center like a star, with phloem developing between the arms of the xylem â€Å"star. † o In monocot roots, the vascular tissue consists of a central core of parenchyma surrounded by alternating xylem and phloem. The central region, called pit, is distinct from stem pith. †¢ The ground tissue of roots consists of parenchyma cells that fill the cortex, the region between the vascular cylinder and the epidermis. Cells within the ground tissue store sugars and starches, and their plasma membranes absorb water and minerals from the soil. †¢ The innermost layer of the cortex, the endodermis, is a cylinder one cell thick that forms a selective barrier between the cortex and the vascular cylinder. †¢ Lateral roots may sprout from the outermost layer of the vascula r cylinder, the pericycle. o A lateral root pushes through the cortex and epidermis to emerge from the established root. o The vascular tissue of the lateral root is continuous with the vascular cylinder of the primary root. The apical meristem of a shoot is a dome-shaped mass of dividing cells at the shoot tip. †¢ Leaves arise as leaf primordia on the flanks of the apical meristem. †¢ Axillary buds develop from islands of meristematic cells left by apical meristems at the bases of the leaf primordia. †¢ Within a bud, leaf primordia are crowded close together because the internodes are very short. †¢ Most of the elongation of the shoot occurs by growth in length of slightly older internodes below the shoot apex. †¢ In some plants, including grasses, internodes continue to elongate all along the length of the shoot over a prolonged period. These plants have meristematic regions called intercalary meristems at the base of each leaf. o This explains why grass c ontinues to grow after being mowed. †¢ Unlike its central position in a root, vascular tissue runs the length of a stem in strands called vascular bundles. o Because the vascular system of the stem is near the surface, branches can develop with connections to the vascular tissue without having to originate from deep within the main shoot. †¢ In most eudicots, the vascular bundles are arranged in a ring, with pith inside and cortex outside the ring. The vascular bundles have xylem facing the pith and phloem facing the cortex. †¢ In the stems of most monocots, the vascular bundles are scattered throughout the ground tissue rather than arranged in a ring. †¢ In both monocots and eudicots, the stem’s ground tissue is mostly parenchyma. †¢ Many stems are strengthened by collenchyma cells just beneath the epidermis. †¢ Sclerenchyma fiber cells also provide support. †¢ The epidermal barrier of leaves is interrupted only by stomata, tiny pores that regulate gas exchange between the surrounding air and the photosynthetic cells inside a leaf. Each stomatal pore is flanked by two specialized epidermal cells called guard cells. o The term stoma can refer to either the stomatal pore or the entire stomatal complex, the pore and two guard cells. †¢ The stomata are also the major avenues of evaporative water loss from the plant—a process called transpiration. †¢ The ground tissue of the leaf, the mesophyll, is sandwiched between the upper and lower epidermis. †¢ The mesophyll consists mainly of parenchyma cells specialized for photosynthesis. †¢ In many eudicots, a layer or more of columnar palisade mesophyll lies above spongy mesophyll. CO2 and oxygen circulate through the labyrinth of air spaces around the irregularly spaced cells of the spongy mesophyll. †¢ The air spaces are particularly large near stomata, where gas exchange with the outside air occurs. †¢ The vascular tissue of a leaf is cont inuous with the vascular tissue of the stem. †¢ Leaf traces, connections from vascular bundles in the stem, pass through petioles and into leaves. †¢ Vascular bundles in the leaves are called veins. Each vein is enclosed in a protective bundle sheath consisting of one or more layers of parenchyma. o Bundle-sheath cells are prominent in leaves that undergo C4 photosynthesis. Within a leaf, veins subdivide repeatedly and branch throughout the mesophyll. †¢ The xylem brings water and minerals to the photosynthetic tissues, and the phloem carries sugars and other organic products to other parts of the plant. †¢ The vascular infrastructure also functions to support and reinforce the shape of the leaf. Concept 35. 4 Secondary growth adds girth to stems and roots in woody plants. †¢ The stems and roots of most eudicots increase in girth by secondary growth. †¢ The secondary plant body consists of the tissues produced by the vascular cambium and the cork cambiu m. The vascular cambium adds secondary xylem (wood) and secondary phloem, increasing vascular flow and support for the shoot system. o The cork cambium produces a tough, thick covering consisting of wax-impregnated cells that protect the stem from water loss and invasion by insects, bacteria, and fungal spores. †¢ Primary and secondary growth occur simultaneously but in different regions. o Elongation of the stem (primary growth) occurs at the apical meristem, but increases in diameter (secondary growth) occur farther down the stem. †¢ All gymnosperms and many eudicots have secondary growth, but it is rare in monocots. The vascular cambium is a cylinder of meristematic cells that may be one cell thick. †¢ The vascular cambium forms successive layers of secondary xylem to its interior and secondary phloem to its exterior. †¢ The accumulation of this tissue over the years accounts for most of the increase in diameter of a woody plant. †¢ The vascular cambium d evelops from parenchyma cells that retain the capacity to divide. o In a typical woody stem, the vascular cambium forms as a continuous cylinder outside the cortex and primary xylem and inside the pith and primary phloem. In a typical woody root, the vascular cambium forms in segments between the primary phloem, the lobes of primary xylem, and the pericycle. †¢ Viewed in cross section, the vascular cambium appears as a ring of initials. o As these cells divide, they increase the circumference of the vascular cambium, adding secondary xylem to the inside of the cambium and secondary phloem to the outside. †¢ Some initials are elongated, with long axes parallel to the axis of the stem or root. o These initials produce cells such as tracheids, vessel elements, and fibers of the xylem. They also produce sieve-tube elements, companion cells, parenchyma, and fibers of the phloem. †¢ Other initials are shorter, oriented perpendicular to the axis of the stem or root. o These initials produce vascular rays that transfer water and nutrients laterally within the woody stem, store sugars and starches, and aid in wound repair. †¢ As secondary growth continues over the years, layer upon layer of secondary xylem accumulate, producing the tissue we call wood. †¢ Wood consists mainly of tracheids, vessel elements (in angiosperms), and fibers. These cells, dead at functional maturity, have thick, lignified walls that give wood its hardness and strength. †¢ The first tracheid and vessel cells formed in the spring (early wood) have larger diameters and thinner walls than the cells produced later in the summer (late wood). o The structure of the early wood maximizes delivery of water to new, expanding leaves. o The thick-walled cells of later wood provide more physical support. †¢ In temperate regions, secondary growth in perennial plants ceases during the winter. †¢ This pattern of growth—cambium dormancy, early wood production, and late wood production—produces annual growth rings. Dendrochronology is the science of analyzing tree ring growth patterns. o Scientists can use ring patterns to identify climate change. †¢ As a tree or woody shrub ages, the older layers of secondary xylem, known as heartwood, no longer transport water and minerals. o Heartwood contains resins and other compounds that protect the core of the tree from fungi and insects. †¢ The outer layers, known as sapwood, continue to transport xylem sap. †¢ Because each new layer of secondary xylem has a larger circumference, secondary growth enables the xylem to transport more sap each year, supplying more leaves. Only the youngest secondary phloem, closest to the vascular cambium, functions in sugar transport. †¢ The older secondary phloem dies and is sloughed off as part of the bark. †¢ Early in secondary growth, the epidermis produced by primary growth splits, dries, and falls off the stem or root. †¢ The e pidermis is replaced by two tissues produced by the first cork cambium, which arises in the outer cortex of stems and in the outer layer of the pericycle of roots. †¢ The first tissue, phelloderm, is a thin layer of parenchyma cells that forms to the interior of the cork cambium. The cork cambium also produces cork cells, which accumulate at the cambium’s exterior. †¢ Waxy material called suberin deposited in the cell walls of cork cells before they die acts as a barrier against water loss, physical damage, and pathogens. †¢ A cork cambium and the tissues it produces make up a layer of periderm, a protective layer that replaces the epidermis. †¢ Because cork cells have suberin and are compacted together, the periderm is impermeable to water and gases. †¢ In most plants, water and minerals are absorbed in the youngest parts of the roots. The older parts of the roots anchor the plant and transport water and solutes between roots and shoots. †¢ In a reas called lenticels, spaces develop between the cork cells of the periderm. o These areas within the trunk facilitate gas exchange with the outside air. †¢ The thickening of a stem or root splits the first cork cambium, which loses its meristematic activity and differentiates into cork cells. †¢ A new cork cambium forms to the inside, resulting in a new layer of periderm. †¢ As this process continues, older layers of periderm are sloughed off. o This produces the cracked, peeling bark of many tree trunks. Bark is all tissues external to the vascular cambium, including secondary phloem (produced by the vascular cambium), the most recent periderm, and all the outer layers of periderm. Concept 35. 5 Growth, morphogenesis, and differentiation produce the plant body. †¢ The development of body form and organization is called morphogenesis. †¢ During plant development, a single cell, the zygote, gives rise to a multicellular plant of a particular form with funct ionally integrated cells, tissues, and organs. †¢ Each cell in the plant body contains the same genomes, but different patterns of gene expression cause cells to differentiate. The three developmental processes of growth, morphogenesis, and cellular differentiation act to transform the fertilized egg into a plant. Molecular biology is revolutionizing the study of plants. †¢ Modern molecular techniques enable plant biologists to investigate how growth, morphogenesis, and cellular differentiation give rise to a plant. †¢ Much of this research has focused on Arabidopsis thaliana, a small weed in the mustard family. o Thousands of these small plants can be cultivated in a few square meters of lab space. o With a generation time of about six weeks, Arabidopsis is an excellent model for genetic studies. Arabidopsis also has one of the smallest genomes of all known plants. †¢ Arabidopsis was the first plant to have its genome sequenced, in a six-year multinational proje ct. o More recently, rice and poplar trees have had their entire genomes sequenced. †¢ Arabidopsis has a total of about 26,000 genes, with fewer than 15,000 different types of genes. †¢ Now that the DNA sequence of Arabidopsis is known, plant biologists are working to identify the functions of every one of the plant’s genes. †¢ To aid in this effort, biologists are attempting to create mutants for every gene in the plant’s genome. Study of the functions of these genes has already expanded our understanding of plant development. †¢ By identifying each gene’s function, researchers aim to establish a blueprint for how plants develop, a major goal of systems biology. †¢ One day it may be possible to create a computer-generated â€Å"virtual plant† that will enable researchers to visualize which plant genes are activated in different parts of the plant during the entire course of development. Growth involves both cell division and cell expansion. †¢ Cell division in meristems increases the cell number, thereby increasing the potential for growth. However, it is cell expansion, especially cell elongation, that accounts for the increase in plant mass. †¢ The plane (direction) and symmetry of cell division are important determinants of plant form. o If the planes of division by a single cell and its descendents are parallel to the plane of the first cell division, a single file of cells will be produced. o If the planes of cell division of the descendent cells vary at random, an unorganized clump of cells will result. †¢ Although mitosis results in the equal allocation of chromosomes to daughter cells, cytokinesis may be asymmetrical. Asymmetrical cell division, in which one cell receives more cytoplasm than the other, is common in plant cells and usually signals a key developmental event. o For example, guard cells arise from an unspecialized epidermal cell through an asymmetrical cell division to fo rm a large unspecialized epidermal cell and a small guard cell â€Å"mother cell. † o Guard cells form when the small mother cell divides in a plane perpendicular to the first cell division. †¢ The plane in which a cell will divide is determined during late interphase. †¢ Microtubules in the outer cytoplasm become concentrated into a ring, the preprophase band. Although this ring disappears before metaphase, its â€Å"imprint† consists of an ordered array of actin microfilaments that remains after the microtubules disperse and signals the future plane of cell division. †¢ Cell expansion in animal cells is quite different from cell expansion in plant cells. o Animal cells grow by synthesizing a protein-rich cytoplasm, a metabolically expensive process. †¢ Growing plant cells add some protein-rich material to their cytoplasm, but water uptake by the large central vacuole accounts for 90% of a plant cell’s expansion. o This enables plants to gro w economically and rapidly. For example, bamboo shoots can elongate more than 2 m per week. †¢ Rapid expansion of shoots and roots increases plants’ exposure to light and soil, an important evolutionary adaptation to the immobile lifestyle of plants. †¢ In a growing plant cell, enzymes weaken cross-links in the cell wall, allowing it to expand as water diffuses into the vacuole by osmosis. †¢ The wall loosens when hydrogen ions secreted by the cell activate cell wall enzymes that break the cross-links between polymers in the wall. †¢ This reduces restraint on the turgid cell, which can take up more water and expand. Small vacuoles coalesce to form the cell’s central vacuole. †¢ The greatest expansion of a plant cell is usually oriented along the plant’s main axis. o The orientation of cellulose microfibrils in the innermost layers of the cell wall cause this differential growth, as the cell expands mainly perpendicular to the â€Å"grai n† of the microfibrils. o The orientation of microtubules in the cell’s outermost cytoplasm determines the orientation of cellulose microfibrils, the basic structural units of the cell wall. Arabidopsis mutants confirm the role of cytoplasmic microtubules in cell division and growth. Studies of Arabidopsis mutants have confirmed the importance of cytoplasmic microtubules in both cell division and expansion. †¢ For example, fass mutants have unusually squat cells, which follow seemingly random planes of cell division. †¢ The roots and stems of fass mutants lack the ordered cell files and layers. †¢ Fass mutants develop into tiny adult plants with all their organs compressed longitudinally. †¢ The organization of microtubules in fass mutants is abnormal. o In interphase cells, the microtubules are randomly positioned. Preprophase bands do not form prior to mitosis. o Therefore, the cellulose microfibrils deposited in the cell wall cannot be arranged to determine the direction of the cell’s elongation. †¢ Cells with a fass mutation expand in all directions equally and divide in a haphazard arrangement, leading to stout stature and disorganized tissues. Morphogenesis depends on pattern formation. †¢ Morphogenesis organizes dividing and expanding cells into multicellular tissues and organs. †¢ The development of specific structures in specific locations is called pattern formation. Pattern formation depends to a large extent on positional information, signals that continuously indicate each cell’s location within an embryonic structure. †¢ Within a developing organ, each cell responds to positional information by differentiating into a particular cell type. †¢ Developmental biologists are accumulating evidence that gradients of specific molecules, generally proteins or mRNAs, provide positional information. o For example, a substance diffusing from a shoot’s apical meristem may â€Å"in form† the cells below of their distance from the shoot tip. A second chemical signal produced by the outermost cells may enable a cell to gauge its position relative to the radial axis of the developing organ. o Developmental biologists are testing the hypothesis that diffusible chemical signals provide plant cells with positional information. †¢ One type of positional information is polarity, the identification of the root end and shoot end along a well-developed axis. †¢ Axial polarity results in morphological and physiological differences. †¢ The unidirectional movement of the hormone auxin causes the emergence of adventitious roots and shoots from the appropriate ends of plant cuttings. The establishment of axial polarity is a critical step in plant morphogenesis. †¢ The first division of a plant zygote is normally asymmetrical and may initiate the polarization of the plant body into root and shoot ends. †¢ Once this polarity has been induced, it i s very difficult to reverse experimentally. o In the gnom mutant of Arabidopsis, the first division is symmetrical, and the resulting ball-shaped plant lacks roots and leaves. †¢ Other genes that regulate pattern formation and morphogenesis include master regulatory genes called homeotic genes, which mediate many developmental events, such as organ initiation. For example, the protein product of the KNOTTED-1 homeotic gene is important for the development of leaf morphology, including the production of compound leaves. o Overexpression of this gene causes the compound leaves of a tomato plant to become â€Å"supercompound. † Cellular differentiation depends on the control of gene expression. †¢ The diverse cell types of a plant, including guard cells, sieve-tube elements, and xylem vessel elements, all descend from a common cell, the zygote, and share the same DNA. The cloning of whole plants from single somatic cells demonstrates that the genome of a differentiated cell remains intact and can dedifferentiate in tissue culture and give rise to the diverse cell types of a plant. †¢ Cellular differentiation depends, to a large extent, on the control of gene expression. †¢ Cells with the same genomes follow different developmental pathways because they selectively express certain genes at specific times during differentiation. †¢ The activation or inactivation of specific genes involved in cellular differentiation depends on positional information—where a particular cell is located relative to other cells. For example, two distinct cell types in Arabidopsis, root hair cells and hairless epidermal cells, develop from immature epidermal cells. o Cells in contact with one underlying cortical cell differentiate into mature, hairless cells, while those in contact with two underlying cortical cells differentiate into root hair cells. o The homeotic gene GLABRA-2 is normally expressed only in hairless cells. If it is rendered dysfu nctional, every root epidermal cell develops a root hair. Clonal analysis of the shoot apex emphasizes the importance of a cell’s location in its developmental fate. In the process of shaping an organ, patterns of cell division and cell expansion affect the differentiation of cells by placing them in specific locations relative to other cells. †¢ Thus, positional information underlies all the processes of development: growth, morphogenesis, and differentiation. †¢ One approach to studying the relationship among these processes is clonal analysis, mapping the cell lineages (clones) derived from each cell in an apical meristem as organs develop. †¢ Researchers use mutations to distinguish a specific meristematic cell from the neighboring cells in the shoot tip. For example, a somatic mutation in an apical cell that prevents chlorophyll production produces an â€Å"albino† cell. o This cell and all its descendants appear as a linear file of colorless cells running down the long axis of the green shoot. †¢ To some extent, the developmental fates of cells in the shoot apex are predictable. o For example, clonal mapping has shown that almost all the cells derived from division of the outermost meristematic cells become part of the dermal tissue of leaves and stems. It is not possible to pinpoint precisely which cells of the meristem will give rise to specific tissues and organs, however, because random changes in rates and planes of cell division can reorganize the meristem. o For example, the outermost cells usually divide in a plane parallel to the surface of the shoot tip. o Occasionally, however, an outer cell divides in a plane perpendicular to this layer, placing one daughter cell beneath the surface, among cells derived from different lineages. †¢ In plants, a cell’s developmental fate is determined not by its membership in a particular lineage but by its final position in an emerging organ.Phase changes mark majo r shifts in development. †¢ In plants, developmental changes can occur within the shoot apical meristem, leading to a phase change in the organs produced. o One example of a phase change is the gradual transition from a juvenile phase to an adult phase. o In some plants, the result of the phase change is a change in the size and shape of leaves. o The leaves of juvenile and mature shoot regions differ in shape and other features. o Once the meristem has laid down the juvenile nodes and internodes, they retain that status even as the shoot continues to elongate and the meristem changes to the mature phase. If axillary buds give rise to branches, those shoots reflect the developmental phase of the main shoot region from which they arise. o Although the main shoot apex may have made the transition to the mature phase, the older region of the shoot continues to give rise to branches bearing juvenile leaves if that shoot region was laid down when the main apex was still in the juven ile phase. o A branch with juvenile leaves may actually be older than a branch with mature leaves. †¢ The juvenile-to-mature phase transition points to another difference in the development of plants versus animals. o In an animal, this ransition occurs at the level of the entire organism, as a larva develops into an adult animal. o In plants, phase changes during the history of apical meristems can result in juvenile and mature regions coexisting along the axis of each shoot. Genes controlling transcription play key roles in a meristem’s change from a vegetative to a floral phase. †¢ Another striking phase change in plant development is the transition from a vegetative shoot tip to a floral meristem. †¢ This transition is triggered by a combination of environmental cues, such as day length, and internal signals, such as hormones. Unlike vegetative growth, which is indeterminate, the production of a flower by an apical meristem stops primary growth of that shoo t. †¢ This transition is associated with switching â€Å"on† floral meristem identity genes. †¢ The protein products of these genes are transcription factors that help activate the genes required for the development of the floral meristem. †¢ Once a shoot meristem is induced to flower, positional information commits each primordium arising from the flanks of the shoot tip to develop into a specific flower organ—a sepal, petal, stamen, or carpel. Viewed from above, the floral organs develop in four concentric circles, or whorls. o Sepals form the fourth (outermost) whorl, petals form the third, stamens form the second, and carpels form the first (innermost) whorl. †¢ Organ identity genes, or plant homeotic genes, regulate positional information and function in the development of the floral pattern. o Mutations in these genes may lead to the substitution of one type of floral organ for the expected one. †¢ Organ identity genes code for transcript ion factors. †¢ Positional information determines which organ identity genes are expressed in which particular floral-organ primordium. In Arabidopsis, three classes of organ identity genes interact to produce the spatial pattern of floral organs. †¢ The ABC model of flower formation identifies how these genes direct the formation of four types of floral organs. †¢ The ABC model proposes that each class of organ identity genes is switched â€Å"on† in two specific whorls of the floral meristem. o A genes are switched on in the two outer whorls (sepals and petals), B genes are switched on in the two middle whorls (petals and stamens), and C genes are switched on in the two inner whorls (stamens and carpels). Sepals arise in those parts of the floral meristems in which only A genes are active. o Petals arise in those parts of the floral meristems in which A and B genes are active. o Stamens arise in those parts of the floral meristems in which B and C genes are a ctive. o Carpels arise in those parts of the floral meristems in which only C genes are active. †¢ The ABC model can account for the phenotypes of mutants lacking A, B, or C gene activity. o When gene A is missing, it inhibits C, and vice versa. o If either A or C is missing, the other takes its place.

A Proposal for Defense Against the War on Christmas

A Proposal for Defense Against the War on Christmas A Modest Proposal for Defense Against the War on Christmas Leah Abrams Across this great and beautiful nation, bombs are dropping. Swords are being raised, grenades are being launched, and battalions are being activated. What aim do our aggressors pursue? What is the flag flown in this frightful fight? The bloody battle being waged against hard-working Americans everywhere is the most outrageous and troubling issue facing our generation†¦ The War on Christmas. The War on Christmas is just the next scheme on the liberal agenda attempting to turn us all into atheist, sexually immoral deviants. However, in recent years, they have escalated this ambush on Christmas spirit to an unprecedented extreme. At this point, the forced removal of Christ from the holiday season is the most preposterous violation of liberty in this nation’s history. Ladies and gentlemen, we have reached a juncture at which the Christmas season lasts only from November 1st to December 25th. I know- despicable. The War on Christmas is a threat to Christians everywhere. PC-police and social justice warriors are attempting to bring about a world in which we say â€Å"happy holidays† instead of â€Å"merry christmas;† a world in which Starbucks cups are merely red and green for a few weeks- with no sign of Christ, a tree, or Santa Claus on the entire cup. Where is our love for religion? Where is our dedication to Christian values? Where is our deeply held belief in Santa Claus, Rudolph, and that little New Year’s Baby? Obama has even renamed the White House Christmas tree the â€Å"Holiday Tree.† Why must they target Christmas? I hold that Christmas remains the primary target of all grinches because it is objectively and undoubtedly the best holiday of all time. Our assailants know that they must defeat us by attempting to abait our Christmas cheer, by attempting to destroy our love of mistletoe, and by attempting to remove our favorite carols from malls across America. But we can withstand this injustice no longer. It is time to launch back with all of our effort, spirit, and stamina. It is time to muster all of our strength and defend the true Christmas spirit. For this reason, I’ve drawn up a modest proposal for a counterattack in the heart wrenching War on Christmas. I propose that we pass a national law mandating an extension of the Christmas season to 365 days per year. You heard me right, folks. I am proposing a year-round celebration of Christmas. Every mall in the United States will echo with Christmas carols 24/7, spurring on Christmas gift shopping. Every home will be decorated with a fragrant, beautiful pine tree in its living room. Santa Clauses will be set up on every corner, and ABC Family’s 25 Days of Christmas will become ABC Family’s 365 Days of Christmas. Even better, federal law will require a detailed depiction of the crucifix on each and every grande Starbucks cup. Tall cups will be decorated with a holly wreath, and ventis will display the three wisemen. I suppose that my heartless opponents will attempt to find flaws in my foolproof plan. They may argue that celebrating Christmas all year round diverts attention from lesser-known, less important holidays- that it’s unfair to people who celebrate things like Divalidan or Chanukwanzah. However, Christmas is simply a better holiday, and deserves more attention, joy, and frenzy surrounding it. I know that people of other religions will agree, and eventually, through the constant celebration of Christmas, they will come around to join us. Never fear, dear readers, I have nothing to gain from this proposal. In fact, I am far from having any sort of monetary or power-seeking motive in this endeavor, as I do not celebrate Christmas. The war on Christmas is an inherent violation of our God-given right to shove our religion down everyone else’s throats. Never again will someone tell me â€Å"happy holidays† or to enjoy my â€Å"winter break.† It’s time to take a stand in defense of the Christmas spirit. My fellow Americans, join me in defending your Christian morals. Join me in defending Santa, Rudolph, and Frosty. Join me in celebrating the best movies, songs, and sweaters of all time. Join me in saying â€Å"Merry Christmas-† all year.

LOreals Garnier Nutritioniste Essay Example | Topics and Well Written Essays - 2750 words

LOreals Garnier Nutritioniste - Essay Example L’Oreal is a French cosmetics company engaged in the production and marketing of a range of perfume, make-up, hair and skin care products. The company operates in over 130 countries, though primarily in Europe and in North America. It markets a total of 19 global brands in different markets in form of three major categories which are: Cosmetics, The Body Cosmetics have four segments namely professional products, consumer products, luxury products and active cosmetics. Consumer products are defined as the segment that sells products through mass-market retailing channels such as supermarkets. Garnier is another example considered a consumer product.A few other brands of L’Oreal are L’Oreal Paris, Maybelline, Redken, Lancome, SoftSheen Carson, Ralph Lauren, Giorgio Armani, Viktor, and Rolf. L’Oreal has a strong brand portfolio resulting in not only steady revenues and profits but a competitive advantage in the marketplace. However, the global cosmetics busin ess is intensely competitive with companies vying for market shares. In some instances, increased competition may result in price reductions, reduced profit margins and loss of market share. Its mission is to help men and women around the world to realize that aspiration and express their individual personalities to the full. As a company that believes in good corporate citizenship, L’Oreal is keen to contribute to projects that serve the wider community and that reflect the values it has upheld for almost a century.

APPLE PAY AT WALGREENS Research Paper Example | Topics and Well Written Essays - 250 words

APPLE PAY AT WALGREENS - Research Paper Example The Walgreen Company, the largest drug retailer in the United Stated is one among many companies which has implemented the latest payment solution in the world and the results are clear. Costanza (2015) notes that there has been an increase in sales for Walgreen. While this cannot be single handedly attributed to Apple pay, customer convenience and the ease of payment has greatly improved since its introduction. Apple pay which is backed by the world’s most valuable technology was able to be rolled out at Walgreen Company with minimal cost and disruptions. As noted in the interview with company executive voyles, the ease of payment, security and speedy check-out has proved to be a major hit with customers. Apple pay is enabled by NFC and EMV technology and backed up by the three main card providers Visa, MasterCard and American Express. While highly successful so far, there have been challenges. For example two main retailers Walmart and BestBuy have rejected this payment system in favor of their own. Reisinger (2014) also notes that there are other challenges such as a dead battery, losing your mobile phone as well as platforms which are not supported. Overall Apple pay has a positive impact on sales and customer experience at the Walgreen Company. While challenges and competition heat up mobile payments will in the future remain at the heart of today’s tech savvy

War trauma and masculinity Essay Example | Topics and Well Written Essays - 2250 words

War trauma and masculinity - Essay Example These two changes are extremely ambivalent and are determined by the personal qualities and conditions the person faces. First of all, in order to understand masculinity as a phenomenon, it is important to study its definition. Maculinity is a specific gender identification, related to stress, independence and self-management. "Like femininity, masculinity operates politically at different levels. At one level, it is a form of identity, a means of self-understanding that structures personal attitudes and behaviours" (Leach, 1994,p.36). Another level is associated with seeing masculinity as a form of ideology, in which "it presents a set of cultural ideals that define appropriate roles, values and expectations for and of men" (ibid, p.36). It is important to note that masculinity is not 'natural', as it can be developed (or, conversely, destroyed) throughout the life course as a response to certain social expectations. It can be viewed as cultural interpretation of maleness, developed and maintained by participating social relationships. The sociocultural nature of masculinity is shaped by values, beli eves, and, naturally, requirements, dictated by the epoch. For instance, Spiegelman and Hemingway's time is characterized by the belief that man is a breadwinner, problem-solver, or more specifically, autonomous, strong and independent person, who is capable of defending his motherland from invaders. Furthermore, this definition of masculinity is basic for the present paper, as it is the starting point of the whole analysis.In 'Soldier's home' Hemingway depicts a personality, torn in two by controversial attitudes towards his home, where he's just returned. In spite of Harold Krebs's parents comfortable middle-class life, he experiences a sense of homelessness, of quilt and despair, because of having experienced his close friends' death' and all the problems related to war. First of all, it is important to note that Hemingway doesn't reveal why Harold has been wandering for many years before he comes back (about ten years, in fact), so this time probably has been devoted to searchin g for a new home and re-thinking his own life. By that time "all the other former soldiers have found a niche for themselves in the community" (Imamura, 1996, p.102), but Krebs needs some more time to get accustomed to new conditions; he plays pool, "practiced on his clarinet, strolled down town, read, and went to bed" (Hemingway, 1995, p.146). "What he is doing, of course, is killing time" (Imamura, 1996, p.103).The problem is associated with Harold's understanding of who has become. He realizes he has been altered by the circumstances, and this alteration becomes much more dramatic, once he sees that his town has remained almost the same comparing to the period when he graduated from higher school: the same streets and the same girls walking down the streets, the same parking place for his father's car (Hemingway, 1995). In fact, these changes in his own outlook can be explained by his pre-war and war experiences.Before the World War I, as Hemingway narrates us, Harold studied at a Methodist school, an educational

It is up to you Research Paper Example | Topics and Well Written Essays - 1500 words

It is up to you - Research Paper Example provides a fact sheet with the main objective of helping the education providers in the USA to better the standards of education for the immigrant students. He explores all the existing resources and laws that give the immigrant children the right to education. Marta, like most of the aforementioned authors, enlists more factors that affect the adaptation and performance of the immigrant children in school. This journal book is important in adding more hidden factors of immigrant education. Parmon explains the controversy that existed in the US on whether the immigrant should attend the schools or not. This book has aired various opinions of the US citizens of this matter. The findings of this book helps in ascertaining how this conflict has played a role in the immigrant school attendance and adaptations. Scott clarifies the major influencing factors specifically for the Asian American students when they are making the decision to join the schools abroad. The book is important in identifying the main drivers and hindrances of the immigrant children for joining the schools abroad. Here, Richards vividly explores a number of challenges that are faced by the parents of the immigrant students. This book is relevant in describing how these family challenges affect the experience and performances of the students in school. This book by Georges critically and systematically describes and analyse all the experiences of the immigrant students in the US and their performances at their respective stages of education. The information in this book is vital in establishing how experiences affect the performances of the students. The project was initiated from the experiences obtained from the community service. During the two-hour weekly tutorials at the Wang YMCA which is based at China town, I witnessed a number of immigrant children struggling to adapt and perform in the school. Some of the students were quick to learn the concepts in class while others were taking

Human Resource Management Essay Example | Topics and Well Written Essays - 1250 words - 4

Human Resource Management - Essay Example As Schaufeli, Bakker and Salonova (2006) stated employee Engagement can be defined as a positive, fulfilling work related state of mind in an organization that is characterized by vigor, dedication and absorption, which positively impacts employees. Apple Inc, headquartered in California, is known for producing best known hardware products like Mac line of computers, iPod music players and the iPhone smart phone. In the recent years, there is a remarkable growth in number of employees in Apple. â€Å"Apple's employee headcount grew to 80,300 full-time equivalents, up from 72,800 at the  end of fiscal 2012† (Silva 2013).Thus, this company becomes an apt model for discussing HRM challenges in Employee engagement. In this content, let us analyze the theories related to this HRM challenge, using Apple Inc, as an example. Employee, being the lifeline of an organization, must be assigned challenging assignments as per their interests and expectations, so that they devote their max imum potential to attain maximum production and also achieve customer satisfaction. To engage employee’s hearts and minds, there are ten C’s namely connect, career, clarity, convey, congratulate, control, contribute, collaborate, credibility, confidence. (Zinger). All these aspects has to fall in place for the employee to become engaged to his/her allocated tasks. Employee engagement is also driven by lot of factors such as communication, performance, rewards and recognition, relationship with managers and peers, knowledge of company’s goals, vision and career development opportunities. (Das and Vijayalakshmi 2012). Again, when all these aspects are positively managed by the organization and its managers, the employees will become engaged and will be ready to put maximum effort for the betterment of the company. The employee’s intrinsic interests are personal growth, being part of a larger process and their extrinsic interests are pays and rewards. Employ ees should be able to find a profound connection to the company, so that their interests correspond to the goals of the company. Employees are the first and foremost customers to the company and organization’s policies should be framed in such a way, that it satisfies their primary customers. Employee engagement is also the prime factor in employee retention. It is very essential because of the expensive employee replacement costs. â€Å"A study conducted by SHRM (society for human resources management) that estimated that it cost $3,500 to replace just one $8 per hour employee† (Burns 2011). Thus in order to eliminate unnecessary wastages of company’s capital, employee engagement plays a pivotal role. In our employee engagement study, the retail sector of Apple can be taken for deeper study. Employee engagement should commence from the moment of recruitment or employment. In that direction, Apple follows a unique method by employing Apple brand lovers. â€Å"A pple recruits people who love the Apple brand and provides them with a vision for their work that goes beyond selling products to enriching people’s lives†Ã‚  (Temkin 2011). In their induction program, employees keep on hearing the chanting of

Identify rock Essay Example | Topics and Well Written Essays - 250 words - 1

Identify rock - Essay Example The term ‘Eucrite’ has now become obsolete for the igneous rock known as bytownite-gabbro that is formed in the Earth’s crust. It is also a term that was mostly used for the Paleogene rocks found in Scotland. Eucrites are a part of the HED meteorite clan that consists of over a hundred different meteorites. This is because they mainly originate from the surface of an asteroid known as 4 Vesta (Binzel, & Xu, 1993). They are achindritic stony meteorites and are the most distinct of the clan. This type of rock also consists of the basaltic rock found in the same asteroid. The rocks are mostly made of pegeonite, Calcium-poor pyroxene, and lastly the anorthite (Calcium-rich plagioclase). The above composition of the different rocks is what requires that the eucrites be divided into several groups. The first category is the cumulate eucrites. This type of rock is rare and is thought to originate from the interior of the 4 Vesta, from its crust that is, and deep within its solidified magma (Binzel, & Xu, 1993). Polymict eucrites, on the other hand, are regolith breccias. This type of rocks is also very rare and consist of mostly eucrite segments and less that 10% of a type of howardites known as diogenite. The structure is also as coarse as most other rocks made of silica (Binzel, & Xu, 1993). Lastly, there are the most common type of eucrites, which bears almost all the above rocks characteristics, spongy and having alternating rough and smooth segments. They are known as the Non-cumulate

Does Harry Summers understand Clausewitz Essay Example | Topics and Well Written Essays - 250 words

Does Harry Summers understand Clausewitz - Essay Example The end of World War II saw the rise of nuclear threat and we started hearing terms such as â€Å"limited war† and theory â€Å"analysis†. War has now become just a gimmick and is mainly won by theatrics. The concept of victory has been entirely modified. War and military are now just the servants of an executive. Patriotism and heroism are mere drugs now that are injected into the minds of naà ¯ve and oblivious people to make them do things that no man would choose to do otherwise. According to Summers (and Clausewitz) the system of monarchy still exists. It has just been transformed into something better looking. What conceals it is media tactics and gimmicks. Part II of this study reveals that wars can be won even in most adverse circumstances as long as the political and military objectives are kept in harmony. In the Vietnam War, American people were angry because a war was waged in their name but without their permission. Moreover, the military heads kept making all the decisions of war without any consultation and without any real support. And as a result, the convoluted policies lead them to complete chaos. US army considered the guerillas of war as the main enemy when they were in fact just a proxy force which was very well used by the

Hokule’a’s Symbolic Wake Essay Example for Free

Hokule’a’s Symbolic Wake Essay In 1976, the Hokule’a began her maiden voyage from Hawaii to Tahiti as little more than a double-haul canoe with an astoundingly religious construction. Though her size can be compared to just that of one of the Titanic’s life boats (at just 60 feet), her message is much more profound and the cultural path significant indeed. To the people of Hawaii, the building of a canoe isn’t just wood, sweat, and able axe work. In fact, that’s the least of what comprises the construction of a voyaging canoe. Turns out, for Hawaiians, the building of such a canoe like the Hokule’a is a deeply religious experience and is only attempted by master builders who understand the creed that â€Å"every canoe began with a prayer and a dream† (Friends of Hokule’a and Hawai’iloa). As the story goes, â€Å"before the canoe builder began he first prepared a pig, a red fish and a black fish and offered them to the gods† (Friends). After that, â€Å"the carver went home and invited dreams in his sleep. If the dreams were good he would go to the forest the next day. But if they were unfavorable, a tree would not be cut† (Friends). It is through this experience, every time a canoe is to be built, that the Hawaiians believe the canoe gains its spirit. And without this ritual, the canoe would be little more than wood floating on water and a significant part of the culture would be lost. It is that very fear that prompted the establishment of the Friends of Hokule’a and Hawai’iloa in 1996 â€Å"by master canoe builder, Wright Bowman Jr. , who was concerned that the art of canoe building would be lost†¦[and to ensure] that the traditional canoe building skills be made accessible to any who are interested in learning† (Friends). Originally, the Hokule’a was set out on a mission to prove that there was much to discover in and around Polynesia and has in the past thirty one years visited as far as New Zealand and Easter Island (Honolulu Advertiser). Her first trips could be compared to that of Christopher Columbus because though they were not backed by the crown and the Hawaiians had a much better sense of direction, the motive for discovery was fueled by the interests. That to know and understand the seas around them. In truth, â€Å"Polynesia began with the voyaging canoe. More than three thousand years ago, the uninhabited islands of Samoa and Tonga were settled by a seafaring people† (Friends). Moreover, using only small voyaging groups in canoes, â€Å"they continued to discover new lands as they explored eastward. Long before ocean exploration by Europeans, the early Polynesians had mastered boat building and navigation† (Friends). And, in an ironic twist, while the Hokule’a may be considered a deeply religious masterpiece, she is nearly completely modernized and outfitted with a navigational system laughed at and â€Å"rejected by European analysts† (Honolulu Advertiser). It could be concluded, here, that while the Europeans believed they had the golden ticket to sea discovery, the Polynesians (and modern Hawaiians) had an innate sense and skill for the activity as well. Hawaiians kept the culture of boat building firmly within their veins, and like any other people with a successful history, used the same methods of travel to do so, even initiating the growing mission of the Polynesian Voyaging Society, â€Å"now altered from one of discovery to education [as they now use] the canoe as a platform to excite Hawaii’s children about learning [about] their environment and culture† (Friends). The deep history of the Hokule’a helps build this platform as well as any cultural epicenter of a civilization, but the fact that the canoe remains on the open water (barring hurricanes or nasty tsunamis, of course) serves to perpetuate the desire to retain the Hokule’a as a cultural icon better than any fireside fable ever could. In fact, a new canoe was even born from the craftsmanship and lore of the Hokule’a, the Hawai’iloa, in 1991 which demonstrated, on a spiritual and traditional level, the profound importance of the Hokule’a’s first voyage. It is said that â€Å"these magnificent canoes tell the story of the lives and travels of the crewmembers and builders who worked them. The spiritual power, mana, of the canoes is preserved with the skilled hands of master canoe builders† (Friends). The Hokule’a has even done much for pioneering programs to get children interested in education, navigation, and sea discovery through the efforts of the Polynesian Voyaging Society (Honolulu Advertiser). In the last few years, programs like the non-profit Aloha Medical Mission have combined forces with the Polynesian Voyaging Society to bring healthcare to Micronesia (KHNL 8). Moreover, if the Hokule’a continues to voyage across the seas in discovery and efforts of education, only the spirit of the canoe could guess at the cultural symbolism left in her wake. What began as a voyaging expedition three thousand years ago can now be seen as one of the single most religious and cultural experiences of Hawaii as the Hokule’a spreads her mast and travels the islands with the ease of any modern European vessel. Works Cited Friends of Hokule’a and Hawai’iloa. â€Å"Our Legacy. † Accessed June 14, 2007. http://fhh-hawaii. org/legacy. shtml Honolulu Advertiser. â€Å"Hokule’a Forced to Delay Voyage. † News, August 30, 2003. http://the. honoluluadvertiser. com/article/2003/Aug/30/ln/ln09a. html KHNL 8. â€Å"Hawaii Doctors Partner with Hokule’a, Bringing Healthcare to Micronesia. † News, February 19, 2007. http://www. khnl. com/Global/story. asp? S=6104556

Life Experience of Children Living with Extended Family

Life Experience of Children Living with Extended Family Background Information All of us, despite what social status we are, whether we are poor or rich or young or old, we still belong to a family. Our family can come from either immediate or extended family. Immediate family means we belong in a unit where parents and siblings are living together, therefore, in contrary extended family means living together in the same roof with other family members like grandparents, uncles and aunties, in laws, cousins and sometimes stepsiblings. According to Roberts (2010), families with many members in the house make an inconsistent return with about 25% in the 40’s, however decreases to 12% in the 80’s but then shows increasing of 16% in the 90’s. The main reason of why extended families still exists these days is compassion at heart. When elderly relative tentatively become old or young relatives are jobless or family that could not find any babysitter, family members tend to take up the role as a caregiver, just like a line from Robert Frost Ã¢â‚¬Ë œHome is the place where, when you have to go there, they have to take you in’ (Roediger, 2014; Lathem 2006) and take care of the family’s wellbeing. A house that filled with many relatives represent love and happiness, despite any reasons, there will always be some issues upfront for example conflict between family members and in-laws or the competition between both families in aspect such as financial and education as seen in Goodwin’s research. Goodwin (2012) states that past studies back in the 30s had found that conflict between parents greatly affect children especially in their emotional state. The question of ‘why children are acting such ways’ has been lingering in the mind of everyone especially the parents. They do not know or understand the reason of why their children are acting in that way, for example during family gathering, children sometimes seen to be quite for the whole gathering or they rather skipped the gathering than attending. Sometimes, children are put under pressure by their parents to be the same level or a level higher than their cousin in order to ‘save faces’ for their parents. However, Goodwin (2012) also said that conflict is part of our life, not many people realised how much children are affected by it and also not realising that children have feelings of their own. The reason of why this topic are chosen is because family plays a role in child’s development (Waites, 2012; Sexton Schuster, 2008), but however not all parents understand the behind reason of children’s emotion. This research is supported by Bowen’s work where he did an in-depth research that he highlights multigenerational approach shows relationship that connects many family members across generations in terms of emotions, thoughts and belief (Dattilio, 2006 as cited in Kerr Bowen, 1988, Miller, Anderson Keala 2004). Furthermore, in order for the multigenerational to keep living, it has linked to long term relationships with family members and also coping the action of others by means one family taking care of elderly, another family members follow suits and thus it continues (Dattilio, 2006 as cited in Kerr Bowen, 1988). But however, according to Dattilio (2006), Bowen later found that there are no mere exposure with individual and family to link with multigenerational transmission as the original findings were inconsistent, only to happen at emotional category. Other than that, the reason why extended family still exists these day is because they provides beneficiate towards su ccess in education through attribution from first cousins and immediate siblings (Jaeger, 2012). Hence the aim of this research is to find out the experiences of children living in extended house. Although most past studies have done towards different race and also in bigger country with bigger population like California (Figueroa Williams, 2012) and South Africa (Waites,2009), this research is focusing in our country, Malaysia where all five participants with different race from small island which is Penang to be representative. Theoretical Framework The research will focus on the life experience children faced when living in an extended family. With this, in order to be more in-depth, emotion theory modified by Schachter-Singer, a two factor emotion based theory that implies human feels arousal first, then make reasoning to why people arouse and identify it as an emotion are used. Nevertheless, children are human and human shows emotion no matter what situation they are facing. Parents that bring warmth to their children actually influences social life of the children and also their development in emotional aspect (Aunola, Tolvanen, Viljaranta Nurmi, 2013 as cited in Hart, Newell Olsen, 2003). Adding to that, another aspect the research are looking into is the parenting styles where they have three different approaches, affective also known as emotional control, behavioural control and psychological approach (Aunola et al, 2013), depending on which styles the parents living in an extended family used that could influence and a ffect the emotion of the child. Research Question The research focus mainly on the experiences of children living in extended family. With that, the research question for the research will be ‘what is the experience of children living in extended family?’ Significant of the Study The important of this study is to learn about the life experience of child living in a house with many generations of members as children is in their growing stage, it is wise to learn about their personal experience as their experience will be different from adults. Besides, nowadays many members of family are staying together with other family member as to save living cost and family bonding. Also, parents will have a better understanding of children’s emotion through the study and would be able to find appropriate educating approach to their children for a better lifestyle. The limitation of this research is the number of participants being interviewed due to limitation of time. This research will only focus on a total of five participants which will be relatively small to represent for children living in an extended family. Other than that, this research will only focus in Penang and the analysis of data might shows different results as compared to bigger country with more population. Also, some participants might be hiding some of their feelings or might fake their experiences when interview is in progress as they might feel shy or inappropriate to share. Research Paradigm The paradigm proposed in this research is post-positivism. Each participant has their own perspective and different thoughts on their feelings, which is why this research uses post-positivism as it does not only focus on single reality. Additionally, to understand how an individual feels and behave, post-positivism brings the first hand life experience of children to the research for better understanding of why they behave and how they feel living in a house with many family members. Methods Approach The research mainly focus on the experience of children living in extended family. As this research is more about experiences of children, consequently the design of the research is a qualitative type as supported in Figueroa Williams (2012). With that, the research focuses into a phenomenological study where the data collected will be using Interpretative Phenomenological Analysis (IPA). Phenomenological study provides us with a real life experience on a concept, as for this study, the aim for the study of experience of children living in extended family will be investigated for further understanding on the matter. The experiences and personal view of the children are examine through description and analysis of the data collected from the interview. Through phenomenological research, investigator will gain access to participant’s experience on their life world and meaningful moments of thoughts, sensation and emotion when they live in the same roof with many relatives. Data Collection In this research, researcher will be using individual interview in order to find out about the participant’s experience when living in extended family. Semi-structured questions regarding extended family as attached will be presented to the participants and they are to share their experiences. When doing individual interview, participants might able to share more informations as they can speak freely. Besides that, investigator will have the opportunity to observe participant’s facial expression and body language as they answer questions given to them which in turn, investigator will get a clearer indication of their feelings and thus making a strong judgement on the matter. Furthermore, in individual interview, investigator could follow up with participants at that particular session if they have any doubts or unsure about what the participants say during the interview session. As the research will be a one on one interview, it would takes up approximately 30 minutes o f participant’s time. Before the interview begins, participant will be brief about the purpose of the research and also be informed once again that there will audio recording during the session even though they have already signed the informed consent form. Audio recording will be used for further transcribing. After transcribing, the transcript will be emailed to the participants to be confirm on the validity of the transcript. The recordings however will be kept private and confidential, only the investigator and the supervisor will have the access to it. Participants A total of five participants will be recruited in the study through purposive and snowball method. The reason of why only five participants are being recruited in the study is because the minimal requirement for individual interview is five candidates. In the research, the first participant will be randomly selected with the fulfilment of the ‘living in extended family’ purpose and then followed by the second participant through snowball and the process goes on till the fifth participant. Participants will be asked for permission for their participation in the research and if they agree to be involved, investigator will then make appointment for suitable venue and time to start the interview session. Participants aged 18-21 will be used for the study. This is because participant aged 18 and above are considered as an adult and they are mature enough to give rational thought and answer. Any gender or ethnicity are selected for the study. There will be no specific ethnic s election involved. In the study, no compensation will not be provided for the participants. Data Analysis and Data Modification During the individual session, investigator will carry out interpretative analysis when they proposed the questions to the participants as they try to make sense of what participant are conveying. With them, there will be a reflective diary where the investigator will be using throughout the whole process to make a simple analysis or key notes of what participant saying and making some relevant themes out of it. As the process continues, the researcher will be able to maintain the flow of interview. After the interview session is finished, each and every recordings will be transcribed before the data being analysed. However before that, the transcript will be emailed to the participants to check on the validity of the contents. After the contents are checked, the data will be analysed using Interpretive Phenomenological Analysis (IPA). The transcripts will be break down in to several small session without changing the exact sentence or word said by participants. From the break down, themes will be formed according to the descriptive summaries of what participants said and also the initial interpretative of the issues. Furthermore, the themes will then compile into a smaller chunk depending on which theme fits in with another theme. Central concept of the data interpretation will be much clearer when the themes are divided into sub theme. IPA is used for exploration of lived experience of participant which in this research is to find out about experiences living in extended family. Subsequently, thematic analysis will be used after the interview ends when investigator listened to the audio recorder and repeatedly reading the transcripts over and over to highlight the significance of the findings and also the similarities and differences of the data. The validity of the findings are checked when all the interpretation consistent with the sub theme.

British Language And Culture Changing Customs In India History Essay

British Language And Culture Changing Customs In India History Essay This essay provides investigation of British colonization on India over time with a research question; To what extent British language and culture contributed in change of customs in India? In order to answer this question I have narrowed down my research into few subtopics in order to easily represent facts which were source of change of India and its results. The extent of British influence to India has been dealt with. The British influenced and changed the structure of India before the colonization and still affect it even if it is not always evident. This theme studied and researched in study branches as linguistics, history and law with the main sources for this investigation being anthropological and history books and study cases. Various articles and study cases from British media have been examined as well. Throughout the research, the influence of British colonization to India has generally been displayed more clearly from diachronic research, where in order to understand situation of India and Indians nowadays we have to go back in past and search the reason, source of situation which caused result, India as it is today. Manipulative skills of British were well known as their strategy to control colonised country not only their land but also their minds, the way of their thinking even after they had left. This British strategy/skill affected India most and it may not be seen at first when present India is being watched. However it may be seen and understood when India is studied through diachronically. This is why it may be said that there are no solid evidences of methods how the British influenced India. Seeing them depends on the angle we take. Table of Contents Bibliography 24 Introduction British colonization of India has attracted me since my childhood. Great Britain is a country which has always been taken as an example of a country with a great cultural heritage. On the other side there is India, a country with a great history, lot of religions, colours, music, food- a cradle of civilization. My research question has developed by reading about the books Gardens of Baldapur, Beneath a Marble Sky: A Love Story, India Passion, Diaries of Ana Delgado where the influence of the  [1]  British Raj on the India castes system and the behaviour of maharajahs are described. This essay will investigate how the British colonization influenced various aspects in India with. The follows research question; To what extent British language and culture contributed in change of customs in India? To answer it I have concentrated on a few sub topics. Firstly, I have the historical background has been explored to get a clear image of Britain and India of that time and present India. Secondly, subtopics which are evidences of British influence have been analyzed in depth. Historical background has been used to prove how British did influence India. Case studies with themes from sub topics have been examined. Books Colonialism and its forms of knowledge: the British in India!; Cultural Anthropology A Problem-Based Approach; Cultural Anthropology; History and culture of India; and Five Key Concepts in Anthropological Thinking. Study cases of Somini Sengupta, Indian women careers and British Colonialism and its influence on Indian society were examined. In order to answer my research question I have used encyclopaedias and essays from the internet, books and already done study cases. In essays and books critical overview of this issue is given. All above mentioned literature helped me to better know India as a country, then to examine the period of British colonization and finally to gather enough data to present influences of Britain to India. Historical background: The colonization of Asia by European countries carried diffusion, migration, and colonialism, which created European cultural influence. 2Britain colonized India after defeating Gurkha (1816.), Sindha (1843.) and Sikha (1849.). India is specific by its complicity and mixes of different religions, customs rituals, and languages, which were product of active history, revitalization movements and cultural ecology that were present on the Indian subcontinent. Presence of colonization, Britain (British East India Company) or later British Raj wanted revitalization movements where each religious and ethnic group had to change its rituals while cultural ecology wanted respect towards cultures. India was also attractive to Britain because of its resources and good geostrategic position. The industrial resources abundant of India are cotton, wool, tea, sugar, rice, silks, saltpetre, indigo, opium and metal. Geostrategic ally it was close to many thriving countries of that period and Europeans did not have a good trade with China where opium was illegal India had good relations with China. English language and Britain itself had a major influence in India where changing culture, customs, language, educational and society systems transformed. India may shortly be described by next two quotations; Mark Twain once said: India is the cradle of human race, the birth of speech, the mother of history, the grandmother of legend, and the great grandmother of tradition.  [3]   à ¢Ã¢â€š ¬Ã… ¾The culture of India has been shaped by the long history of India, its unique geography and the absorption of customs, traditions and ideas from some of its neighbours as well as by preserving its ancient heritages, which were formed during the Indus Valley Civilization and evolved further during the Vedic age, rise and decline of Buddhism, Golden age, Muslim conquests and European colonization. Indias great diversity of cultural practices, languages, customs, and traditions are examples of this unique co-mingling over the past five millennia. India is also the birth place of several religious systems such as Hinduism, Jainism, Buddhism, and Sikhism, some of which have had a large influence in other parts of the world.   [4]   British culture and Indian cultures have a great contrast between each other. British culture is simpler if compared to Indian culture. Hinduism is polytheistic religion of majority of the Indian population believe in. Indian lifestyle system is formed around castes abolished in 1949. but strongly encoded in the structure of society and the thoughts of people. The word  caste  is derived from the  Portuguese  word  casta, meaning  lineage,  breed  or  race. It is the agency which controls the structure of Hindu society. How did this change when the British colonized-came to India? Law System: The law system in India under the British colonial rule and after would be explained in this paragraph. Firstly, Britain affected the previous structure of the society of India, consisted of maharajas ones who had power over states which they owned composed of Muslims, Sikhs and Hinduists and their presence changed from region to region and maharajas were the ones who were controlling religion masses and deciding about peace. They were making structure of their states so it may function best for each religious group. Maharajas were kings which were core of society if the majority of population of one state were affiliated to one religious group for example Hinduisam then structure of state is going to be organized according to rules of that religion in this case caste system but the minority is also going to live according to their religion rules but also try to adapt to rules of majority. After being under the rule of British Empire since 1858. until 1947.structure of Indian society changed a lot. British are well known by their diplomacy and when they came to India they changed structure society in order to get benefits. Firstly, the maharajas were not kings anymore, they got lower position in the society and they became princes. The highest position had Queen Victoria and by this they were showing their power over Indians. Maharajas did not only lose their position but they also lost their power of ruling over their states and citizens, their each action had to be consulted and permitted by the British government. British allowed Indians to live their lives as they did before only to the extent that it did not violate British customs and law. British did not encourage close relationships between British and Indians. Maharajas were not allowed to visit foreign countries especially European countries without permission of British Raj. British not only controlled their lives as princes but also their personal lives example is when  [5]  Maharaja Sir  Jagatjit Singh Bahadur  of  Kapurthala  wanted to marry his fifth wife Anita Delgado which was Spanish had to take permission from British to be accepted as legal wife even if she was already his legal wife according to Sikhs laws and this marriage did not have permission of British and she never was allowed to participate in gatherings with core of British government. Another example with same maharaja is when he was going on his trip to Europe he had to ask permission for taking his second wife with him and he was not allowed to.  [6]   Indians have been following the British Legal system which made their business relations with British and other International industries easier. This is because Britain colonized more countries than other European countries did and by that structure of their society, governing system, language became used by most of colonized countries. This is reason why British Law System was used. Language and Education: India is country reach in languages the number of individual languages listed for India is 452, of those, 438 are living languages and 14 have no known speakers  [7]  . English has become one of the main languages in India, taught in schools and used widely in business transactions. In order to have easier communication between all parts of India, English and Hindu were chosen as two official languages. English was now a language of India as the whole country and it had broken the language barriers which were present before and also being one of the business languages of the world made and still makes trading much easier. The British knew psychology well; therefore they used it to influence mind and the way of thinking of children rather than trying to influence their parents who had already been mature. The first British schools in India- run by missionaries- were established around 1820, the number of British-education was growing. Indians had set up Hindu Colleges providing English education as well as mathematics, natural sciences and Western philosophy.  [8]   The aim of attending a British school was often the admission to the Indian civil service. The British education was financed by the EIC and later the government and they were neither touching nor supporting the institutions teaching Indian education. As mentioned above, education was the easiest way to get Indians think like the British, because if children of five spend the whole day in atmosphere and surrounding where English is spoken and through the books, then they start behaving as British people and they are becoming British in mind. This example easily may be seen in case of maharajas and their children who were educated in British schools in India or sent to Britain to improve their knowledge. After child grows up and returns to his homeland it does not know much about identity and tradition of India. They only think as they are thought and that is the only way as it is. Maharaja Sir  Jagatjit Singh Bahadur  of  Kapurthala  was one of the maharajas who sent their children to Britain for search of better education but later there arose a big conflict when his children grow up and get back to India, they questioned where they belong because they did not understand tradition of India and its complicity in comparison to Britain were they grew but again they were not accepted there also because they are the Indians. As soon as possible they would become princes they would change the laws which they thought are unimportant to everyone. But society could not function without those laws because maharaja was seeing his state as Britain and he never felt and tried to understand Indian multiculturalism and as society could not function without those laws and were reason of upcoming conflicts. An Indian would first go to a vernacular primary school then to Anglo- vernacular high schools and then after to colleges and few universities which were available in Calcutta, Madras and Bombay. British education produced class of intellectuals who were ready to change subcontinent India. Most of the students were Hindus and many of them Brahmins because Muslims rejected the British educational programs because of injustice which was done to them because of changing Muslim law system Sharia to British law system and before official Mughal emperors Persian language to English. But at the end they were those who lost chance for improving their education this was one of the reasons why conflicts could not be solved. The British rulers found the Muslims generally more suspicious also because considering them more responsible for the  [9]  Sepoy Mutiny in 1857- , led to an unbalanced distribution of British education. Because of higher degree of their education Indians had more power in politics than Muslims did. From this fact it may be seen that politicians were mostly Hindus actually Brahmins highest cast and know it was controlling the political circle and that is how language affected religion and then nationalism. Brahmins encouraged religious reforms as well as political ones. From this fact it may be said that Muslims actually had no relevant class which would represent their ideas and protect their interests so they had no chance for understanding the situation in which they were and this affected much them in periods of struggle for independence. Previously education was seen as boundary between all people on Indian subcontinent but later when they understood the meaning of freedom a nd democracy as well as other Western ideas and values their knowledge become as the basis for later struggle for independence and human rights. Today Indians are one of the best grammatically correct English speakers and they are owners of schools with high degrees and they today have a high percentage of people finished higher educational system. Religion: During their colonial presence the Protestant British had much religious influence on Indian society. Christianity firstly was introduced in 50 A.D. by coming of the Apostle Thomas in order to establish the Christian church.  [10]  Lately came also with Portuguese and British. One of the aims of British was to convert Indians to Christianity it may be seen from condition of independence which was made: Till India is leavened with Christianity she will be unfit for freedom.  [11]   They knew that converting of Indians to Christianity would not be easy because of influence and presence of Muslims. Hindus were very attractive to missionaries in sense that they have already inequality in their religion and imbalance which may be used as argument why they should convert to Christianity. This fact of cast system and untouchables worked because British would give everything what they need to untouchables as equality, education, freedom which they never had before. Missionaries were very successful in their converting and this was one of the reasons of  [12]  Sepoy Munity in 1857. Because soldiers had to fear that the Christian missionaries wanted them to be forced to touch polluted weaponry  [13]  in order to have them expelled from their caste and to convert them to Christianity.  [14]  Missionaries demanded that the government destroy the caste system because it is barrier in between Indian Christians and rest of society. But for British government is w as more important to get profit and then if it is possible convert Indians. Some of Hindus were acting that they converted in order to get benefits there are many examples how they were discovered while they children were going to school and talking about Hindu legends. So at the end there actually made Indian mosaic of cultures more complicated than before and base for nationalism in future. Sports: Cricket was introduced to Indians via British and firstly was played by higher classes and casts. It is now in India as traditional sport and their national team is being arguably the best in the world. Architecture and Transport: British also influenced Indian architecture and transport which was constructed mostly by maharajas which were raised in Britain. Firstly Britain made railways in India because of easier transport of cotton and other textiles. Railways not only were transport lines but they also brought fortune and misfortune to places and states where it was opened. Railways were passing through the land of maharajas so permission was asked and if there would be a railway in one state it would also mean that they are going to have strangers in their state mostly and that they are going to have to care about them. It was also issue while British representatives were coming or even passing special ceremony had to be made but that led to high costs and loses of state budget. As state is available to visitors it was also available to robbers and led to expand of infectious diseases. British introduced secular buildings in neo- classical and neo gothic styles. Their famous creations are Victoria Stationà ‚  [15]  which was made in honour of the British Empress of India. Edwin Lutyens architect planned cityscape in New Delhi.  [16]   Caste System: In the Indian social structure there are four varna or colours which are class categories in the Indian society. Castes are groups in which membership is given at birth and which is lifelong. They are divided in five major categories (varna). Each varna has sub- castes jati. People that belong in one caste, can only marry someone in their castes and this practice is called endogamy. If person form higher castes get in touch with lower castes he becomes impure and has to go and bath in scared river Gang. Also there is Sudras a caste which is the lowest class and they are untouchable because they are considered as nothing, just sand. They are not allowed to be educated and work in anyway except remove dead bodies of animals or repair water sinks which cannot be done by the higher castes. Higher castes were the Brahmins, priests whose life purpose is teaching, and under them were the Kshattriya castes whose members could work as soldiers, politicians, and administrators. There is sometimes a fifth varna untouchables called pariahs or dalit they are at the bottom of the class system. They work as low servants, doing jobs a Hindu is usually forbidden to do, e.g. burying bodies of animals and unclaimed dead humans. They are considered polluted by caste Hindus and these may not have contact with them and they are also called unseen because they work at night. Concept of purity is very important in Hinduism because amount of purity decides in which caste someone belongs. Hindu belief is when one of the higher four varna gets in touch with polluted thing or dalit is temporarily impure and impurity brings bed luck. The main difference between the British and the Indian social values and a central point of influence creating social structure was opposite of British individualism and Indian group behaviour and hierarchy. Structure of these two societies is completely different. In Hindu Society core of society is group and individuals around are struggling to fit in that group were bigger groups are consisting of smaller ones. In period of colonialism Indian side did not have individual identity they had a group identity. Western Society core is person as individual which may be part of group or not and their individualism was always placed above a social group. It is hard to say how strong the British individualistic influence actually was, through it seems to be very likely that it came indirectly to the people of India through the British education. Today is becoming more individualistic society and examples are going to be mentioned in further reading. Hierarchy Hierarchy is very important in Indian society and their hierarchical composition is not common and same as is other societies is. There are three main criteria: first is belonging to one religion group, second status according wealth and profession (materialistic), and then cast system further division also may be done with gender and race. Mostly their social hierarchy over history is formed around religion it may be seen from Moghul Empire and British colonization. There is a group hierarchy then hierarchy within a family age and gender. All these hierarchies are core of their society even today when cast system is forbidden it may be said that it transformed to rigid class system. While India was hierarchical society Britain and Europe were in process of Enlightenment. Queen Victoria announced a declaration of non- interference, constituting that Indian religions and customs would be left alone.  [17]   This statement had fundamental flaw: the British knowledge concerning Indian religion and customs was very limited. Educational programs, the British influenced the Indian society possibly the best way there is without force. The Indians had the chance to experience a more equal treatment and learned in British schools theoretically about it. Lower casts tried to act the behaviour of higher caste people. This act is called Sanskrititazion in order to get upward in class and caste. Sanskrititazion means that people of low status adopt the behaviours and attributes of castes of Brahminical status mentioned in religious texts in Sanskrit.  [18]  By coming of British this act is replaced by westernization were Indians imitate the prestigious Englishmen in order to more upward in the social hierarchy. The census officials were recording a statistical data about Indians they were doing questionnaires which include gender, living condition, nationality, race, tribe, religion and caste. By results of this research they could get whole picture of Indian society. Human rights: India is one of the countries in which this theme is spoken mostly. India has problems with nationalism, racism, gender inequality, death punishment. British rose awareness about human rights by educating Indians. Before and in nowadays still sati ritual is preformed in rural areas that is a ritual were a husband dies his family is allowed to bury his alive wife with him. Hindus are scarifying people for getting a grace of gods. Performance of these rituals is punishable for years but it is still present. Gender inequality also was present but in nowadays women have her freedom and right to chose what she wants and they allowed to work. In some cases permission of parents and husband is needed. Nationalism is present since British colonized India and took maharajas their power of ruling. These problems arose because of setting laws which are not applicable for this complex society and they are given by British. Conclusion To conclude this essay I will repeat the research question and try to answer it from here; To what extent British language and culture contributed in change of customs in India? The British are known for their skillful and strategical ways of fighting. During colonization, many powers invested a lot of money in building memorials and other architecture that resembled their style and culture and in this way they celebrated their accomplishements and made sure everyone knew that they were the ones that are ruling that region. The British, however, did not have that kind of an approach. They invested in colonizing the country (India) when they knew that they would have benefits from that. The British had more strategies and plans for the occupation of the colonized land. For example, the first phase was sending out missionaries that would convert the population of that region into Christians. This strategy was only possible for Sudan but not for India in which religion was the core of society and their attempts at converting were unsuccessful. Their next phase was investing money in building railways where they would be able to export the resources from India to Europe. In addition, they have also invested in education where they would attempt at influencing the Indians minds and their thinking. Because of all these reasons, it was very hard to say and find physical evidence that the British had an impact on India. If we research India today, it is difficult to say if the way India is today is because of the impact of globalization or because of British influence. 19Franz Boas researched movements of people from Europe to America and he said that parents who came from Europe differ from their children who were born in America by the way they act because they did not grow in the same environment, circumstances and family background. From anthropological ideology there have to be something changed through the years in India and even if it is not seen clearly. Also, we cannot find physical evidence of their psyhcological influence if we study and research the present. However, by studying India diachronically and holistically, we would be able to find evidences of British influence. After East India Company, Britsh Raj and all movements for independence final outcome was division of country according to their religion belonging to India Hindu believers and Pakistan Muslim believers. India chose to be a secular country. British made a base for nationalism which arose and made huge conflict between two major religious groups in India. British Raj fall affected India economically and still is affecting. It took a long time for the Indians to come out of poverty. The British looted many natural resources including cotton and wool. Poverty is also present because of huge changes in country their core of society is no more religion and their rules are made according to democracy and human rights. At end I may conclude that British had positive and negative influences on Indian subcontinent but without those influences India would not be what it is today.