Genetics of Drosophilia

The last explanation Rosalie Is Ideal for research Is the fly size and manipulability, since we can undoubtedly control them joined with the past reasons makes them perfect for research. In our exploratory examination we endeavored to watch hereditary changes in three ages of flies. We were given the subsequent age to watch the qualities and record. Our speculation is on the off chance that the drosophila are permitted to interbreed, at that point hereditary variety will happen. Materials 1. Culture vial of wild-type Drosophila 2. Culture vial An or B or C 3. Spoilsport Alcohol 10%, shopping center 4. Camel's hair brush 5.Thermo-anesthetizes 6. Petri dish Drosophila vials ; marks with medium 7. 8. Fly funeral home 9. Forceps Procedures Part A 1 . Thermally Immobilizers a vial of wild-type Drosophila. Your Instructor will exhibit the best possible Manipulation method. 2. Watch the flies' characteristics, especially body includes that recognize guys and females, eye shading, and wing s ize and shape. Record your perceptions in Table 1 in the Analysis area. In the event that, whenever during your perceptions, the flies start to get dynamic, re-immobilizers them as per your teacher's bearings. Part B 1.Obtain a vial off arranged Drosophila cross. 2. Record the letter composed on your vial In Table 2 In the Analysis segments to assist you with monitoring which cross you have gotten. TLS will fellow In deciding anticipated outcomes, just as permit your educator to distinguish any issues you might be having and to help right them. 3. Immobilizers the parental age of your cross and watch the flies under a stereoscope's. On the off chance that, whenever during your perceptions, the flies start to get dynamic, re-immobilizers them as per your educator's headings. 4. Separate the guys from the females.

Swot Analysis of SubwayEvaluating Marketing Strategies

Question: Examine about theIntroduction to Marketingfor Subway. Answer: Presentation: This specific examination has given a top to bottom review with respect to the significance of promoting plan for propelling another business in an alternate topographical limit like Canberra. According to the case situation, it has been seen that Brad wishes to dispatch a sandwich shop named Zodiac Sandwich in Canberra after having five years involvement with Subway. Previously, propelling a food place in Canberra Brad needs to make a successful circumstance examination for making an arranged and composed advertising plan. This specific examination has centered to feature the natural investigation, contenders investigation just as clients investigation before opening the sandwich store in Canberra. Industry Overview: It has been seen that Australia has earned $2 billion for cheap food items from the year 2011 to 2014. Canberra being the capital of Australia is all around populated zone. In this manner, food and refreshment industry will be exceptionally perceived in the core of Canberra. That is one of the best reasons of picking Canberra as the chose neighborhood for Brad for propelling a sandwich shop. Chaffey, Smith and Smith (2012) opined that this food and refreshment is one of the most prospering ventures of current period. An enormous number of representatives are firmly related in giving clients administrations. Along these lines, Brad while propelling another business chose to chosen food industry. Sandwich is a lot of well known cheap food that the vast majority of the individuals like to have it at the hour of breakfast. Canberra is comprised with enormous number of business associations where in excess of 50 percent workers like to pick bread as their morning meal before going into th e workplace (Garrigos-Simon et al. 2012). Therefore, the choice of opening a sandwich shop at the core of Canberra came into the psyche of Brad. Factors on Uncontrollable Environment: Because of probably the most fundamental factors the whole procedure of business has genuine been impacted. Political, practical, social, mechanical, natural and lawful variables are one of the most unmistakable elements. Political: The world of politics of Canberra is agreeable to propelling food communities. The legislature has actualized a standard of expulsion levy security. Thus, the individuals all in all don't show their hesitance for buying nourishments from food focus (Hollensen, 2015). Likewise, after the execution of wellbeing and maturing guideline, the individuals feel made sure about while buying nourishments from close by shop. Affordable: Canberra is monetarily evolved zone. Thusly, individuals don't need to battle for buying nourishments. What's more, sandwich is out an out an ease item. Thusly, Zodiac Sandwich would have the option to target both premium clients just as ease clients by propelling this sandwich place. Social: Canberra is established with individuals of different culture and conviction. Sandwich is the food that is most loved for individuals when all is said in done. Thus, Zodiac Sandwich would get a degree to have an enormous objective market for this specific industry. Innovative: Canberra is out an out cutting edge in innovation. The occupants of Canberra are a lot of acclimated with the headway of innovation (Kotler et al. 2015). Consequently, Brad would have the option to utilize the ubiquity of web-based social networking for advancing items and administrations. Moreover, the creation officials would have the option to utilize trend setting innovation while delivering the items with the goal that the work cost can be diminished. Ecological and Legal: The earth of Australia is appropriate for processing this sort of cheap food like sandwiches. What's more, every business association of Australia likes to keep up a portion of the major legitimate factors, for example, wellbeing and security act, right to data act, hostile to separation act thus many. Accordingly, individuals don't need to confront enormous challenges to utilize items and administrations (Wilson Gilligan, 2012). Simultaneously, representatives feel made sure about while working inside the association. Contenders Analysis: Before breaking down the contenders, Zodiac Sandwich needed to distinguish the name of contenders existing at the core of Canberra from food industry (Thackeray, Neiger Keller, 2012). While assessing the contenders advertise examination, it has been seen that in excess of 100 stores of sandwich are arranged at the close by area of Zodiac Sandwich. Subsequent to distinguishing the quantity of contenders, for example, Beef and Barley, Binnys Kathitto, Wokitup, Snack Shack, McDolands and a lot more Brad has come to realize that around 50% of the sandwich shop arranged at Canberra expects to follow brand esteem technique (McDonald, 2013). Accordingly their objective gathering of broadly restricted. Be that as it may, so as to support in the present market alongside those 100 stores Brads Zodiac Sandwich chooses to utilize minimal effort system. Thus, individuals of normal salary can bear the cost of the item without any problem. Naturally, the quantity of target bunch for Brads sandwich shop would be high. Clients Analysis: Before investigating the clients, a successful STP examination is profoundly significant so as to know the geographic, segment and psychographic target client division alongside the situating of items. According to the geographic division, Brad chose to open the food place in the core of Canberra with the goal that the area can be reasonable for different clients. Individuals from 20 to 50 age gathering of individuals are the objective gathering (Srensen, 2012). The vast majority of the representatives working in different associations show their enthusiasm of having sandwich as their morning meal. The items have been chosen to be made so that individuals from different societies and foundations show their enthusiasm for buying nourishments from Zodiac Sandwich. Furthermore, Brad will in general select the clients of normal pay level with the goal that individuals from different societies and strict foundations can show their enthusiasm for buying items and administrations (Terpstra, Foley Sarathy, 2012). SWOT Analysis: Before leading a showcasing plan an interior ecological is exceptionally significant so as to know the quality, shortcoming, openings and dangers of Zodiac Sandwich for propelling the business in Canberra. Quality Request of food and drink industry in Canberra Request of sandwich particularly as the morning meal for individuals all in all, be it an understudy or a hierarchical representative Business to client selling process with no help of merchants Shortcoming Lacking capital of Brad for growing the business Little framework as Brad has fired the wings up The shop is arranged in the midst of 100 cheap food stores in Canberra Openings To grow the business procedure all over Australia by giving quality item to the clients To increase hierarchical picture and notoriety by keeping up a powerful client care connection at the work environment Dangers Contenders showcase methodology is one of the significant dangers for Brad. As Zodiac Sandwich is only a new company, the association needs once in a while for picking up clients unwavering quality The ubiquity of other food habitats arranged in Canberra has become a significant danger to make an equivalent market interest for Zodiac Sandwich. Table 1: SWOT examination (Source: Westwood, 2013) End: This specific investigation has given a profound understanding with respect to the significance of a compelling advertising plan before beginning a business. Brad before opening a sandwich shop at the core of Canberra might want to direct a promoting plan dependent on which the business master would comprehend the present market request. So as to assess the market, Zodiac Sandwich has kept up successful contenders examination, clients investigation, SWOT examination and PESTEL investigation. So as to isolate the objective marker STP examination has additionally been led for Zodiac Sandwich. By examining the market division, Brad has come to realize that individuals from 20 to 50 age gathering of normal pay level would need to be focus so as to make an interest in market of Canberra in the midst of 100 cheap food places. Reference List: Chaffey, D., Smith, P. R., Smith, P. R. (2012).eMarketing eXcellence: Planning and advancing your computerized showcasing. Routledge. Garrigos-Simon, F. J., Lapiedra Alcam, R., Barber Ribera, T. (2012). Interpersonal organizations and Web 3.0: their effect on the administration and showcasing of organizations.Management Decision,50(10), 1880-1890. Hollensen, S. (2015).Marketing administration: A relationship approach. Pearson Education. Kotler, P., Burton, S., Deans, K., Brown, L., Armstrong, G. (2015).Marketing. Pearson Higher Education AU. McDonald, M. H. (2013). Ten boundaries to promoting planning.Journal of Product Brand Management. Srensen, H. E. (2012).Business Development: a market-situated point of view. John Wiley Sons Ltd. Terpstra, V., Foley, J., Sarathy, R. (2012).International promoting. Naper Press. Thackeray, R., Neiger, B. L., Keller, H. (2012). Coordinating Social Media and Social Marketing A Four-Step Process.Health advancement practice,13(2), 165-168. Westwood, J. (2013).How to compose a promoting plan. Kogan Page Publishers. Wilson, R. M., Gilligan, C. (2012).Strategic showcasing the board. Routledge.

MPADPs COLUMBIA UNIVERSITY - SIPA Admissions Blog

MPADPs COLUMBIA UNIVERSITY - SIPA Admissions Blog As most of you may know, SIPA is a place where you come to do an MIA (Master of International Affairs) or an MPA (Master of Public Administration). When encountering new people at school, the first question you get asked is usually “what’s your concentration?”, or sometimes an even more blunt, “Are you EPD?”.   Walking around our beloved International Affairs building, you can’t help hearing stories about the endless “Conceptual Foundations” course readings, or the “light” assignments for the Politics of Policymaking course, better known as POP. But although these two programs might encompass the majority of Seeples [SIPA students], there is a third, not so well known category, popularly identified as the “MDPs”.   MDP or MPA-DP is the acronym for the Master in Public Administration in Development Practice program.   MPA-DP is a relatively new program, originally quite small but it is increasingly becoming more popular.   We are the returned Peace-Corps volunteers; the ones who leave NYC for some of the most remote corners of Africa every summer; and the sometimes peculiar crowd that always hangs out together on the 6th floor. But aside from this subtle uniqueness and its smaller size, are we really that different? As a second year MPA-DP student myself, I wouldn’t say so.   Academically, the main difference in the first semester is that the MPA-DP core course is called “Foundations of Sustainable Development”, and as its name suggests, rather than focusing on international relations, like the MIAs, or policy-making, like the MPAs, we study what is behind sustainable development. Aside from that, we share all the quantitative and economic courses, the core and all the parties. From then on, MDPs have to take courses on the various disciplines that shape development.   The goal of our program is to train well rounded practitioners who can understand the broad picture, being familiar with key topics in the development world such as public health, food security, nutrition, infrastructure, environmental issues, among others.   This multi-sectoral curriculum is our “concentration”.   This is not to say that you cannot specialize in something if you want to, because we have plenty of electives left to choose all sorts of courses at SIPA and Columbia.   Likewise, a certain number of MPAs and MIAs are also welcome in core MPA-DP classes every semester and if they wish to construct this kind of interdisciplinary knowledge, they also have electives to do so. So ultimately, aside from your concentration or lack of thereof, I think SIPA is a school that gives you enough space to explore other disciplines and take the subjects you like (disclaimer: in your 2nd year).   All the MIAs, MPAs, MPA-DPs, and even the more mysterious PEPMs, EMPAs and ESPs, share facilities, courses, professors and the privilege of being part of a school that has plenty of amazing people in every program. Blog post submitted by Mariana Costa Checa. Mariana is a second year student in the MPA in Development Practice program at SIPA.

How Delphi Uses Resource Files

From bitmaps to icons to cursors to string tables, every Windows program uses resources.  Resources  are those elements of a program that support the program but are not executable code. In this article, we will walk through some examples of the use of bitmaps, icons, and cursors from resources. Location of Resources Placing resources in the .exe file has two main  advantages: The resources can be accessed more quickly because it takes less time to locate a resource in the executable file than it does to load it from a disk file.The program file and resources can be contained in a single unit (the .exe file) without the need for a lot of supporting files. The Image Editor First of  all, we need to create a resource file. The default extension for resource files is  .RES. Resource files can be created with  Delphis Image Editor. You can name the resource file anything you want, as long as it has the extension .RES and the filename without the extension is not the same as any unit or project filename. This is important, because, by default, each Delphi project that compiles into an application has a resource file with the same name as the project file, but with the extension .RES. Its best to save the file to the same directory as your project file. Including Resources in Applications In order to access our own resource file, we have to tell Delphi to link our resource file in with our application. This is accomplished by adding a compiler directive to the source code. This directive needs to immediately follow the form directive, like the following: {$R *.DFM} {$R DPABOUT.RES} Do not accidentally erase {$R *.DFM} part, as this is the line of code that tells Delphi to link in the forms visual part. When you choose bitmaps for speed buttons, Image components or Button components, Delphi includes the bitmap file you chose as part of the forms resource. Delphi isolates your user interface elements into the .DFM file. To actually use the resource, you must make a few Windows API calls. Bitmaps, cursors, and icons stored in RES files can be retrieved by using the API functions LoadBitmap, LoadCursor, and LoadIcon respectively. Pictures in Resources The first example shows how to load a bitmap stored as a resource and display it in a TImage component. procedure TfrMain.btnCanvasPic(Sender: TObject);var bBitmap : TBitmap;begin bBitmap : TBitmap.Create; try bBitmap.Handle : LoadBitmap(hInstance, ATHENA); Image1.Width : bBitmap.Width; Image1.Height : bBitmap.Height; Image1.Canvas.Draw(0,0,bBitmap); finally bBitmap.Free; end;end; Note: If the bitmap that is to be loaded is not in the resource file, the program will still run, it just wont display the bitmap. This situation can be avoided by testing to see if the  bBitmap.Handle  is zero after a call to  LoadBitmap()  and taking the appropriate steps. The  try/finally  part in the previous code doesnt solve this problem, it is just here to make sure that the bBitmap is destroyed and its associated memory is freed. Another way we can use to display a bitmap from a  resource is as follows: procedure TfrMain.btnLoadPicClick(Sender: TObject);begin Image1.Picture.Bitmap. LoadFromResourceName(hInstance,EARTH);end; Cursors in Resources Screen.Cursors[]  is an array of cursors supplied by Delphi. By using resource files, we can add custom cursors to the Cursors property. Unless we wish to replace any of the  defaults, the best strategy is to use cursor numbers starting from 1. procedure TfrMain.btnUseCursorClick(Sender: TObject); const NewCursor 1;begin Screen.Cursors[NewCursor] : LoadCursor(hInstance,CURHAND); Image1.Cursor : NewCursor;end; Icons in Resources If we look at Delphis  Project-Options-Application  settings, we can find that Delphi supplies the default icon for a project. This icon represents the application in the Windows Explorer and when the application is minimized. We can easily change this by clicking the Load Icon button. If we want, for example, to animate the programs icon when the program is minimized, then the following code will do the job. For the animation, we need a  TTimer  component on a form. The code loads two icons from resource file into an array of  TIcon  objects; this array needs to be declared in the public part of the main form. Well also need  NrIco, that is an Integer type variable, declared in the  public  part. The  NrIco  is used to keep track of the next icon to show. public nrIco : Integer; MinIcon : array[0..1] of TIcon;...procedure TfrMain.FormCreate(Sender: TObject);begin MinIcon[0]:TIcon.Create; MinIcon[1]:TIcon.Create; MinIcon[0].Handle:LoadIcon(hInstance,ICOOK); MinIcon[1].Handle:LoadIcon(hInstance,ICOFOLD); NrIco:0; Timer1.Interval:200;end;...procedure TfrMain.Timer1Timer(Sender: TObject);beginif IsIconic(Application.Handle) then begin NrIco:(NrIco1) mod 2; Application.Icon:MinIcon[NrIco]; end;end;...procedure TfrMain.FormDestroy(Sender: TObject);begin MinIcon[0].Free; MinIcon[1].Free;end; In the Timer1.OnTimer event handler, IsMinimized function is used to see whether we need to animate our main icon or not. A better way of accomplishing this would be to capture the maximize/minimize buttons and than act. Final Words We can place anything (well, not everything) in resource files. This article has shown you how to use resources to use/display bitmap, cursor or an icon in your Delphi application. Note: When we save a Delphi project to the disk, Delphi automatically creates one .RES file that has the same name as the project (if nothing else, the main icon of the project is inside). Although we can alter this resource file, this is not advisable.

Essay about Andrew Jackson, an Ideal President for America

Andrew Jackson, seventh president of the United States of America, can be debated as either a good president or bad president. But if one were to weigh out the positives and negatives of Andrew Jackson’s presidency, one would realize that his positives outweigh his negatives for a variety of historic facts. Andrew Jackson was a good president because he represented the majority of America’s people by being a common, prevented a civil war when South Carolina threatened to secede from the nation, and because he technically found or instigated the two major parties used in America today (Democratic and Republican). Many Jackson oppositionists despise him because of he is a hypocrite, however America was founded on hypocrisy so as an†¦show more content†¦Jackson is very important because he created or instigated the two dominant political parties we use today (democratic and republican). The beliefs in these parties switched several times in history but initial ly Jackson was a democrat. The major beliefs in democrats in the 1820s-1850s were the beliefs in a small national government, pro states’ rights, and a strict interpretation of the constitution. The republicans (initially known as the Whigs) essentially opposed all of Jackson’s beliefs and therefore had more or less the complete opposite beliefs of the democrats. By starting these two political parties, he started the way people would categorize political candidates throughout the rest of American history. There are many who are against Andrew Jackson because he is a hypocrite. An example of this is how Jackson states he is against slavery but still owned slaves. One has to understand that America was founded on hypocrisy. Essentially what Jackson is trying to do is to make compromises on situations so he can support both sides of an argument to represent as many people as possible. Conclusively Jackson was a great president because he represented the people of A merica by being a common man, overcame huge obstacles such as keeping South Carolina from seceding, and by forming the two most popular political parties used in America today, the Democrats and the Republicans. Those who argue that Jackson was a bad president simplyShow MoreRelatedAccelerated US History911 Words   |  4 PagesAccelerated US History I In the Presidential Election of 1824, Andrew Jackson – the â€Å"people’s choice† – lost the ballot by way of a â€Å"corrupt bargain† in the House of Representatives. Four years later and with the backing of a larger political following, Jackson became president, campaigning to the middle class and offering the opportunities of a benevolent democracy. 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Ways to Fix Run Ons Fragments Free Essays

Understanding sentence structure helps in identifying and correcting run-on sentences and sentence fragments. A computer’s spell checker does not typically catch these common mistakes, so do not rely on the spell checker to correct grammar for you. Be sure to carefully proofread all assignments for these issues. We will write a custom essay sample on Ways to Fix Run Ons Fragments or any similar topic only for you Order Now This handout defines various sentence structures, presents sample sentences, and provides strategies for correcting run-ons, comma splices, and fragments. Practice activities are included to help build skills in sentence clarity and variety. First, consider the parts of a complete sentence: Complete Sentence (Independent Clause) Table of Contents Part I: Run-ons †¢ Strategies for avoiding run-ons (comma splices and fused sentences) (p. 2-3) †¢ Sample sentences with explanations, practice activities (with answer key) (p. 4-7) Part II: Fragments †¢ Strategies for avoiding sentence fragments (p. 8-11) †¢ Sample sentences with explanations, practice activities (with answer key) (p. 12-13) Part I: Run-On Sentences Definition: A run-on sentence either has too many independent clauses or two independent clauses that are not linked correctly. Two types of run-on sentences are fused sentences and comma splices. Strategies for Correcting Fused Sentences: 1. Create a compound sentence. Inserting a coordinating conjunction (for, and, nor, but, or, yet, so) plus a comma correctly links these independent clauses. This sentence structure is called a compound sentence. Correct compound sentence: She writes the music, and he plays the guitar. independent clause + comma + coordinating conjunction + independent clause 2. Separate independent clauses with periods and capitalization, creating simple sentences. Correct sentences: She writes the music. He plays the guitar. 3. Insert a semi-colon. Semi-colons should be used sparingly and to connect independent clauses whose meanings are closely related. Correct sentence: She writes the music for Coldplay; he plays the guitar for that band. * Note: When more details are added to the above independent clauses, the meanings become much more closely related. Thus, a semi-colon can separate these clauses. 4. Link ideas using a subordinate clause (dependent clause). Correct Sentence: While she writes the music for Coldplay, he plays the guitar for that band. ubordinate clause + comma + independent clause ‘While’ is a subordinating conjunction, which makes ‘while she writes music for Coldplay,’ a dependent clause. That is, the clause depends on the rest of the sentence for the overall meaning to be clear. A dependent clause cannot stand alone. Use a comma to separate a dependent clause that appears before an independent cla use. *Note: A sentence constructed of one independent clause and one or more dependent (or subordinate) clauses is called a complex sentence. Strategies for Correcting Comma Splices: . Insert a coordinating conjunction to create a compound sentence. Correct Sentences: She writes the music for Coldplay, but he plays the guitar for that band. She writes the music for Coldplay, and he plays the guitar for that band. Remember, the coordinating conjunction appears after the comma. *Note: Again, consider meaning before joining sentences. If the sentences are not closely connected, it may be best to keep them separate. Think about these two independent clauses: Today I was late for class. I will have a burrito for dinner tonight. Since these ideas are distinct, keep the sentences separate. 2. Insert a semi-colon. Correct Sentence: She writes the music for Coldplay; he plays the guitar for that band. Again, to join two independent clauses with a semi-colon, be sure that their meanings are closely connected. The Tutoring Center has a separate handout on semi-colon usage. * See pages 4-7 for further explanation of these strategies as well as sample sentences and practice activities. Run-On Sentences: Examples and Explanations Examples: It was raining Naomi could not find her umbrella. (Fused) It was raining, Naomi could not find her umbrella. (Comma Splice) How to fix these run-ons: Step 1: Identify the independent clauses. It was raining + Naomi could not find her umbrella. subject + verb phrase subject + verb phrase (direct object) Step 2: Use one of the below strategies. 1. Period + Capital Letter (Separate Sentences) It was raining. Naomi could not find her umbrella. S + V. S +V 2. Comma + Coordinating Conjunction (Compound Sentence) It was raining, and Naomi could not find her umbrella. S + V , and S + V . Semi-Colon It was raining; Naomi could not find her umbrella. S + V ; S + V 4. Subordinating Conjunction + Comma (Complex Sentence) Though it was raining, Naomi could not find her umbrella. dependent clause, S + V *Note: Use the Tutoring Center’s Transitions/Grammar Aid Handout to help identify coordinating and subordinating conjunctions. Ask a tutor if you are unclear about the meanings of these conjunctions or in which situations to use them. Practice: Avo iding Run-Ons Correct the following run-on sentences by using the strategies previously discussed. 1. I moved to the United States when I was young it was easy to learn English, my parents were already here, they knew English already. ___________________________________________________________________________________________________________________________________________________________________________ 2. Juan and David recognized each other they had been in the first grade together. ___________________________________________________________________________________________________________________________________________________________________________ 3. Her car would not start she was late for class. ____________________________________________________________________________ ______________________________________________________________________________________________ 4. The parents ate the baby slept in her stroller. ____________________________________________________________________________________________________________________________________________________________________ _______ 5. Eli wants to quit smoking this habit is too expensive. ___________________________________________________________________________________________________________________________________________________________________________ Avoiding Run-Ons: Answer Key and Explanations 1. I moved to the United States when I was young it was easy to learn English, my parents were already here, they knew English. Strategy 1: Period + Capital Letter (Separate Sentences) I moved to the United States when I was young. S + V (prepositional phrase) (dependent clause) It was easy to learn English. S + V (adverb phrase) My parents were already here. They knew English. S + V (adverb phrase). S + V (direct object) Strategy 2: Coordinating Conjunction + Comma (Compound Sentence) I moved to the United States when I was young, and it was easy to learn English. S + V , and S + V My parents were already here, so they knew English. S + V , so S + V Strategy 3: Semi-Colon I moved to the United States when I was young; it was easy to learn English. S + V ; S + V My parents were already here; they knew English. S + V ; S + V Strategy 4: Subordination (Complex Sentence) Because I moved to the United States when I was young, it was easy to learn English. (dependent clause) + , S + V Because is a subordinating conjunction that makes the first clause dependent on the second clause. Do not use a coordinating conjunction to link a dependent clause and an independent clause; rather, use only a comma. For example: Since my parents were already here, they knew English. Note: This run-on sentence can also be corrected using a combination of the above strategies. I moved to the United States when I was young, so it was easy to learn English. (compound sentence) Because my parents were already here, they knew English. (complex sentence) More suggested answers: 2. Juan and David recognized each other; they had been in the first grade together. S + V ; S + V (prepositional phrase) Juan and David recognized each other, for they had been in the first grade together. S + V , for S + V Since they had been in the first grade together, Juan and David recognized each other. Since + dependent clause , S + V Juan and David recognized each other. They had been in the first grade together. S + V. S + V Now it’s starting to make sense: 3. Her car would not start, so she was late for class. Her car would not start, and she was late for class. Her car would not start. She was late for class. Because her car would not start, she was late for class. Her car would not start; she was late for class. (correct, but not the best choice) 4. While the parents ate, the baby slept in her stroller. The parents ate as the baby slept in her stroller. The parents ate. The baby slept in her stroller. The parents ate, and the baby slept in her stroller. The parents ate; the baby slept in her stroller. 5. Eli wants to quit smoking. This habit is too expensive. Eli wants to quit smoking; this habit is too expensive. Eli wants to quit smoking, for this habit is too expensive. Since this habit is too expensive, Eli wants to quit smoking. A more logical, concise construction using subordination would read as follows: Since smoking is too expensive, Eli wants to quit. Part II: Sentence Fragments There are several types of fragments. See pages 9-11 for detailed explanations and techniques for correcting fragments. Pages 12-13 include practice activities and an answer key. Types of Fragments Each example below illustrates a different type of sentence fragment. Any fragment can be corrected by linking the fragment to an independent clause—one which comes before or after it and which makes sense within the paragraph. Examples of Subordinating Conjunctions and Relative Pronouns |after |how |unless |whichever | |although |if |until |while | |as |in order that/to |what |whether | |as if |once whatever |who | |as soon as |rather than |when |whoever | |as though |since |whenever |whom | |because |so that |where |whomever | |before |than |whereas |whose | |even if |that |wherever |why | |even though |though |which | | Strategies for correcting subordinating conjunction and relative pronoun fragments: 1. Connect the fragment to the sentence that comes before or after it. Correct Sentences: While I was waiting for my car to be repaired, I read a magazine. dependent clause , S + V Notice the use of the comma after the dependent clause (because the dependent clause falls at the beginning of the sentence). I had to ride the bus while I was waiting for my car to be repaired. S + V dependent phrase *Note: When a dependent (subordinate) clause comes after the independent clause, it is usually unnecessary to place a comma after that independent clause. Whether or not a comma is needed depends on the meaning of the sentence. 2. Remove the subordinating conjunction/relative pronoun. Correct sentence: I was waiting for my car to be repaired. S + V Strategies for correcting â€Å"ing† fragments: 1. Connect the fragment to the sentence that comes before or after it. Correct sentences: Her expertise being in chemistry and biology, she was not hired as an English instructor. ependent –ing phrase , S + V She designed the new science exhibit, her expertise being in chemistry and biology. S + V , dependent –ing phrase 2. Correct the verb form. Correct sentences: Her expertise is in chemistry and biology. Her expertise was in chemistry and biology. *Note: Sometimes you will also need to add a subject and correct the verb form. See the next page for an example. . Strategies for correcting missing subject fragments: 1. Connect the fragment to the sentence that comes before or after it. Correct Sentences: Security set off the alarm, evacuated the building, and closed ll the entrances. In the above sentence, it is clear that the subject, the doer of the actions, is security. 2. Add the missing subject. Correct Sentence: Security set off the alarm and evacuated the building. Next, they closed all the entrances. *Note: In this sentence, the pronoun ‘they’ renames the subject, security. Transition Words Indicating a List or Examples |also |especially |except |for instance |including | |in addition |furthermore |for example |such as |next | Strategies for correcting â€Å"extra information† fragments: 1. Connect the fragment to the sentence that comes before or after it. Correct sentence: Many Americans take basic amenities for granted, for example, clean water and electricity. S + V , dependent phrase 2. Add the missing subject and verb. Correct sentence: For example, basic amenities include clean water and electricity. transitional phrase, S + V Practice: Avoiding Fragments Correct these sentences using the strategies previously discussed. 1. The dog loved his new toys. Especially the ones that squeaked. __________________________________________________________________________________________________________________________________________________________________________ 2. Maggie remembered her childhood. Her mother making pancakes for dinner in the small apartment. ________________________________________________________________________________________________________________________________________________ ___________________________ 3. She decided to meet her new friend in a public place. That they had arranged over e-mail. ___________________________________________________________________________________________________________________________________________________________________________ 4. Because she met him on MySpace. She thought it was a good idea to be cautious. __________________________________________________________________________________________________________________________________________________________________________ 5. I cannot wait until President’s Day. Finally, a day off. ___________________________________________________________________________________________________________________________________________________________ ________________ Avoiding Fragments: Answers and Explanations 1. The dog loved his new toys, especially the ones that squeaked. S + V , dependent clause The dog loved his new toys. He especially loved the ones that squeaked. S + V. S + V 2. Maggie remembered her childhood, especially her mother making pancakes for dinner in the S + V, dependent clause small apartment. Maggie remembered her childhood. Her mother made pancakes in the small apartment. S + V. S + V (correct form) 3. She decided to meet her new friend in a public place that they had arranged over email. S + V dependent clause She decided to meet her new friend in a public place. They had arranged a place over email. S + V. S + V 4. Because she met him on MySpace, she thought it was a good idea to be cautious. dependent clause, S + V She thought it was a good idea to be cautious; she met him on MySpace. S + V ; S+ V 5. I cannot wait until President’s Day, finally, a day off. S +V, dependent phrase I cannot wait until President’s Day. Finally, we have a day off. S + V. S + V ———————– Avoiding Run-On Sentences, Comma Splices, and Fragments A complete sentence has (minimally) two parts, a subject and a verb. A sentence must also express a complete thought. Such a phrase consisting of a subject and a verb (with complete meaning) is also called an independent clause. Example: He writes music. This sentence has a subject and verb. This sentence also expresses a complete thought, so its meaning is clear. he=subject (S) writes=verb (V) music=direct object (DO) 1. Fused Sentence Definition: A fused sentence consists of two independent clauses, but both the comma and coordinating conjunction are missing. Example of a Fused Sentence: She writes the music he plays the guitar. ‘She writes the music’ and ‘he plays the guitar’ are each independent clauses, containing a subject and a verb and expressing complete thoughts. ‘He plays the guitar’ is an independent clause that can stand alone because it expresses a complete thought and is grammatically correct. he=subject (S)plays=verb (V)guitar=direct object (DO) However, in the above example, the independent clause, ‘She writes the music,’ incorrectly runs into a second independent clause, ‘he plays the guitar. ’ 2. Comma Splice Definition: A comma splice consists of two or more independent clauses that follow one another and are incorrectly linked together only with a comma (or commas). The coordinating conjunction is missing. Example of a Comma Splice: She writes the music, he plays the guitar. In the above sentence, a comma separates the two independent clauses, but a coordinating conjunction is also necessary. 1. Subordinating Conjunction and Relative Pronoun Fragments Example: While I was waiting for my car to be repaired. How to find this type of fragment: When proofreading a paper, pay attention to subordinating conjunctions and relative pronouns. These words (see box below) turn subjects and verbs into dependent clauses. Identifying proper usage of dependent clauses can help in recognizing fragments. 2. â€Å"-ing† Fragments Example: Her expertise being in chemistry and biology. How to find an â€Å"-ing† fragment: If the only verb in the sentence ends in ‘–ing’ and does not have a helping verb, you have a fragment. While the word ‘being’ is a verb, in the above sentence, it is not properly formed. In the below sentence, notice that the ‘-ing’ verb has a helping verb: I was walking down the street when it started raining. (This sentence is correct. ‘Was’ functions as the helping verb. ) When added to a verb, ‘-ing’ sometimes makes a verb do the job of a noun: Walking outdoors is my favorite form of exercise. (In this sentence, ‘walking’ is a noun that functions as the subject. ‘Is’ functions as the main verb. ) 3. Missing Subject Fragments Example: Security set off the alarm and evacuated the building. Next, closed all the entrances. How to find this type of fragment: The second phrase above (noted in bold) is a fragment because there is no subject. ‘Entrances’ is a noun, but it is the object of the verb ‘closed. ’ Who or what is closing the entrances is unknown. That is, the subject of the sentence is missing. 4. â€Å"Extra Information† Fragments Example: For instance, clean water and electricity. How to find and fix this type of fragment: How to cite Ways to Fix Run Ons Fragments, Essay examples

Warriors Dont Cry Essays (2359 words) - , Term Papers

Warriors Don't Cry Warriors Don't Cry by Melba Pattillo Beals, the author describes what her reactions and feelings are to the racial hatred and discrimination she and eight other African-American teenagers received in Little Rock, Arkansas during the desegregation period in 1957. She tells the story of the nine students from the time she turned sixteen years old and began keeping a diary until her final days at Central High School in Little Rock. The story begins by Melba talking about the anger, hatred, and sadness that is brought up upon her first return to Central High for a reunion with her eight other classmates. As she walks through the halls and rooms of the old school, she recalls the horrible acts of violence that were committed by the white students against her and her friends. In 1954, the Supreme Court ruled in the case of Brown vs. The Board of Education that schools needed to integrate and provide equal education for all people and it was unconstitutional for the state to deny certain citizens this opportunity. Although this decision was a landmark case and meant the schools could no longer deny admission to a child based solely on the color of their skin. By 1957, most schools had began to slowly integrate their students, but those in the deep south were still trying to fight the decision. One of the most widely known instances of this happening was at Central High School in Little Rock, Arkansas. It took the school district three years to work out an integration plan. The board members and faculty didn't like the fact that they were going to have to teach a group of students that were looked down upon and seen as "inferior" to white students. However, after much opposition, a plan was finally proposed. The plan called for the integration to happen in three phases. First, during the 1957-1958 school year, the senior high school would be integrated, then after completion at the senior high level, the junior high would be integrated, and the elementary levels would follow in due time. Seventeen students were chosen from hundreds of applicants to be the first black teenagers to begin the integration process. The town went into an uproar. Many acts of violence were committed toward the African-Americans in the city. Racism and segregation seemed to be on the rise. Most black students decided to stay at Horace Mann, the black high school that was underfunded and didn't boast a very high graduation rate, let alone much of a college acceptance percentage. Some out of fear and others just accepted the harsh and unfair circumstances. The state and town passed laws and ordinances as the school year drew near in order to keep the school from integrating. Even the state governor refused for the desegregation process to happen without resistance. Some blacks also opposed the desegregation for fear of future repercussions. The nine brave students, however, refused to be stopped. On September 3, Elizabeth Eckford, Ernest Green, Jefferson Thomas, Minnijean Brown (Trickey), Carlotta Walls (LaNier), Terrence Roberts, Gloria Ray (Karlmark), Thelma Mothershed-Wair, and Melba Patillo Beals set off for school. The governor of Arkansas, Orvel Faubus, had sent National Guardsmen to the school the previous day to surround the building and keep all African-Americans from entering its doors. He stated in an interview that the reason for the troops was he heard a rumor that white supremacists were going to riot and he was just protecting the students. He declared Central High off-limits to all people of color "in order for their own protection". The students never did make it into school that day. Before they even reached the property they were met with great resistance from racist citizens who spat upon them, mocked them, threw sharp objects at them, and even physically beat them. Melba describes the deep hurt she felt as for the first time in her life she saw the harsh reality of racism at its worst. The next day the students met with Daisy Bates, the head of the regional NAACP, and decided to all walk in together. The problem was, Ms. Bates had tried to call all of the students but one girl, Elizabeth Eckford, didn't own a phone. She never heard of the plan and attempted to walk into the school herself. A mob of people surrounded her and threatened to hang her all the while the Arkansas National Guard did nothing. She escaped without injury but Beals and the others realized how serious of a matter this