Karl Marx's Theory Essay Example | Topics and Well Written Essays - 1000 words

Karl Marx's Theory - Essay Example In this documentary Spurlock exposes the ugly truths of one of America's biggest fast food corporations and shows how it knowing endangers the lives of its customers in order to make a profit. Spurlock conducts an experiment, and plays the part, of what the corporation would consider to be its best customer. He allows the corporation's advertising and portion suggestions to make his decisions for him, and in doing so eats the fast food for every meal for thirty days. By the end of his experiment Spurlock finds that he has gained twenty five pounds and doctors warn him that his health is in ruin. The fast food corporation used in the experiment didn't purposely try and kill Spurlock, but it's advertising and unhealthy food was the direct cause in Spurlock's health deteriorating into a downward spiral. Marx says: "The development of Modern Industry, therefore, cuts from the under its feet the very foundation on which the bourgeoisie produces and appropriates products. What the bourgeoisie, therefore, produces, above all, are its own grave diggers. Its fall and the victory of the proletariat are equally inevitable." The grave diggers Marx refers to in terms of Spurlock's experiment would be the exact same things that made the fast food corporation such a success in the fir... Therefore the corporation is responsible for its own demise. The grounding force behind the corporation's success is money. Marx's General Formula for Capital exposes how greed and a demand for profit can eventually drive a corporation into the ground. Marx argues when a corporation becomes so successful that it begins to exchange money for money instead of money for commodities that it destroys itself. When a corporation begins to buy in order to sell, it takes its first step towards demise. This exchange of money for money is never ending because according to Marx they "have the same vocations, to approach, by quantitative increase, as near as possible to absolute in wealth". The end result is money which in turn is also the beginning. Marx believes that the possessor of this money becomes the capitalist. Since the fast food corporation in "Supersize Me" encourages poor nutrition for a profit, it in turn makes an increasingly bigger profit for increasingly lesser valuable foods. The documentary brought Marxist ideas into modern society by showing that contemporary capitalism is not simply that it gives consumers what they want, but that it makes them want what it has to give. By advertising and offering food at a cheap price the fast food corporation forced itself upon its customers, making them want their products. Spurlock sums up his thoughts saying, "The bottom line, they're a business, no matter what they say, healthy food is good for you, they make millions, and no company wants to stop doing that." At the end of the documentary Spurlock asks his audience a question: "Who do you want to see go first, you or them" This question sums up Marx's thoughts on capitalism perfectly, showing that either way the

Wal-Mart Case Analysis Essay Example for Free

Wal-Mart Case Analysis Essay Wal-Mart is the largest retail store in the United States today and it has remained that way for several decades now. In order to stay ahead of the competition Wal-Mart employs different kinds of strategies and campaigns. One of its strategies is to dominate the retail market through its philosophy â€Å"Everyday Low Prices. † The essence is this philosophy is to cut the price of an item to the minimum, lower the markup and earn profit on the increased volume of sales (Patrick Hayden, Seung Lee, and Kate McMahon Mike Pereira 4). Though this has generated a huge amount of profits for its shareholders, the company has to sacrifice two things: the quality of their products and the welfare of its employees (Scott Dalgleish 1) This company philosophy has been a success for Wal-Mart. According to Jim Hightower, the Waltons, owners of Wal-Mart are some of the richest people in the world. S. Robson Walton is ranked by London’s â€Å"Rich List 2001† as the wealthiest human on the planet having more than $65 billion surpassing Bill Gates. (1) This does not mean that things will continue the way they are. In the future, the public will eventually discover that sacrificing quality over cost is not worth the penny they save from buying at Wal-Mart. With all the bad publicity and reputation Wal-Mart has earned because of this company policy time will come that the public may no longer patronize Wal-Mart’s retail stores which may cause tremendous losses for its existing and future stockholders. According to Allen Long, Wal-Mart’s stocks has fallen by 11% over the last five years perhaps due to the bad publicity the company has been getting over the years. 2) If the company seeks to avoid this disaster, it must first give respect to its hundreds of thousands of employees who work for them. They must be given adequate wages, health-care benefits and must comply with existing labor laws. As the larges retail store in the United States, it is possible for the company to give proper wages and benefits to its employees while at the same time maintaining the price of its products low. Foreign Supplier Initially, Wal-Mart advertised its â€Å"Buy American† campaign. But over time it became clear that this was just an advertising gimmick rather than a company policy. As it is important for Wal-Mart to maintain its prices very low, they had to turn to foreign suppliers which can deliver to them goods at lower prices compared to their US-based suppliers. According to Jim Hightower, Wal-Mart is the largest importer of Chinese-made products in the world, buying $10 billion worth of merchandise from several thousand Chinese factories. (2) For the foreign suppliers, it became necessary to resort to different means in order to meet the price requirements of Wal-Mart. Some factories in Bangladesh had to employ child labor to keep its production costs down. Some companies have failed to comply with certain environmental laws while some companies in Hong Kong had to mislabel their products to make it appear that they are from Malaysia to avoid taxes. This has only resulted to further reduction of the quality of the products being sold by Wal-Mart in its retail stores (Thomas C. Hayes 2). The resort to foreign suppliers has seriously affected several companies in the United States. Jobs have been lost in the United States as a result of this company practice. For the foreign suppliers, the business may be good for one to two years but these foreign suppliers must realize that they too have been affected by the Wal-Mart Effect. They have violated their own country’s labor laws. They have deceived the US government. Eventually however, their labor laws violations in their own country will be discovered and their resort to mislabeling to avoid taxes here in the United States will be found out by the US Coast Guard. In fact, a number of these products by Sino Overseas, a Hong Kong based company, has been caught smuggled in the United States. This loss is disastrous for any business. If these foreign suppliers will calculate the risks involved in engaging in these operations just to meet Wal-Mart’s price requirements for its products, it is possible they will discover that its not worth the business risks they are taking. Local Retailing Stores  One of the strategies of Wal-Mart is to dominate the retail industry. In the past decades, it has succeeded in doing the same as it has been ranked as the world’s number one retail store and the number one company in the world in terms of sales on the Fortune 500 list. Also, Wal-Mart is currently ranked as the worlds number one retailer and the number one company in the world in terms of sales (over $200 billion) on the Fortune 500 list (Patrick Hayden, Seung Lee, Kate McMahon, and Mike Pereira 4). When a Wal-Mart retail store opens in a community, other retailers in the community suffocate because Wal-Mart is capable of reducing the price of its products down to the barest minimum (Abigail Goldman and Nancy Cleeland 2). This is confirmed in a study conducted by David Neumark. He said that â€Å"The employment results indicate that a Wal-Mart store opening reduces county-level retail employment by about 150 workers, implying that each Wal-Mart worker replaces approximately 1. 4 retail workers. This represents a 2. 7 percent reduction in average retail employment. (1) This race to the bottom strategy employed by Wal-Mart may have generated made it number one in the retail industry. It may have generated a lot of employment. It has, however, also created unemployment insofar as the employees of its competitors are concerned. When its competitors close their business other employees lose their jobs also. I believe this destructive force of Wal-Mart may someday come to an end as the public will eventually realize that sacrificing quality over a few pennies of saving is not worth it.

Nasa Mars Missions Essay -- essays research papers

â€Å"The United States is justified in spending billions of dollars on NASA space missions to Mars.† Throughout the course of history, man has dreamed of stepping foot on another planet. The advances in technology in the 20th century have allowed man to do what at one time was considered unthinkable for millenniums before. With the advent of the modern space program in the early 1950’s, NASA has performed many inconceivable feats. They have sent and returned men to space. They’ve set up space stations orbiting the earth. They have allowed men to land on the moon, collect samples, and then return to the earth. They have sent spacecraft to explore comets and other planets. They have even sent space probes outside the known walls of this solar system. Recently, NASA has been spending billions of dollars in researching our second nearest planet, Mars. In understanding the scientific importance that such research can mean, the United States is justified in spending this money on NASA space missions to Mars. President John F. Kennedy said in 1961 that he believed that the United States could put a man on the moon before the end of the decade. Unfortunately, he never lived to see this prophetic feat performed. But in July of 1969, Neil Armstrong stepped foot on the moon before live audiences around the world. As he stepped out on this extraterrestrial surface, he stated the now famous words, â€Å"That was one small step for man, one giant leap for mankind.† But why was Kennedy so adamant about sending men to the moon? What significance could such a feat serve in our lives? Of course, we lived in a different time then. Many believed our effort to send a man to the moon was just an attempt to display the philosophical superiority of capitalism over communism during the height of the Cold War. If America could send a man to the moon before the Soviets, then perhaps, it was thought, that the world would come to understand that our capitalistic form of government allows scientific advancement much faster and better than a communist or socialist form of government. No doubt, the United States was involved with a â€Å"space-race† that was much more political in nature than technological. But perhaps President Kennedy saw something else. Perhaps he saw the benefits of such a feat in realms other than just political or philosophical. While signing the authorization bill of the N... ...worlds. Mars is just the second â€Å"giant leap† in our knowledge of the universe. Who knows what discoveries will be found on our research of other planets? To give up on space exploration due to financial restraints is like giving up on science in general. Just like the world is much bigger than our neighborhood, city, state and even country, so is science bigger than our planet. We must continue to reach out to other planets to find knowledge that may make our life on this planet more meaningful and better. The science fiction of yesterday always seems to become the science of today. Television shows like Star Trek and Star Wars have elements that are just now being developed within our lifetime. Technology begins with a dream – a concept – that is realized with greater technological advances. And these advances are developed through steps. It is impertinent that the United States continues to fund the exploration of Mars. We must not fall behind or lose this opportunity that we have to discover great new truths for the sake of economic or political reasoning. When all rationale are considered, it makes social, technological, and ecological sense to continue these great missions.

Culturally Proficient Leadership

EDLA 626 – Culture, Diversity & Human Rights Culturally Proficient Leadership: The Personal Journey Begins Within Summary: Part 1: Leadership as an Informed Personal Perspective Chapter 1: The Leadership Journey Begins Within Getting Centered – reality – many people in society still live segregated lives based on race / ethnicity, class – It is important that we look inward to ourselves in order to understand our reactions to people culturally different than us. – Such understanding allows us to effectively teach â€Å"other peoples’ children† Taking a Look at My School and What I See (and Don’t See) Schools and districts are influenced by social, political and economic forces not readily apparent. – Underlying the visible elements of our school communities are unapparent forces that make even more impact on our students, schools and us. – These invisible historical forces contribute to the sense of privilege or de privation experienced in our schools that impacts our students, parents and us. – These forces are termed as equity issues and serve as the metaphorical elephant in the room that many pretend not to see. Are there â€Å"Equity Issues† in Your School? – Reaction to equity issues is dependent on one’s own experiences as a student. Different experience produced for students of different cultural groups (past & present). – Regardless of personal experiences, a school leader and his/her vision benefits from knowledge of historical context of access and equity issues. – Two expressed values not fully realized are universal public education through High School and equitable educational opportunities (ex. Only 27 states have compulsory education requirements to age 16). – Progress toward universal education is linked with advancement in equitable treatment and equal outcomes for students based on gender, race, ethnicity and ableness is also e volving. Prominent researchers have pressed the issue for equity in schools for 2 generations. Confronting the â€Å"Gaps† as a Leadership Issue – Leaders faced with challenge of leading schools in ways that provide equitable opportunities irrespective of a student’s culture – The mere composition of any school poses naturally challenges due to differences (culture, race, gender, socio-economic, achievement, etc. ). – Leaders need to address systemic access disparities of quality educational programs, experienced funding and equitable school funding otherwise the status quo of gaps will continue. More equitable funding alone does not even things out . . . must be accompanied by a change in the way many students are educated. – Important question for leaders: How do we meet the academic and social needs of students who come to school with a different set of values, beliefs, socioeconomic experiences, behaviors, language and ability? NCLB as a Leadership Tool – NCLB can serve as a tool to support access and equity efforts. – NCLB has made public aware of differential educational opportunity and achievement patterns that exist in our schools and communities. NCLB used as pretext to point out and address achievement gap issues. Such a gap is a multifaceted outcome measure of gaps in access to education. – Achievement gaps differentiated by race, ethnicity, gender, class, etc. are being highlighted by the media. Definitions of Key Terms – Culture: The set of practices and beliefs shared by members of a particular group that distinguish that group from other groups. – Cultural Informancy: Reflects our experience of having cross cultural relationships that are authentic and trusting which allow for mutual learning and feedback leading to personal growth. Demographic Groups: Often used in schools in pace of subgroup. – Dominant Culture: A culture readily visible in a classroom and scho ol which often benefits from treatment, attention and success while others may be hidden and not apparent and not receive equitable treatment or attain equal levels of success.. – Equity: Access to material and human resources in proportion to needs. – Ethnicity: Ancestral heritage and geography, common history and to some degree physical appearance. – National Origin: A designation related to a person’s country of birth and prior citizenship. Nativism: The practice of valuing the rights of citizens born in this country over those of immigrants (marginalization effort & attempt of immigrants). – Race: A concept developed by social scientists and misinterpreted and used by groups to characterize people by their physical features and to use those differences to justify suppression of some while promotion of others. – Reflection: careful consideration of one’s behaviors, plans, values and assumptions in an effort to improve interpersonal and professional practice. – Sexual Orientation: An enduring, emotional, romantic, sexual or affectional attraction to another person.It exists along a continuum and differs from sexual behavior because it refers to feelings and self-concept. Chapter 2: The Cultural Proficiency Leadership Lens – Provides an overview of the tools of cultural proficiency. Such will provide one with an important lens and knowledge for action. Getting Centered – Educational gaps are our issue with at least 3 arguments being important prerequisites: 1. We must acknowledge that educational gaps are historical and persistent. Although we inherited them, they cannot be ignored.The issue of academic underperformance of children of poverty and some visible minorities is not new information. 2. If gaps are to be closed, we must move forward to examine our values, behaviors, policies and practices of our schools. 3. We can make a difference when we pay attention to who students say they ar e and their needs before the needs of our own and that of the school system. – Cultural proficiency is: †¢ A process that begins with us, not with our students or their communities †¢ A shift in thinking that moves us from viewing culture as problematic to embracing and esteeming culture. A lens through which we view our role as educators †¢ A concept comprised of a set of four interrelated tools to guide our practice. Cultural Proficiency Is an Inside-Out Process – Cultural proficiency is an inside-out process of personal and organizational change. It is who we are more than what we do. – We are students of our assumptions about self, others and the context in which we work with others – Fundamental to addressing educational gap issues is one’s willingness and ability to examine yourself and your organization. Cultural proficiency provides leaders with a comprehensive, systemic structure to identify, examine and discuss educational issues in our schools. Cultural Proficiency Represents a Leadership Paradigm – Cultural proficiency . . . a mindset for how we interact with all people regardless of background . . . a worldview that carries explicit values, language and standards for effective personal interactions and professional practices . . . is a 24/7 approach to both our personal and professional lives . . . is not a set of independent strategies one learns to use with others. Educators who commit to culturally proficient practices represent a paradigmatic shift away from the status quo dominant group view. The paradigmatic shift moves from tolerating diversity to transformational commitment to equity. Cultural Proficiency as an Educational Leadership Lens – The following four tools of cultural proficiency can be used as a template for a leader’s personal and professional development: 1. Guiding principles on which you can build an ethical and professional frame for effective cross-cultu ral communication and problem solving. 2.A continuum of behaviors that enables you to diagnose your values and behavior in such a way that you can better influence policies and practices of our profession. 3. Essential elements expressed in terms of standards of personal and professional conduct that serve as a framework for responding to academic and social needs of the cultural groups in your school & community. 4. Barriers to this work framed in such a way that you are intentional in the use of the guiding principles and essential elements. – Effective educational leaders are clear about themselves relative to working with and leading culturally diverse communities.The Cultural Proficiency Toolkit – Cultural proficiency is comprised of an interrelated set of 4 tools which provide the means for a leader to guide his personal and professional development in a cultural proficient manner. †¢ The Guiding Principles of Cultural Proficiency – Guiding principles provide one with a moral philosophical framework to examine & under-stand beliefs about the education of students from cultural groups different from them. – Guiding principles provide a framework of how the cultural diversity of students should inform professional practice when responding to student learning needs. A good place to see if school values align with predominant behaviors in the school is the mission / vision statement. †¢ The Cultural Proficiency Continuum – Consists of 6 points. The first 3 (cultural destructiveness, cultural incapacity, cultural blindness) points focus on them as being problematic. The next 3 (cultural precompetence, cultural competence, cultural proficiency) focus on your practice as transformational leadership. 1. cultural destructiveness – see the difference and eliminate it 2. cultural incapacity – see the difference and make it appear wrong 3. ultural blindness – see the difference and act like you donâ⠂¬â„¢t see it 4. cultural precompetence – see the difference and act but inconsistently in appropriateness 5. cultural competence – see the difference and be inclusive 6. cultural proficiency – see the difference and respond positively, engage, adapt and commit to social justice / equity †¢ The Five Essential Elements of Cultural Competence – These elements are standards for culturally competent values, behaviors, policies and practices I. Assessing Cultural Knowledge II. Valuing Diversity III. Managing the Dynamic of DifferenceIV. Adapting to Diversity V. Institutionalizing Cultural Knowledge †¢ Overcoming Barriers to Cultural Proficiency – There are barriers to achieving culturally proficient actions. They exist together in combination not as isolated events. I. Resistance to Change II. Systems of Oppression III. A Sense of Privilege and Entitlement †¢Cultural Proficiency is . . . – An approach for surfacing educatorsâ€℠¢ assumptions and values that undermine the success of some student groups – A lens for examining how we include and honour the cultures and learning needs of all students in the educational process.

Amanda Wingfield in “The Glass Menagerie” Essay

The Character of Amanda Wingfield in â€Å"The Glass Menagerie† supplies an example of a complex individual whose communication and actions convey a slightly irritating and lonesome mother. Scene IV of â€Å"The Glass Menagerie,† demonstrates these unique characteristics of Amanda. The scene takes place at about seven am the day after Tom and Amanda get into a major argument. From this scene we can reveal that Amanda’s obviously an overstressed and psychotic single care taker with insufficient mothering skills. Amanda’s stubbornness and complexities always irritates her son Tom (the narrator of the play). Although Amanda is hysterically stuck in her past, she is a woman of great liveliness. Amanda’s past experience with her husband has made her bitter, and that bitterness is what motivates her to make her children become something. Her foolishness, stubbornness and selfishness makes her cruel to her children without the intention. Amanda, Tom, and Laura all fantasize and have their own individual ways of escaping from their realities. In this case, Amanda escapes reality by fantasizing about the gentleman callers she had in the past, however she denies the fact. She doesn’t tolerate her children’s fantasizing, which makes her blindly hypocritical. Amanda loves her Children dearly and she wants them to be happy and have good fortune. Tennessee Williams illustrates Amanda’s attitude in scene IV, while she’s talking to Tom after he apologizes to her. She takes the blame so she can pamper him into finding Laura a gentleman caller. This makes Amanda seem very selfish because she uses Tom for her own desires. Amanda, expects Laura to fulfill the dreams Amanda once had for herself which rushes Laura into doing things she’s not prepared to do. Amanda has hope in her crippled, (that she refuses to admit) and shy daughter whom isn’t capable of fulfilling Amanda’s dream. Amanda goes on to pasteurizing Tom about finding someone for Laura, yet small things like this irritate Tom and make him want to leave and never come back. This small scene gives the reader an image of Amanda and how she  contributes to the play. Her attitude and her values shape the other characters as well. In retrospect it is understood that one of the main reasons Tom left in the end of the play was because of his mothers selfishness, her constant nagging, and the many desires Amanda had for her children that Tom didn’t want to put up with.

Protein and Skill Essay Example

Protein and Skill Essay Example Protein and Skill Paper Protein and Skill Paper The Structure and Function of Large Biological Molecules In Chapter 5, the principles of chemistry covered in earlier chapters are applied to the understanding of biological polymers and lipid membranes. The emphasis is on properly linking monomers and their polymers, and on the structural and functional diversity of the different polymer types. Particular attention is given to protein structure, because this is central to understanding subsequent chapters on metabolism, molecular biology, and molecular medicine. Multiple-Choice Questions 1) Humans and mice differ because A) their cells have different small organic molecules. B) their cells make different types of large biological molecules. C) their cells make different types of lipids. D) their cells have some differences in the sequence of nucleotides in their nucleic acids. E) their cells make different types of proteins. Answer: D Topic: Concept 5. 1 Skill: Knowledge/Comprehension 2) Molecules with which functional groups may form polymers via dehydration reactions? A) hydroxyl groups B) carbonyl groups C) carboxyl groups D) either carbonyl or carboxyl groups E) either hydroxyl or carboxyl groups Answer: E Topic: Concepts 5. 1, 4. 3 Skill: Application/Analysis 3) Which of these molecules is not formed by dehydration reactions? A) fatty acids B) disaccharides C) DNA D) protein E) amylose Answer: A Topic: Concept 5. 1 Skill: Knowledge/Comprehension 4) In animal metabolism, most of the monomers released by digestion of food macromolecules are metabolized to provide energy. Only a small portion of these monomers are used for synthesis of new macromolecules. The net result is that A) water is generated by animal metabolism. B) water is consumed by animal metabolism. C) the water consumed is exactly balanced by the water generated, to maintain homeostasis. D) water is consumed during homeostasis, but water is generated during periods of growth. E) water is generated during homeostasis, but water is consumed during periods of growth. Answer: B Topic: Concept 5. 1 Skill: Application/Analysis 5) Which of these classes of biological molecules consist of both small molecules and macromolecular polymers? A) lipids B) carbohydrates C) proteins D) nucleic acids E) lipids, carbohydrates, proteins, and nucleic acids all consist of only macromolecular polymers Answer: B Topic: Concept 5. 1 Skill: Knowledge/Comprehension 6) Which of the following is not a polymer? A) glucose B) starch C) cellulose D) chitin E) DNA Answer: A Topic: Concept 5. 1 Skill: Knowledge/Comprehension 7) What is the chemical reaction mechanism by which cells make polymers from monomers? A) phosphodiester linkages B) hydrolysis C) dehydration reactions D) ionic bonding of monomers E) the formation of disulfide bridges between monomers Answer: C Topic: Concept 5. 1 Skill: Knowledge/Comprehension 8) How many molecules of water are needed to completely hydrolyze a polymer that is 11 monomers long? A) 12 B) 11 C) 10 D) 9 E) 8 Answer: C Topic: Concept 5. 1 Skill: Knowledge/Comprehension ) Which of the following best summarizes the relationship between dehydration reactions and hydrolysis? A) Dehydration reactions assemble polymers, and hydrolysis reactions break down polymers. B) Dehydration reactions eliminate water from lipid membranes, and hydrolysis makes lipid membranes water permeable. C) Dehydration reactions can occur only after hydrolysis. D) Hydrolysis creates monome rs, and dehydration reactions break down polymers. E) Dehydration reactions ionize water molecules and add hydroxyl groups to polymers; hydrolysis reactions release hydroxyl groups from polymers. Answer: A Topic: Concept 5. Skill: Knowledge/Comprehension 10) Which of the following polymers contain nitrogen? A) starch B) glycogen C) cellulose D) chitin E) amylopectin Answer: D Topic: Concept 5. 2 Skill: Knowledge/Comprehension 11) The molecular formula for glucose is C6H12O6. What would be the molecular formula for a molecule made by linking three glucose molecules together by dehydration reactions? A) C18H36O18 B) C18H32O16 C) C6H10O5 D) C18H10O15 E) C3H6O3 Answer: B Topic: Concept 5. 2 Skill: Application/Analysis 12) The enzyme amylase can break glycosidic linkages between glucose monomers only if the monomers are the ? orm. Which of the following could amylase break down? A) glycogen B) cellulose C) chitin D) glycogen and chitin only E) glycogen, cellulose, and chitin Answer: A To pic: Concept 5. 2 Skill: Knowledge/Comprehension 13) On food packages, to what does the term insoluble fiber refer? A) cellulose B) polypeptides C) starch D) amylopectin E) chitin Answer: A Topic: Concept 5. 2 Skill: Knowledge/Comprehension 14) A molecule with the chemical formula C6H12O6 is probably a A) carbohydrate. B) lipid. C) monosaccharide D) carbohydrate and lipid only. E) carbohydrate and monosaccharide only. Answer: E Topic: Concept 5. 2 Skill: Knowledge/Comprehension 15) Lactose, a sugar in milk, is composed of one glucose molecule joined by a glycosidic linkage to one galactose molecule. How is lactose classified? A) as a pentose B) as a hexose C) as a monosaccharide D) as a disaccharide E) as a polysaccharide Answer: D Topic: Concept 5. 2 Skill: Knowledge/Comprehension 16) All of the following are polysaccharides except A) lactose. B) glycogen. C) chitin. D) cellulose. E) amylopectin. Answer: A Topic: Concept 5. 2 Skill: Knowledge/Comprehension 17) Which of the following is true of both starch and cellulose? A) They are both polymers of glucose. B) They are cis-trans isomers of each other. C) They can both be digested by humans. D) They are both used for energy storage in plants. E) They are both structural components of the plant cell wall. Answer: A Topic: Concept 5. 2 Skill: Knowledge/Comprehension 18) Which of the following is true of cellulose? A) It is a polymer composed of enantiomers of glucose. B) It is a storage polysaccharide for energy in plant cells. C) It is digestible by bacteria in the human gut. D) It is a major structural component of plant cell walls. E) It is a polymer composed of enantiomers of glucose, it is a storage polysaccharide for energy in plant cells, it is digestible by bacteria in the human gut, and it is a major structural component of plant cell walls. Answer: D Topic: Concept 5. 2 Skill: Knowledge/Comprehension 19) Humans can digest starch but not cellulose because A) the monomer of starch is glucose, while the monomer of cellulose is galactose. B) humans have enzymes that can hydrolyze the ? glycosidic linkages of starch but not the ? glycosidic linkages of cellulose. C) humans have enzymes that can hydrolyze the ? glycosidic linkages of starch but not the ? lycosidic linkages of cellulose. D) humans harbor starch-digesting bacteria in the digestive tract. E) the monomer of starch is glucose, while the monomer of cellulose is glucose with a nitrogen-containing group. Answer: C Topic: Concept 5. 2 Skill: Knowledge/Comprehension 20) Which of the following statements concerning saturated fats is not true? A) They are more common in animals than in plants. B) They have multiple double bonds in the carbon chains of their fatty acids. C) They generally solidify at room temperature. D) They contain more hydrogen than unsaturated fats having the same number of carbon atoms. E) They are one of several factors that contribute to atherosclerosis. Answer: B Topic: Concept 5. 3 Skill: Knowledge/Comprehension 21) A molecule with the formula C18H36O2 is probably a A) carbohydrate. B) fatty acid. C) protein. D) nucleic acid. E) hydrocarbon. Answer: B Topic: Concept 5. 3 Skill: Knowledge/Comprehension 22) Which of the following statements is true for the class of biological molecules known as lipids? A) They are insoluble in water. B) They are made from glycerol, fatty acids, and phosphate. C) They contain less energy than proteins and carbohydrates. D) They are made by dehydration reactions. E) They contain nitrogen. Answer: A Topic: Concept 5. 3 Skill: Knowledge/Comprehension 23) The label on a container of margarine lists hydrogenated vegetable oil as the major ingredient. What is the result of adding hydrogens to vegetable oil? A) The hydrogenated vegetable oil has a lower melting point. B) The hydrogenated vegetable oil stays solid at room temperature. C) The hydrogenated vegetable oil has more kinks in the fatty acid chains. D) The hydrogenated vegetable oil has fewer trans fatty acids. E) The hydrogenated vegetable oil is less likely to clog arteries. Answer: B Topic: Concept 5. 3 Skill: Knowledge/Comprehension 4) Which of the following is true regarding saturated fatty acids? A) They are the predominant fatty acid in corn oil. B) They have double bonds between carbon atoms of the fatty acids. C) They are the principal molecules in lard and butter. D) They are usually liquid at room temperature. E) They are usually produced by plants. Answer: C Topic: Concept 5. 3 Skill: Knowledge/Comprehension 25) Large organic molecules are usually assembled by polymerization of a few kinds of simple subunits. Which of the following is an exception to this statement? A) a steroid B) cellulose C) DNA D) an enzyme E) a contractile protein Answer: A Topic: Concepts 5. 1-5. 3 Skill: Knowledge/Comprehension 26) Which modifications of fatty acids will best keep triglycerides solid at warmer temperatures? A) creating cis double bonds to the fatty acids B) adding hydrogens to the fatty acids C) creating trans double bonds to the fatty acids D) adding hydrogens and trans double bonds to the fatty acids E) adding cis double bonds and trans double bonds to the fatty acids Answer: D Topic: Concept 5. 3 Skill: Application/Analysis 27) Why are human sex hormones considered to be lipids? A) They are essential components of cell membranes. B) They are not soluble in water. C) They are made of fatty acids. D) They are hydrophilic compounds. E) They contribute to atherosclerosis. Answer: B Topic: Concept 5. 3 Skill: Knowledge/Comprehension 28) All of the following contain amino acids except A) hemoglobin. B) cholesterol. C) antibodies. D) enzymes. E) insulin. Answer: B Topic: Concepts 5. 3, 5. 4 Skill: Knowledge/Comprehension 29) The bonding of two amino acid molecules to form a larger molecule requires A) the release of a water molecule. B) the release of a carbon dioxide molecule. C) the addition of a nitrogen atom. D) the addition of a water molecule. E) the release of a nitrous oxide molecule. Answer: A Topic: Concept 5. 4 Skill: Knowledge/Comprehension 30) There are 20 different amino acids. What makes one amino acid different from another? A) different side chains (R groups) attached to a carboxyl carbon B) different side chains (R groups) attached to the amino groups C) different side chains (R groups) attached to an ? carbon D) different structural and optical isomers E) different asymmetric carbons Answer: C Topic: Concept 5. 4 Skill: Knowledge/Comprehension 31) The bonding of two amino acid molecules to form a larger molecule requires which of the following? A) removal of a water molecule B) addition of a water molecule C) formation of a glycosidic bond D) formation of a hydrogen bond E) both removal of a water molecule and formation of a hydrogen bond Answer: A Topic: Concept 5. 4 Skill: Knowledge/Comprehension 32) Polysaccharides, triacylglycerides, and proteins are similar in that they A) are synthesized from monomers by the process of hydrolysis. B) are synthesized from subunits by dehydration reactions. C) are synthesized as a result of peptide bond formation between monomers. D) are decomposed into their subunits by dehydration reactions. E) all contain nitrogen in their monomer building blocks. Answer: B Topic: Concepts 5. 1-5. 4 Skill: Application/Analysis 33) Dehydration reactions are used in forming which of the following compounds? A) triacylglycerides B) polysaccharides C) proteins D) triacylglycerides and proteins only E) triacylglycerides, polysaccharides, and proteins Answer: E Topic: Concepts 5. 1-5. 4 Skill: Knowledge/Comprehension 34) Upon chemical analysis, a particular polypeptide was found to contain 100 amino acids. How many peptide bonds are present in this protein? A) 101 B) 100 C) 99 D) 98 E) 97 Answer: C Topic: Concept 5. 4 Skill: Knowledge/Comprehension 5) What aspects of protein structure are stabilized or assisted by hydrogen bonds? A) primary structure B) secondary structure C) tertiary structure D) quaternary structure E) secondary, tertiary, and quaternary structures, but not primary structure Answer: E Topic: Concept 5. 4 Skill: Knowledge/Comprehension 36) How many different kinds of polypeptides, each composed of 12 amino acids, could be synthesiz ed using the 20 common amino acids? A) 412 B) 1220 C) 240 D) 20 E) 2012 Answer: E Topic: Concept 5. 4 Skill: Application/Analysis 37) Which bonds are created during the formation of the primary structure of a protein? A) peptide bonds B) hydrogen bonds C) disulfide bonds D) phosphodiester bonds E) peptide bonds, hydrogen bonds, and disulfide bonds Answer: A Topic: Concept 5. 4 Skill: Knowledge/Comprehension 38) What maintains the secondary structure of a protein? A) peptide bonds B) hydrogen bonds between the amino group of one peptide bond and the carboxyl group of another peptide bond C) disulfide bonds D) hydrophobic interactions E) hydrogen bonds between the R groups Answer: B Topic: Concept 5. 4 Skill: Knowledge/Comprehension 39) Which type of interaction stabilizes the ? helix and the ? leated sheet structures of proteins? A) hydrophobic interactions B) disulfide bonds C) ionic bonds D) hydrogen bonds E) peptide bonds Answer: D Topic: Concept 5. 4 Skill: Knowledge/Comprehension 40) Which level of protein structure do the ? helix and the ? pleated sheet represent? A) primary B) secondary C) tertiary D) quaternary E) primary, secondary, tertiary, and quaternary Answer: B Topic: Concept 5. 4 Sk ill: Knowledge/Comprehension 41) The amino acids of the protein keratin are arranged predominantly in an ? helix. This secondary structure is stabilized by A) covalent bonds. B) peptide bonds. C) ionic bonds. D) polar bonds. E) hydrogen bonds. Answer: E Topic: Concept 5. 4 Skill: Knowledge/Comprehension 42) The tertiary structure of a protein is the A) bonding together of several polypeptide chains by weak bonds. B) order in which amino acids are joined in a polypeptide chain. C) unique three-dimensional shape of the fully folded polypeptide. D) organization of a polypeptide chain into an ? helix or ? pleated sheet. E) overall protein structure resulting from the aggregation of two or more polypeptide subunits. Answer: C Topic: Concept 5. 4 Skill: Knowledge/Comprehension 3) What type of covalent bond between amino acid side chains (R groups) functions in maintaining a polypeptides specific three-dimensional shape? A) ionic bond B) hydrophobic interaction C) van der Waals interaction D) disulfide bond E) hydrogen bond Answer: D Topic: Concept 5. 4 Skill: Knowledge/Comprehension 44) At which level of protein structure are interactions between the side chains (R groups) most important? A) primary B) secondary C) tertiary D) quaternary E) all of the above Answer: C Topic: Concept 5. 4 Skill: Knowledge/Comprehension 45) The R group or side chain of the amino acid serine is –CH2–OH. The R group or side chain of the amino acid leucine is –CH2–CH–(CH3)2. Where would you expect to find these amino acids in a globular protein in aqueous solution? A) Serine would be in the interior, and leucine would be on the exterior of the globular protein. B) Leucine would be in the interior, and serine would be on the exterior of the globular protein. C) Both serine and leucine would be in the interior of the globular protein. D) Both serine and leucine would be on the exterior of the globular protein. E) Both serine and leucine would be in the interior and on the exterior of the globular protein. Answer: B Topic: Concept 5. Skill: Application/Analysis 46) Misfolding of polypeptides is a serious problem in cells. Which of the following diseases are associated with an accumulation of misfolded polypeptides? A) Alzheimers only B) Parkinsons only C) diabetes mellitus only D) Alzheimers and Parkinsons only E) Alzheimers, Parkinsons, and diabetes mellitus Answer: D Topic: Concept 5. 4 Skill: Knowledge/Comprehension 47) Changing a single amino acid in a protein consisting of 325 amino acids would A) alter the primary structure of the protein, but not its tertiary structure or function. B) cause the tertiary structure of the protein to unfold. C) always alter the biological activity or function of the protein. D) always alter the primary structure of the protein and disrupt its biological activity. E) always alter the primary structure of the protein, sometimes alter the tertiary structure of the protein, and affect its biological activity. Answer: E Topic: Concept 5. 4 Skill: Application/Analysis 48) Normal hemoglobin is a tetramer, consisting of two molecules of ? hemoglobin and two molecules of ? hemoglobin. In sickle-cell disease, as a result of a single amino acid change, the mutant hemoglobin tetramers associate with each other and assemble into large fibers. Based on this information alone, we can conclude that sickle-cell hemoglobin exhibits A) altered primary structure. B) altered secondary structure. C) altered tertiary structure. D) altered quaternary structure. E) altered primary structure and altered quaternary structure; the secondary and tertiary structures may or may not be altered. Answer: E Topic: Concept 5. 4 Skill: Application/Analysis 49) What methods may be used to elucidate the structures of purified proteins? A) X-ray crystallography B) bioinformatics C) analysis of amino acid sequence of small fragments D) NMR spectroscopy E) both X-ray crystallography and NMR spectroscopy Answer: E Topic: Concept 5. 4 Skill: Knowledge/Comprehension 50) In a normal cellular protein, where would you expect to find a hydrophobic amino acid like valine? A) in the interior of the folded protein, away from water B) on the exterior surface of the protein, interacting with water C) in the transmembrane portion interacting with lipid fatty acid chains D) in the interior of the folded protein, away from water, or in a transmembrane portion interacting with lipid fatty acid chains E) anywhere in the protein, with equal probability Answer: D Topic: Concept 5. 4 Skill: Application/Analysis 51) Which of the following techniques uses the amino acid sequences of polypeptides to predict a proteins three-dimensional structure? A) X-ray crystallography B) bioinformatics C) analysis of amino acid sequence of small fragments D) NMR spectroscopy E) high-speed centrifugation Answer: B Topic: Concept 5. 4 Skill: Knowledge/Comprehension 52) If cells are grown in a medium containing radioactive 35S, which of these molecules will be labeled? A) phospholipids B) nucleic acids C) proteins D) amylose E) both proteins and nucleic acids Answer: C Topic: Concept 5. 4 Skill: Application/Analysis 3) What is the term used for a protein molecule that assists in the proper folding of other proteins? A) tertiary protein B) chaperonin C) enzyme protein D) renaturing protein E) denaturing protein Answer: B Topic: Concept 5. 4 Skill: Knowledge/Comprehension 54) DNAase is an enzyme that catalyzes the hydrolysis of the covalent bonds that join nucleotides together. What w ould first happen to DNA molecules treated with DNAase? A) The two strands of the double helix would separate. B) The phosphodiester bonds between deoxyribose sugars would be broken. C) The purines would be separated from the deoxyribose sugars. D) The pyrimidines would be separated from the deoxyribose sugars. E) All bases would be separated from the deoxyribose sugars. Answer: B Topic: Concepts 5. 1, 5. 5 Skill: Knowledge/Comprehension 55) Which of the following statements about the 5 end of a polynucleotide strand of DNA is correct? A) The 5 end has a hydroxyl group attached to the number 5 carbon of ribose. B) The 5 end has a phosphate group attached to the number 5 carbon of ribose. C) The 5 end has phosphate attached to the number 5 carbon of the nitrogenous base. D) The 5 end has a carboxyl group attached to the number 5 carbon of ribose. E) The 5 end is the fifth position on one of the nitrogenous bases. Answer: B Topic: Concept 5. 5 Skill: Knowledge/Comprehension 56) One of the primary functions of RNA molecules is to A) transmit genetic information to offspring. B) function in the synthesis of proteins. C) make a copy of itself, thus ensuring genetic continuity. D) act as a pattern or blueprint to form DNA. E) form the genes of higher organisms. Answer: B Topic: Concept 5. 5 Skill: Knowledge/Comprehension 57) If 14C-labeled uridine triphosphate is added to the growth medium of cells, what macromolecules will be labeled? A) phospholipids B) DNA C) RNA D) both DNA and RNA E) proteins Answer: C Topic: Concept 5. 5 Skill: Application/Analysis 58) Which of the following descriptions best fits the class of molecules known as nucleotides? A) a nitrogenous base and a phosphate group B) a nitrogenous base and a pentose sugar C) a nitrogenous base, a phosphate group, and a pentose sugar D) a phosphate group and an adenine or uracil E) a pentose sugar and a purine or pyrimidine Answer: C Topic: Concept 5. 5 Skill: Knowledge/Comprehension 59) Which of the following are nitrogenous bases of the pyrimidine type? A) guanine and adenine B) cytosine and uracil C) thymine and guanine D) ribose and deoxyribose E) adenine and thymine Answer: B Topic: Concept 5. 5 Skill: Knowledge/Comprehension 60) Which of the following are nitrogenous bases of the purine type? A) cytosine and guanine B) guanine and adenine C) adenine and thymine D) thymine and uracil E) uracil and cytosine Answer: B Topic: Concept 5. 5 Skill: Knowledge/Comprehension 61) If a DNA sample were composed of 10% thymine, what would be the percentage of guanine? A) 10 B) 20 C) 40 D) 80 E) impossible to tell from the information given Answer: C Topic: Concept 5. 5 Skill: Application/Analysis 2) A double-stranded DNA molecule contains a total of 120 purines and 120 pyrimidines. This DNA molecule could be composed of A) 120 adenine and 120 uracil molecules. B) 120 thymine and 120 adenine molecules. C) 120 cytosine and 120 thymine molecules. D) 120 adenine and 120 cytosine molecules. E) 120 guanine and 120 thymine molecules. Answer: B Topic: Concept 5. 5 Skill: Application/Analysis 63) The difference between the sugar in DNA and the sugar in RNA is that the sugar in DNA A) is a six-carbon sugar and the sugar in RNA is a five-carbon sugar. B) can form a double-stranded molecule. C) is an aldehyde sugar and the sugar in RNA is a keto sugar. D) is in the ? configuration and the sugar in RNA is in the ? configuration. E) contains one less oxygen atom. Answer: E Topic: Concepts 5. 2, 5. 5 Skill: Knowledge/Comprehension 64) Which of the following statements best summarizes the differences between DNA and RNA? A) DNA encodes hereditary information, whereas RNA does not. B) The bases in DNA form base-paired duplexes, whereas the bases in RNA do not. C) DNA nucleotides contain a different sugar than RNA nucleotides. D) DNA contains the base uracil, whereas RNA contains the base thymine. E) DNA encodes hereditary information, whereas RNA does not; the bases in DNA form base-paired duplexes, whereas the bases in RNA do not; and DNA nucleotides contain a different sugar than RNA nucleotides. Answer: C Topic: Concept 5. 5 Skill: Knowledge/Comprehension 65) If one strand of a DNA molecule has the sequence of bases 5ATTGCA3, the other complementary strand would have the sequence A) 5TAACGT3. B) 5TGCAAT3. C) 5UAACGU3. D) 3UAACGU5. E) 5UGCAAU3. Answer: B Topic: Concept 5. 5 Skill: Application/Analysis 66) What is the structural feature that allows DNA to replicate? A) sugar-phosphate backbone B) complementary pairing of the nitrogenous bases C) disulfide bonding (bridging) of the two helixes D) twisting of the molecule to form an ? helix E) three-component structure of the nucleotides Answer: B Topic: Concept 5. 5 Skill: Knowledge/Comprehension 67) A new organism is discovered in the forests of Costa Rica. Scientists there determine that the polypeptide sequence of hemoglobin from the new organism has 72 amino acid differences from humans, 65 differences from a gibbon, 49 differences from a rat, and 5 differences from a frog. These data suggest that the new organism A) is more closely related to humans than to frogs. B) is more closely related to frogs than to humans. C) evolved at about the same time as frogs, which is much earlier than primates and mammals. D) is more closely related to humans than to rats. E) is more closely related to frogs than to humans and also evolved at about the same time as frogs, which is much earlier than primates and mammals. Answer: B Topic: Concept 5. 5 Skill: Application/Analysis 68) Which of the following is an example of hydrolysis? A) the reaction of two monosaccharides, forming a disaccharide with the release of water B) the synthesis of two amino acids, forming a peptide with the release of water C) the reaction of a fat, forming glycerol and fatty acids with the release of water D) the reaction of a fat, forming glycerol and fatty acids with the consumption of water E) the synthesis of a nucleotide from a phosphate, a pentose sugar, and a nitrogenous base with the production of a molecule of water Answer: D Topic: Concepts 5. 1-5. 4 Skill: Knowledge/Comprehension 9) If cells are grown in a medium containing radioactive 32P-labeled phosphate, which of these molecules will be labeled? A) phospholipids B) nucleic acids C) proteins D) amylose E) both phospholipids and nucleic acids Answer: E Topic: Concepts 5. 2-5. 5 Skill: Application/Analysis 70) If cells are grown in a medium containing radioactive 15N, which of these molecules will be labeled? A) fatty acids only B) nucleic acids only C) proteins only D) amy lase only E) both proteins and nucleic acids Answer: E Topic: Concepts 5. 2-5. 5 Skill: Application/Analysis 1) How will brief heating (to 95 °C) affect macromolecular structures in aqueous solution? A) DNA duplexes will unwind and separate. B) Proteins will unfold (denature). C) Starch will hydrolyze into monomeric sugars. D) Proteins will hydrolyze into amino acids. E) DNA duplexes will unwind and separate, and proteins will unfold (denature). Answer: E Topic: Concepts 5. 2, 5. 4, 5. 5 Skill: Application/Analysis 72) Which of the following is not a monomer/polymer pairing? A) monosaccharide/polysaccharide B) amino acid/protein C) triglyceride/phospholipid bilayer D) deoxyribonucleotide/DNA E) ribonucleotide/RNA Answer: C Topic: Concepts 5. 2-5. 5 Skill: Knowledge/Comprehension Art Questions [pic] Figure 5. 1 73) If two molecules of the general type shown in Figure 5. 1 were linked together, carbon-1 of one molecule to carbon-4 of the other, the single molecule that would result would be A) maltose. B) fructose. C) glucose. D) galactose. E) sucrose. Answer: A Topic: Concept 5. 2 Skill: Knowledge/Comprehension 74) Which of the following descriptors is true of the molecule shown in Figure 5. 1? A) hexose B) fructose C) glucose D) hexose and fructose only E) hexose and glucose only Answer: E Topic: Concept 5. Skill: Knowledge/Comprehension [pic] Figure 5. 2 75) Which of the following statements is true regarding the molecule illustrated in Figure 5. 2? A) It is a saturated fatty acid. B) A diet rich in this molecule may contribute to atherosclerosis. C) Molecules of this type are usually liquid at room temperature. D) It is a saturated fatty acid and a diet rich in this molecule may contribute to atherosclerosis. E) It is a saturated fatty acid, a diet rich in this molecule may contribute to atherosclerosis, and molecules of this type are usually liquid at room temperature. Answer: D Topic: Concept 5. 3 Skill: Knowledge/Comprehension [pic] Figure 5. 3 76) Which of the following statements is true regarding the molecule illustrated in Figure 5. 3? A) It is a saturated fatty acid. B) A diet rich in this molecule may contribute to atherosclerosis. C) Molecules of this type are usually liquid at room temperature. D) It is a saturated fatty acid and a diet rich in this molecule may contribute to atherosclerosis. E) It is a saturated fatty acid, a diet rich in this molecule may contribute to atherosclerosis, and molecules of this type are usually liquid at room temperature. Answer: C Topic: Concept 5. 3 Skill: Knowledge/Comprehension 77) The molecule shown in Figure 5. 3 is a A) polysaccharide. B) polypeptide. C) saturated fatty acid. D) triacylglycerol. E) unsaturated fatty acid. Answer: E Topic: Concept 5. 3 Skill: Knowledge/Comprehension [pic] Figure 5. 4 78) What is the structure shown in Figure 5. 4? A) pentose molecule B) fatty acid molecule C) steroid molecule D) oligosaccharide molecule E) phospholipid molecule Answer: C Topic: Concept 5. 3 Skill: Knowledge/Comprehension [pic] Figure 5. 5 79) Which of the following statements is/are true regarding the chemical reaction illustrated in Figure 5. ? A) It is a hydrolysis reaction. B) It results in a peptide bond. C) It joins two fatty acids together. D) It is a hydrolysis reaction and it results in a peptide bond. E) It is a hydrolysis reaction, it results in a peptide bond, and it joins two fatty acids together. Answer: B Topic: Concept 5. 4 Skill: Application/Analysis Refer to Figure 5. 6 to answer the following questions. [pi c] Figure 5. 6 80) At which bond would water need to be added to achieve hydrolysis of the peptide, back to its component amino acid? A) A B) B C) C D) D E) E Answer: C Topic: Concept 5. 4 Skill: Knowledge/Comprehension 1) Which bond is a peptide bond? A) A B) B C) C D) D E) E Answer: C Topic: Concept 5. 4 Skill: Knowledge/Comprehension 82) Which bond is closest to the amino terminus of the molecule? A) A B) B C) C D) D E) E Answer: A Topic: Concept 5. 4 Skill: Knowledge/Comprehension [pic] Figure 5. 7 83) The structure depicted in Figure 5. 7 shows the A) 1-4 linkage of the ? glucose monomers of starch. B) 1-4 linkage of the ? glucose monomers of cellulose. C) double-helical structure of a DNA molecule. D) ? helix secondary structure of a polypeptide. E) ? pleated sheet secondary structure of a polypeptide. Answer: D Topic: Concept 5. 4 Skill: Knowledge/Comprehension The following questions are based on the 15 molecules illustrated in Figure 5. 8. Each molecule may be used once, more than once, or not at all. [pic] Figure 5. 8 84) Which molecule has both hydrophilic and hydrophobic properties and would be found in plasma membranes? A) 1 B) 5 C) 6 D) 12 E) 14 Answer: B Topic: Concept 5. 2 Skill: Knowledge/Comprehension 85) Which of the following combinations could be linked together to form a nucleotide? A) 1, 2, and 11 B) 3, 7, and 8 C) 5, 9, and 10 D) 11, 12, and 13 E) 12, 14, and 15 Answer: D Topic: Concept 5. 5 Skill: Knowledge/Comprehension 86) Which of the following molecules contain(s) an aldehyde type of carbonyl functional group? A) 1 B) 4 C) 8 D) 10 E) 1 and 4 Answer: E Topic: Concept 5. 2 Skill: Knowledge/Comprehension 87) Which molecule is glycerol? A) 1 B) 6 C) 10 D) 14 E) 15 Answer: C Topic: Concept 5. 2 Skill: Knowledge/Comprehension 88) Which molecule is a saturated fatty acid? A) 1 B) 5 C) 6 D) 8 E) 9 Answer: E Topic: Concept 5. 3 Skill: Knowledge/Comprehension 89) Which of the following molecules is a purine type of nitrogenous base? A) 2 B) 3 C) 5 D) 12 E) 13 Answer: E Topic: Concept 5. 5 Skill: Knowledge/Comprehension 90) Which of the following molecules act as building blocks (monomers) of polypeptides? A) 1, 4, and 6 B) 2, 7, and 8 C) 7, 8, and 13 D) 11, 12, and 13 E) 12, 13, and 15 Answer: B Topic: Concept 5. 4 Skill: Knowledge/Comprehension 91) Which of the following molecules is an amino acid with a hydrophobic R group or side chain? A) 3 B) 7 C) 8 D) 12 E) 13 Answer: B Topic: Concept 5. 4 Skill: Knowledge/Comprehension 92) Which of the following molecules could be joined together by a peptide bond as a result of a dehydration reaction? A) 2 and 3 B) 3 and 7 C) 7 and 8 D) 8 and 9 E) 12 and 13 Answer: C Topic: Concept 5. 4 Skill: Knowledge/Comprehension 93) A fat (or triacylglycerol) would be formed as a result of a dehydration reaction between A) one molecule of 9 and three molecules of 10. B) three molecules of 9 and one molecule of 10. C) one molecule of 5 and three molecules of 9. D) three molecules of 5 and one molecule of 9. E) one molecule of 5 and three molecules of 10. Answer: B Topic: Concept 5. 3 Skill: Knowledge/Comprehension 94) Which of the following molecules could be joined together by a phosphodiester type of covalent bond? A) 3 and 4 B) 3 and 8 C) 6 and 15 D) 11 and 12 E) 11 and 13 Answer: D Topic: Concept 5. 3 Skill: Knowledge/Comprehension 95) Which of the following molecules is the pentose sugar found in RNA? A) 1 B) 4 C) 6 D) 12 E) 13 Answer: D Topic: Concept 5. 5 Skill: Knowledge/Comprehension 96) Which of the following molecules contains a glycosidic linkage type of covalent bond? A) 4 B) 6 C) 12 D) 13 E) 15 Answer: E Topic: Concept 5. 2 Skill: Knowledge/Comprehension 97) Which of the following molecules has a functional group that frequently forms covalent bonds that maintain the tertiary structure of a protein? A) 2 B) 3 C) 7 D) 8 E) 9 Answer: A Topic: Concept 5. 4 Skill: Knowledge/Comprehension 98) Which of the following molecules consists of a hydrophilic head region and a hydrophobic tail region? A) 2 B) 5 C) 7 D) 9 E) 11 Answer: B Topic: Concept 5. 3 Skill: Knowledge/Comprehension 99) Which of the following statements is false? A) Molecules 1 and 4 could be joined together by a glycosidic linkage to form a disaccharide. B) Molecules 9 and 10 could be joined together by ester bonds to form a triacylglycerol. C) Molecules 2 and 7 could be joined together to form a short peptide. D) Molecules 2, 7, and 8 could be joined together to form a short peptide. E) Molecules 14 and 15 could be joined together to form a polypeptide. Answer: E Topic: Concepts 5. 2-5. 4 Skill: Knowledge/Comprehension Scenario Questions Use the following information to answer the questions below. Approximately 32 different monomeric carbohydrate subunits are found in various natural polysaccharides. Proteins are composed of 20 different amino acids. DNA and RNA are each synthesized from four nucleotides. 100) Among these biological polymers, which has the least structural variety? A) polysaccharides B) proteins C) DNA D) RNA Answer: C Topic: Concepts 5. 2-5. 5 Skill: Synthesis/Evaluation 101) Which class of biological polymer has the greatest functional variety? A) polysaccharides B) proteins C) DNA D) RNA Answer: B Topic: Concepts 5. 2-5. 5 Skill: Synthesis/Evaluation 102) Professor Jamey Marth at the University of California, Santa Barbara, identified 70 molecules that are used to build cellular macromolecules and structures. These include at least 34 saccharides, 8 nucleosides, and 20 amino acids. In theory, then, which class of biological polymer has the greatest information-coding capacity? A) polysaccharides B) proteins C) DNA D) RNA Answer: A Topic: Concepts 5. 2-5. 5 Skill: Synthesis/Evaluation End-of-Chapter Questions The following questions are from the end-of-chapter â€Å"Test Your Understanding† section in Chapter 5 of the textbook. 103) Which of the following categories includes all others in the list? A) monosaccharide B) disaccharide C) starch D) carbohydrate E) polysaccharide Answer: D Topic: End-of-Chapter Questions Skill: Knowledge/Comprehension 104) The enzyme amylase can break glycosidic linkages between glucose monomers only if the monomers are in the ? form. Which of the following could amylase break down? A) glycogen, starch, and amylopectin B) glycogen and cellulose C) cellulose and chitin D) starch and chitin E) starch, amylopectin, and cellulose Answer: A Topic: End-of-Chapter Questions Skill: Knowledge/Comprehension 105) Which of the following statements concerning unsaturated fats is true? A) They are more common in animals than in plants. B) They have double bonds in the carbon chains of their fatty acids. C) They generally solidify at room temperature. D) They contain more hydrogen than do saturated fats having the same number of carbon atoms. E) They have fewer fatty acid molecules per fat molecule. Answer: B Topic: End-of-Chapter Questions Skill: Knowledge/Comprehension 106) The structural level of a protein least affected by a disruption in hydrogen bonding is the A) primary level. B) secondary level. C) tertiary level. D) quaternary level. E) All structural levels are equally affected. Answer: A Topic: End-of-Chapter Questions Skill: Knowledge/Comprehension 107) Enzymes that break down DNA catalyze the hydrolysis of the covalent bonds that join nucleotides together. What would happen to DNA molecules treated with these enzymes? A) The two strands of the double helix would separate. B) The phosphodiester linkages of the polynucleotide backbone would be broken. C) The purines would be separated from the deoxyribose sugars. D) The pyrimidines would be separated from the deoxyribose sugars. E) All bases would be separated from the deoxyribose sugars. Answer: B Topic: End-of-Chapter Questions Skill: Knowledge/Comprehension 108) The molecular formula for glucose is C6H12O6. What would be the molecular formula for a polymer made by linking ten glucose molecules together by dehydration reactions? A) C60H120O60 B) C6H12O6 C) C60H102O51 D) C60H100O50 E) C60H111O51 Answer: C Topic: End-of-Chapter Questions Skill: Application/Analysis 109) Which of the following pairs of base sequences could form a short stretch of a normal double helix of DNA? A) 5-purine-pyrimidine-purine-pyrimidine-3 with 3-purine-pyrimidine-purine-pyrimidine-5 B) 5-AGCT-3 with 5-TCGA-3 C) 5-GCGC-3 with 5-TATA-3 D) 5-ATGC-3 with 5-GCAT-3 E) All of these pairs are correct. Answer: D Topic: End-of-Chapter Questions Skill: Application/Analysis If you need any writing assistance, please contact us! Ascendnaamba.org, best MBA essay writing service, provides all kinds of academic help.

Representation of the Past With Examples of the Present essays

Representation of the Past With Examples of the Present essays Boxer, Moses, and Muriel were very important and symbolic characters in Animal Farm, an insightful novel written by George Orwell. George Orwell was the pen name of Eric Blair, the son of a colonial official in British India. Blair was a very well educated boy that sometimes felt miserable because of the economic status that divided him and most of his friends. He wrote Animal Farm which is a novel about some revolting animals that each symbolizes an important political figure of the Russian revolution. Boxer was a horse that symbolized the uneducated working class at that time because he would just agree with Napoleon, or the government. Boxer followed all the laws and did all his duties correctly. Moses was a raven that represented the clergy during the Russian Revolution. He was always teaching the people about this mysterious land named Sugar Candy Mountain. It was a place of happiness where you would go after you died. Muriel was another important character who represented the e ducated working class. She was one of the few animals that could read and actually understood what the government would propose to animal farm. The educated, the uneducated, and the powerful were all part of a society in which too much success and conflict led to failure. Failure is what Boxer fights against. He shows this in his motto where he says, I will work harder and Napoleon is always right (75). In this passage Boxer states that he will work harder for his country and that Napoleon, or the government is always right. It also makes the reader realize that he is uneducated and represents the uneducated working class. This uneducated working class would work too much and earn too little and wouldnt oppose the government like in this quote when he says, If Comrade Napoleon says it, it must be right. (70). Even though Boxer would follow all the governments orders, Napoleon used him and later sends him ...

4 Reasons to Major in a Foreign Language (and 3 Not To)

4 Reasons to Major in a Foreign Language (and 3 Not To) SAT / ACT Prep Online Guides and Tips Gaikokugo ga suki desu ka?That’s Japanese for â€Å"Do you like foreign languages?† If your answer is a resounding yes, then a foreign language major might be for you. In 2013, I graduated from USC with a bachelor’s degree in Japanese. Though I sometimes doubted whether I should major in Japanese, I ultimately knew it was the right choice because being able to understand and use Japanese was a skill I wanted to have for the rest of my life. Moreover, I didn't just enjoy learning Japanese but also loved getting to know Japanese culture. These are the reasons I chose to major in Japanese. That said,a language major isn’t for everyone. So should you major in a foreign language? What are the reasons you should? And what are the reasons you shouldn't? In this guide, I give you four reasons to major in a foreign language and three reasons not to. I also go over what questions to ask yourself before deciding whether to pursue a language major. But first, what exactly is a foreign language major? What Is a Foreign Language Major? Before I go into the reasons you should and should not major in a foreign language, let me explain what I mean by majoring in a foreign language. Many US colleges offer undergraduatemajors that focus on a specific language and the main region/culture it's spoken in. In other words, you’re not simply majoring in a language but rather a language and where it’s most commonly used. So if your major is French, you’ll likely learn about France. Similarly, If you’re studying Mandarin Chinese, you’ll likely learn about Chinese culture. Colleges offering foreign language majors typically house them inhumanities departments or at colleges of letters, arts, and sciences (or something equivalent). Although most foreign language majors combine language and cultural studies, many are named after the language only. For example, if you’re studying Spanish (in addition to Latin American or Spanish culture), your major is most likely called Spanish instead of something like Spanish culture or Spanish language and culture. However, some schools use slightly broader names for their foreign language majors.My alma mater, USC, for example, offers an East Asian Languages and Cultures (EALC) major, which lets you study Japanese, Chinese, or Korean (as well as the language's respective area). As a result, students mainly studying Japanese might say they’re majoring in Japanese when in actuality they’re majoring in EALC with an emphasis in Japanese (as in my case). Some schools also offer foreign language majors that let youstudy more than one language at a time.One example is the University of Michigan's Romance Languages and Literatures major. For this program, students can study two Romance languages (out of Spanish, Italian, Portuguese, and French) at the same time. Finally, some majors have college language requirements but are not specifically focused on the language (or area) itself.Examples include comparative literature majors and linguistics majors. For the former, you must typically learn at least one foreign language so that you can compare texts in their original languages. For the latter, you must know a foreign language so that you can effectively analyze its linguistic properties. Though these two majors clearly involve language study, they're not the same as language majors in that they don't focus on area/cultural studiesas well. Overall, it’s arguably more accurate to call language majors "foreign culture majors" or "foreign language and culture majors," since these majors almost always combine the study of language and culture. Learning culture is just as important as learning language. My Story: I Majored in Japanese Now that you understand what a foreign language major is, let’s get down to business: who am I, and why am I writing this article? As I briefly mentioned at the beginning, I majored in a foreign language (and in English- what can I say? I love languages!). My language of choice was Japanese. Why did I choose this language? Well, I’d been studying it since junior high school, absolutely loved learning it (even though it was really, really hard at times- and still is), and envisioned myself eventually using Japanese in my career. Because I knew I wanted to major in Japanese before I even started college, I looked specifically for colleges that offered a major in Japanese. Eventually, I enrolled at USC where I declared a major in East Asian Languages and Cultures with an emphasis in Japanese. For this major, I had to take mostly Japanese-language classes as well as classes on topics relating to Japanese and East Asian studies, such as literature, art, and history. Since graduating from USC, I’ve worked as an English teacher for the JET Program (a government-sponsored program that pays you to teach English in Japan) and am now enrolled in a Japanese Studies Master of Arts program at the University of Michigan. Here are the primary reasons you can trust my advice in this article: I have firsthand experience with learning and majoring in a language:I know what kinds of classes you’ll likely need to take and understand how tough it can be to keep up your language skills (especially over those long summer breaks!). I have worked in a job that uses my target language: Obviously, what kinds of job options you'll have after majoring in a foreign language will depend on several factors, but know that I, too, have gone through the process and will try my best to lend you a (relevant) hand. I majored in what I loved: Ultimately, I chose to major in Japanese because it was something I found interesting, useful for my career goals, and downright fun. Now that we've covered all the basics, let’s take a look at the main reasons you should (and should not) major in a foreign language. 4 Reasons to Major in a Foreign Language We’ll start with the positive points. What are the benefits of majoring in a foreign language, and what are the main reasons you should consider doing it? #1: You’re Passionate About the Language and Want to Use It in Your Career This is rule #1 in my book. You should only be majoring in a foreign language if you’re absolutely passionate about it. The reason passion is so important is that learning a foreign language is really hard work and takes years of practice to become fluent. Majoring in a language is also a smart idea if you plan to use the language in your career.If you want to be a translator/interpreter, for instance, majoring in the language you want to translate is a 100% practical decision and will give you the background necessary for doing well in your job. But a foreign language major won't make you a lot of money, right? Not necessarily. Although liberal arts degrees have a reportedly harder time landing well-paying jobs, recent reports show that many liberal arts majors earn about as much as, if not more than, STEM majors do. #2: You’ll Learn a Practical and Lifelong Skill Although many people don’t think a foreign language major is practical, knowing another language is an excellent lifelong skill to have and can come in handy in a variety of situations, particularly if you want to travel abroad or work in a global industry. You've probably heard thatthere are tons of mental benefits of being bilingual, such as improved memory and better multi-tasking skills. But there are also broader benefitsof knowing a foreign language that apply to your career and lifestyle. Here's whatan article posted on Trinity Washington University’s websitehas to say about knowing multiple languages: "The ability to communicate in multiple languages is becoming more and more important in the increasingly integrated global business community.*Communicating directly with new clients and companies in their native language is one of the first steps to founding a lasting, stable international business relationship." *Emphasis mine Clearly, majoring in a foreign language not only teaches you how to speak a language but also how to communicate effectively with people (and potentially business partners!) from different cultures and language backgrounds. This is an excellent attribute to have in the workplace and might even result in higher pay in the long run. It’s also a great skill to have when applying for jobs since your ability to speak another language will help you stand out from other applicants. An article on Penn State's websiteagrees, claiming that multilingualism increases your desirability in the job market: "In our globalized world, it has become even more essential in the job market to know another language. Companies and businesses have a natural desire to expand their existing networks. Having fluency in another language gives an edge on any resume by showing employers potential to converse with an entirely different group of people."* *Emphasis mine As you can see, there are some great occupational benefits to majoring in a foreign language and being familiar with another culture! #3: You Want to Work in a Foreign Country If one of your goals is to work and live in another country- in particular, an area where your target language is spoken- a major in that language is a logical choice. Such a major proves that you are familiar with both the language and culture. For some jobs based in your target country, knowing the local language might be expected. Even if it’s not required, though, your knowing the local language couldgive a boost to your resume,as it implies you’ll require less help adjusting to your new environment. #4: You Like the Idea of Double Majoring Majoring in a foreign language can be useful for your career goals if you plan to double major. This way, you’ll have a different skill or field you can apply your language knowledge to. You’ll be most appealing as a job candidate if you pair a foreign language major with a major in an entirely different field,such as business, international relations, political science, economics, STEM, or education. This kind of double major will give you a vast range of skills you can apply to a variety of careers and fields, from business to PR to teaching. Hoping to earn a lot of money? Then pair your language major with a STEM major. According to a report by The Conversation, this combination offers the biggest potential for high earnings. (Note, however, that a dual STEM degree typically brings in the most cash.) There are even programs that encourage students to double major in STEM and a foreign language. If you’re like me and can’t get enough of the humanities, it's OK to double major in a language and another liberal arts major. Just know thatyour potential for high wages will be lower than if you combined your language major with a major in a technical- or business-oriented field. This doesn’t mean that you will for sure earn a small salary- just that your job options might be more limited. 3 Reasons Not to Major in a Foreign Language Now that we’ve gone over the good side, it's time to head on over to the dark side. What are some reasons you shouldn’t major in a foreign language? I introduce my top three below. #1: You’re Not Passionate About the Language You’re Learning This is a pretty obvious reason, but if you're not passionate about the language you’re learning and don’t intend to use it after college, don’t major in it. Learning a language is tough- sometimes it feels impossible. So if you’re majoring in one, you need to have the patience and diligence to study it for the long term. A language major means you'll be learning the language the rest of your life. This is what you must doto keep up your communicative skills and be able to use the language consistently in both your career and social life.If you’re not ready for this lifelong process or aren’t sure whether this is something you can commit to, don’t major in a foreign language. Don't know what you want? Take a class or two in your desired language of study and then decide whether this is something you can see yourself studying (and enjoying!) for a long, long time. If you enjoy learning a foreign language but are more interested in other fields, consider minoring in the language. This way, you’ll still be able to use the language fairly effectively but more so as a supplementary skill- meaning that it won’t be the main skill set you graduate with but will still be an important one. #2: You're Expecting to Be Fluent by the Time You Graduate Unfortunately, even if you study a foreign language for four years straight in college, this doesn’t necessarily mean you’ll graduate with full fluency in it. The reality is that many foreign language majors won't actually attain fluency by the end of college. It’s not that these students are bad at the language or that their schools are bad at teaching it- it’s simply that students typically need more time and language practice than what college offers. So if you're not ready to dedicate your personal life as well as your academic life to this language, it's probably not in your best interest to major in it. While it's possible to attainsome level of fluency by the time you graduate, what skill level you're at will ultimately depend on many factors, including how well you did in your language classes, whether you studied abroad (trust me, it helps!), and how often you used (and continue to use) the language outside of class. Part of fluency also depends on the language you're studying and what your native tongue is.Data released by the Foreign Service Institute of the US Department of Stateshows thatit takes native English speakersfar less time to reach proficiency in Spanish, French, or Italian than it does to reach proficiency in Japanese, Chinese, Korean, or Arabic. In my case, I spent the equivalent of four years studying Japanese in college. I even studied abroad in Tokyo for a semester. But would I say I was fluent by the time I graduated? Far from it. Though I loved the Japanese language and certainly felt I was at an advanced level, I still struggled to speak and understand it. Some of this was due to laziness- I didn’t make much of an effort to integrate Japanese into my daily life, which I strongly regret- and some of this was due to a lack of confidence in my abilities (I always got shy whenever I tried to speak Japanese with people). However, once I moved to Japan after college and began living in a small town where virtually no one spoke English, my Japanese rapidly improved. Basically, what I’m trying to get at is that you shouldn’t expect to be a totally fluent speaker in a language simply because you majored in it. In reality, you’re likely going to need to spend time outside of and after school practicing the language and really making it part of your life until you can honestly say you've reached a comfortable level of fluency. In short, a foreign language major takes a lot of additional effort to make it worth it. #3: There’s a Higher Chance of Unemployment and Low Pay I’ve already touched on this a little above, but it can be difficult for language majors to find a well-paying job (especially if you majored inonly a language and didn't double major). Let’s start by looking at unemployment rates.According to Forbes, non-technical majors have higher unemployment rates than STEM, business, and health care majors do. Moreover, recent graduates with liberal arts degreesface an unemployment rate of 9.2%. But what about salary?A 2015 study conducted by Georgetown’s Center on Education and the Workforce found that the median salary for those who majored in a foreign language was about $52,000. While this salary might not sound too bad to you, by comparing it with the median salaries of other common majors, you'll see that salaries for foreign language majors don't rank that high: General engineering: $81,000 Economics: $76,000 Architecture: $67,000 Nursing: $66,000 Public policy: $65,000 Biology: $56,000 Journalism: $56,000 History: $54,000 Foreign languages: $52,000 Commercial art and graphic design: $51,000 Psychology: $49,000 Secondary teacher education: $48,000 Overall, majoring in a foreign language is a somewhat risky business. Not only might you have more trouble finding a job, but you’re also likely to have a lower starting salary. Should You Major in a Foreign Language? 3 Questions to Ask Yourself So far we’ve looked at some of the reasons you should and should not major in a foreign language. In the end, though, should you do it? Here are three questions to ask yourself before making your final decision. #1: What Kind of Career Do You Want (or Think You Want)? Although you don’t technically have to use your major in your career, it’s a good idea to try to find a way to apply the skills you acquired in college (in this case, mastery of a foreign language) to your professional life. But what kinds of jobs will a language major prepare you for? Two of the most popular fields for language majors aretranslation and interpretation. However, there's both good and bad with this. The bad news is that these two jobs typically don't pay a ton. According to the US Bureau of Labor Statistics (BLS), the median annual wage for translators and interpreters in May 2016 was $46,120. Wages can vary a lot, though.While the lowest 10% of translators made less than $25,370 in 2016, the highest 10% made more than $83,010. That’s a difference of almost $58,000! This variation in pay depends on a number of factors, including whether you’re a self-employed or in-house worker, where you live, and what languages you know. So what’s the good news? Translation/interpretation jobs are on the rise. According to the BLS, the projected growth rate for interpreters and translators from 2016 to 2026 is 18%- that’s % faster than the growth rate for all jobs in the US! But what if you’re not interested in becoming a translator or interpreter? That’s fine! Not everyone who studies a language wants to sit around all day translating business manuals or interpreting at conferences. Here are some examplesof other jobs can you do with a foreign language major: International relations specialist Teacher/professor Consultant Advertiser Foreign service officer Attorney Public relations For more examples of jobs for language majors, check out these excellent lists by Southeastern Louisiana University and Georgetown University. #2: How Fluent Do You Want to Become? If you’re expecting absolute fluency in your target language by the end of undergrad, know that this might not happen.(Again, this really depends on multiple factors, including what language you're learning, whether you study a lot on your own time, etc.) Although you can learn a lot with four years of college-level language instruction, it’s generally not enough to make you truly fluent in a language. This is why I suggestlooking at your bachelor’s degree as a starting point. I know, this probably sounds horrible- you spend four years learning a language and I'm calling that a starting point. But the reality is that language learning is a lifelong process. And if you expect to use your language in your future career, you’ll need to spend time after college studying and practicing it as well. Here are six ways you can further improve your language skills after college (note that you can do most of these tips during college, too!). Tip 1: Visit and/or Live in a Country That Uses Your Target Language Although easier said than done, immersion is one of the best ways to get a language down fast. If you're in college, study abroad. Already graduated? Try to apply for jobs in your target country. One "easy" way to gain access to a country is to teach English.If you’re studying Japanese as I did, you could apply for the JET Program. If you’re studying Korean or Spanish, you could apply for the EPIK program in Koreaor the Auxiliar de Conversacià ³n Program in Spain. Tip 2: Study on Your Own Time This tip is crucial (and really hard to do when you’re no longer in school!). Finding time to study on your own is what will ultimately help you keep up your language skills and stay sharp. I suggest buying some textbooks and keeping the ones you used in college so you can review what you've learned. Your goal here is to continuously work on improving your vocabulary and grammar knowledge. Flashcards are an excellent way to jog your memory. If you're like me and hate making flashcards, try using Anki or Memriseto make and download digital flashcards instead. Tip 3: Join a Local Language Group When I felt that my spoken Japanese was getting worse, I decided to look for a language group in my area using the website Meetup. Through the Japanese-language group I found, I was able to converse in Japanese with both native Japanese speakers and other language learners. The group wasn’t just great for practice but was also extremely fun! I recommend using Meetup if you ever want to look for (or make) a language group. Tip 4: Hire a Tutor or Online Language Partner If you want to practice speaking and listening but can’t find anyone to do this with in person, try looking for a language partner or tutor online. Tons of companies offer language lessons over Skype and other video chat programs. Some of the best includeVerbal Planet, italki, and Live Lingua. Tip 5: Attend a Language School If you're hoping to improve your language skills and prefer doing so in an academic environment, consider applying to a language school. While tuition can be high, the experience and vast set of skills you acquire often make it worth the price. For example, many people I know attended aMiddlebury Language School over the summer- and all of them loved it! Tip 6: Go to Graduate School If you not only want to become fluent in a language but also want to be able to use it effectively in both professional and academic settings, grad school might be a good option for you. However, as you probably know, graduate programs (particularly master's programs) in the US can get pretty expensive, soI recommend applying for as many fellowships as possible. One of the best-funded scholarships for language learners is theForeign Languages and Area Studies (FLAS) program, which typically covers full tuition and offers a yearly stipend of $15,000 for grad students ($5,000 for undergrads). #3: What Language Are You Interested In? It’s important to understand that if you plan to use your foreign language major in a career, then your job/salary prospective will depend, in part, on which language you choose to study. For those of you thinking about becoming translators/interpreters, here’s what theBLS has to say about the types of languages that will be most in demand: "Demand will likely remain strong for translators of frequently translated languages, such as French, German, Portuguese, Russian, and Spanish.Demand also should be strong for translators of Arabic and other Middle Eastern languages;for the principal Asian languages including Chinese, Japanese, Hindi, and Korean;and for the indigenous languages from Mexico and Central America such as Mixtec, Zapotec, and Mayan languages."* *All bold emphasis mine If you want to work for the US government, your best bet will be to major in a critical language. But what is a critical language exactly? According to the Bureau of Educational and Cultural Affairs (ECA), critical languages are languages that are "less commonly taught in US schools, but are essential to America’s positive engagement with the world." At present, there are 14 critical languages: Arabic Azerbaijani Bangla Chinese Hindi Indonesian Japanese Korean Persian Punjabi Russian Swahili Turkish Urdu Note that thisdoesn’t mean you won’t be able to find a job if you studied a language not on this list, such as Spanish, French, or Portuguese. Rather, all this indicates is that if you’re planning to work for the US government in particular, you might have a slightly harder time getting a job, as there is a smaller need for your language than there is for the ones listed above. Conclusion: When to Pursue a Foreign Language Major Overall, there are both advantages and disadvantages to majoring in a foreign language. I chose to major in Japanese because I knew it was the right path for me- and one I really,really wanted to take, despite the challenges I'd inevitably face. If you're thinking of pursuing a language major, make sure you're doing so for the right reasons. Once again, here are the four best reasons to major in a foreign language: You’re head over heels in love with the languageand want to make a career out of it You’ll learn skills you can apply to a variety of careers and situations You’ll be more likely to secure a job abroad should you want to work outside the US You’re interested in double majoring, which will give a professional boost to your foreign language major by equipping you with more skills you can use in the future That said, majoring in a foreign language isn't for everyone. Here are the top reasons you should not major in a foreign language: You’re not passionate about the language you’re studying You're expecting to be totally fluent by the time you graduate (while not impossible, this usually requires you to spend a lot of extra time studying and practicing your language) You’ll face a higher risk of unemployment and a lower starting salary If you're still on the fence about pursuing a language major, ask yourself the following questions to help you determine whether this major is the right decision for you: What kind of career do you want? How fluent do you want to become? What language do you want to study? In the end, whether you decide to major in a foreign language is your choice and yours alone. Just make sure you have a good reason to do so and have considered all possible pros and cons before committing to a language major! What’s Next? Not sure what to major in? Get expert advice in our guide to choosing a college major, and learn the five main factors to consider before you declare a major. Foreign language majors can be lots of fun- but they're not typically the most lucrative. Our guide tells you which college majors are likely to bring in the most cash, and offers tips on whether you should pursue one. What are the worst majors for college students? If, after graduation, you want to have an easier time finding a job with ahigh salary, consider avoiding these 26 majors. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Perform a Detailed Task Analysis Assignment Example | Topics and Well Written Essays - 500 words

Perform a Detailed Task Analysis - Assignment Example For example if he is going for an educational vacation he should consider a place where there is access to books, internet and any other research tools he may require. If he is going for a recreational tour he might consider factors like the weather of the place of destination, the places to be ventured into and the security of the same. He also needs to conduct an economic analysis of the places to be visited in order to select the most convenient economical destination without compromising on the vocational goals (Kirwan, 1992) After identifying the place to visit based on the vocational goals, Sam should put down all the requirements in a hierarchical manner in order to make his trip a success. The most vital points to emphasize on include money allocation/distribution, gathering important personal effects, arranging for the day and time of departure, consulting with the travel agency and making other personal arrangements such as notifying colleagues and family members about the trip and any other party concerned. In order to avail for proper distribution of money, Sam must consider the amount of money he is going to spend on the trip and distribute it accordingly based on the travel budget. This will involve considerations on which means of transport to use and the cost on the same, where to stay and the funding for the various activities included in the vocation needs. This includes entertainment costs, agency costs among others (Shepherd, 2001). After deciding on how much to spend on each item, Sam should gather all the items listed in his travel schedule. This will include items such as a suitcase, clothing and other items related to his personal wellbeing. He should also gather all items necessary to meet his vocational goals such as books if he is going for an educational vocation. In order to be on schedule, Sam must identify the date for the trip and make the necessary arrangements with the parties involved. This will

Macroeconomics Essay Example | Topics and Well Written Essays - 2500 words - 1

Macroeconomics - Essay Example â€Å"Although technology, tastes, and public policy each have important independent influences on the pattern and pace of economic integration in its various dimensions, they clearly interact in important ways. Improvements in the technology of transportation and communication do not occur spontaneously in an economic vacuum. The desire of people to take advantage of what they see as the benefits of closer economic integration—that is, the taste for the benefits of integration—is a key reason why it is profitable to make the innovations and investments that bring improvements in the technology of transportation and communication† (Mussa, n.p.).   Balance of payments is a balance through international operations, expressed in value of all complex economic relations of a country in the form of the ratio of receipts and payments. Balance of Payments is a statistical report that provides data on the foreign trade of a country with other countries over time. Simply speaking, this document reflects economic transaction of a country with the rest of the world. From the accounting point of view, the balance of payments is always in balance. However, deficit or surplus may occur in its separate sections, when receipts exceed payments, or when payments exceed revenues. The principle of double-entry accounting is used in a balance of payments, every transaction has two sides - debit and credit. Under this accounting system total of the debit should always be equal to the total amount of the loan. Generally, any balance of payments consists of two accounts – current account and capital account. A current account reflects operations with real assets, while capital account – with financial assets. According to the majority of experts, current account plays more significant role in the overall balance. For instance, negative current account of the USA has played a tremendous role in negative dynamics of the country’s balance of pay ments. It can be seen on the following graph. The other important theoretical item in international economics is exchange rate. Simply speaking, exchange rate is a price of a motional currency in some particular amount of a foreign currency. There are nominal and real exchange rates. Nominal exchange rate - is the relative price of currencies of two countries, or the currency of one country, expressed in the currency of another country. In turn, the real exchange rate describes the ratio in which products of one country can be sold in exchange for goods of another country. The following law is related to the problem of exchange rates. â€Å"The law of one price is the theory that the price of a given security, commodity or asset will have the same price when exchange rates are taken into consideration. The law of one price is another way of stating the concept of purchasing power parity† (Financial Theory, n.p.). Chapter 9 A curve of production opportunities is dependence tha t graphically illustrates the possibility of simultaneous production of two products based on limited resources spent on producing these products. A simple production possibilities curve is presented on the following picture. The curve is constructed in a coordinate system, each of which reflects the output of one of the products. It restricts the production capabilities so that any point on the curve shows the maximum possible resource constraints on the combination of production of two products. Aggregate supply is the total amount