American Workforce Essay Example | Topics and Well Written Essays - 500 words - 2

American Workforce - Essay Example tics, 2012), in 2011 just 71 percent of men had jobs, whereas in 1960’s more than 80 percent of men worked; and the share of women holding jobs rose from 36 percent in 1960 to 58 percent in 2011. Among the major worker groups, in the year 2012, the unemployment rates for adult men (7.8 percent) and Hispanics (11.0 percent) edged up in May, while the rates for adult women (7.4 percent), teenagers (24.6 percent), whites (7.4 percent), and blacks (13.6 percent) showed little or no change (U.S. Department of Labor, Bureau of Labor Statistics, 2012). The jobless rate for Asians was 5.2 percent in 2012 down from 7.0 percent a year earlier (U.S. Department of Labor, Bureau of Labor Statistics, 2012). The baby-boom generation, people born from 1946 to 1964, which has been a major force in the labor market of US for the past 33 years, has now reached its prime working years. So while 64 percent of those ages 55 to 59 worked during the mid-1980s, 73 percent worked in 2011, according to (Schulzke, 2012). In the mid-1980s, 68 percent of the 16-to-24-year-old cohort was in the workforce; by 2011 only 55 percent were (Schulzke, 2012). According to (Schulzke, 2012), Baby boomers are actually far more likely to keep working than earlier generations, and for many reasons: jobs are less physically draining, medicine has extended vitality, Social Security now pushes older workers to keep going and market reversals have erased nest eggs. However, should long-term health trends, such as rising levels of obesity and the increase in certain chronic health conditions, continue, fewer individuals than expected may be able to work long past retirement age (Schramm, 2005). Changes in demographics, specifically family structure, living arrangements and marriage rates, may also impact retirement trends. Studies have found that, after retirement, baby boomers are more likely to move to nonmetropolitan areas within their current region rather than moving to a different region

Corporate failure prediction methods Essay Example | Topics and Well Written Essays - 1000 words

Corporate failure prediction methods - Essay Example Fair value accounting refers to a financial reporting method under the Generally Accepted Accounting Principles (GAAP) the method allows companies to measure as well as report the value of assets and liabilities on the basis of their actual or estimated fair market prices. Some of the advantages of fair value accounting include the fact that it provides a more accurate valuation of assets and liabilities. Therefore, it accurately relates the value of assets and the market price. The method also limits a company’s ability to manipulate its reported net income hence leading to the portrayal of true income. It is timely in nature owing to the fact that it reports gains or losses on assets in the period that they occur. One of its disadvantages is that it may adversely affect the market conditions in a negative way. The lower value of an asset after revaluation may lead to a fall in the prices of all related assets thus affecting the market negatively. The method may also result i n a number of challenges to firms as well as to the users of the reported financial information. The market conditions in which a given asset and liability is traded may fluctuate in many occasions and become more volatile in some situations (Cooper, 2007, 17-18). On the other hand, historical cost accounting is a technique that values assets and liabilities at the price paid during its acquisition. Revenues, assets, and expenditures are recorded based on their time of acquisition. Revenues are recorded based on their time of acquisition.

Theories of Leadership in Professional Practise

Theories of Leadership in Professional Practise Leadership is one of the greatest challenges faced by the nursing profession. Powerful leadership skills are needed by all nurses. Now a days the U.K health care field is changing and it is always changing. Leaders in nursing has meet the opportunities and challenges that presently exist and to make work changes. Leaders are not merely a series of skills or tasks rather its an altitude that informs behaviour(Cook ,2001) A nursing leader one who is involved in the direct patient care and who continuously improves care by influencing others.(Cook,2001) Leaders are not merely those who control others but they acts as visionaries who help employees to plan,control and organise their activities. Nurse leaders should be aware of changing the environment and make changes pro actively.(Jooste.2004) Several important functions of a nurse leader are Acting as role model.Collaboration to provide optimum care.Provision of information and support.Providing care based on theory and research.An adequate for patients and health care organisation. Knowledge of management and communication skill..(http://www.neurosemantics.com/business-ns/leadership-reflections-1) Characteristics of leaders are appropriate knowledge,trust,recognition,experience,mobility,leading,virtuosity,effectiveness. The nurses hard work in achieving these goals is responsability of an effecive leadership. Royal college of nursing (1993) in the U.K introduced three initiatives that is the RCN clinical leadership programe,leading an empowered organization and the last one is the regionally -led national programmes linked to national service frame work targets. The theories of leadership are1. Great Man Theories:(1900-1940) Great Man theories assume that the capacity for leadership is a basic that great leaders are born with innate qualities, not made and intended to lead. These theories often give detailed description as great leaders are very brave and intended to rise to leadership when needed. The name Great Man was used because, at the time, leadership concepts was of primarily as a male quality, especially in terms of military and western 2. Trait Theories: The Great Man theory and Trait theory were the first form of theories in leadership until the mid 1940s, Trait theory assume that people recieve certain qualities and a particular quality in your personality that make them better to do good leadership. Trait theories frequently identify individual personality or behavioral characteristics shared by leaders. If particular traits are the most important qualities of leadership, then how do we explain people who have those qualities but are not leaders? This question is one of the quality of being hard in using trait theories to understand leadership. 3. Contingency Theories:(1950-1980) This type of leadership mainly focusing on particular situation related to the environment that might explain which particular model of leadership is best suited for the situation and it was suggested almost 100 years ago by Mark Parker Follet. According to this theory, no effective leadership style is best in all particular circumsatances. Success depends upon a situation , including qualities of the followers, aspects of the situation and the leadership style 4. Situational Theories: Situational theories says that leaders choose the best course of action based upon situations. It also propose that different styles of leadership may be more appropriate for different levels of decision-making. 5. Behavioral Theories:(1940-1980) Behavioral theories of leadership are mainly concentrated on the belief that great leaders are made, not born and what leaders do rather than on thier qualities, this leadership theory mainly focuses on the actions of leaders not on their mental qualities or internal states. According to this theory, people can able to become good leaders through teaching and observation. 6. Participative Theories: Participative leadership theories states that the standard leadership style is one that takes the act of putting others into account. These leaders encourage the involvement and contributions from team members and help team members feel more connected and committed to the decision-making process. In this theories, however, the leader remembers the right to allow the information of others. 7. Transactional Theories: Transactional theories is also called as managemental theories and it almost focus on the management taks,uses trade-offs to meet goals ,role of supervision, organization and group performance. These theories based on a system of achievements and a penality inflicted. 8.Transformational Theories: Transformational theories is also known as Relationship theories. It focus upon the relationship formed between leaders and followers and it identifies the common values. It motivate and create a feeling in people by helping group members see the importance and higher good of the task. These leaders are concentrate on the performance of group members, but also want each individual to achieve the latent qualities that may be developed and lead to future success. Leaders with this style often have high principles and moral standards. I assure that leadership does not make sense without reflection. For now I would like to offer some reflections about leadership that I have been experiencing how it relates to behaviors and implications for all of us. Leadership is not a thing but a process therefore more accurately decribed using verbs than nouns.As a process its about what and how we are doing the things.there is only leadership when some one is leading and people who like that leading and so follow that lead.This makes the whole leadership thing an interpersonal process involving communicating ,relating ,acting collaborating,giving and receiving feedback(http://www.neurosemantics.com/business-ns/leadership-reflections-1) Reflections for leadership are heart of leadership about pioneering a new path:-That means Paths are pioneered by the presence of problems,difficulties ,conflicts,stresses distresses ,traumas and things not going right. Leader demands both likes and dislikes,followed and resisted. Set visions about the future. Leaders have to be able to take the heatleaders are only leaders to extent that they add value. Hall,M(1994) After all, The need for the study of leadership is getting a clear idea about the leadership that I have and want to offer as well as empowering others to manage their own states to become good leaders. Reflection is just thinking about what you have done and how you could do it better next time. Johns (2004)states that reflection is to face up and deal with a problem and resolve the contradiction between what the professional practitioner wants to be and do and what he actually does. Donald Schon (1985)suggests that there are two forms of reflection .One is during the event that is known as reflection in action and the other one is after the event that is reflection on action. Reflection is a great significance human activity in which they recreate their knowledge or skill gained, think about it, and evaluate it. There are several models of reflection like Bowskills shared thinking2008, Rolfe 2001,Johns 1995,Gibbs 1988, Kolb 1984,Argyris and Schon 1978. The models of reflection which i would like to discuss is the Johnsmodel 1995 and Bowskills shared thinking 2008 Johns model is a quality of beilng well organized reflection which provides a practitioner with a help to gain greater understanding. It is in order to produce a clearly defined through the act of sharing with a team member or an experienced adviser, which make it easier the practical contacts to develop into a knowledge at a faster rate . Johns mainly tells the significance of gained knowledge and the skill of a nurse to access, supply and put into practice information that has been gain through experience rather than theory. Reflection occurs though looking in and looking out at the situation that affects someway. Johns write out a note about the result of Carpers (1978) to expand on the opinion of looking out at an experience. Five patterns of knowing are there in the guided reflection, having a practitioner analyze the aesthetic, personal, ethical, empirical and the reflexive elements experienced through the situation. Johns model that touches on many important basic principle of a subject and allows for reflection. Bowskills Shared Thinking 2008 Nicholas Bowskill and colleagues at the University of Glasgow (Steve Brindley, Vic Lally, Steve Draper and Quintin Cutts) have suggested and developed a process of group reflection. Bowskill gave this social and a debate about the label Shared Thinking. This request completely change the impression of the practice and idea of reflection into a situation which an event happens. Shared Thinking uses for practical tasks to influence what people do the wide range of experiences from reflective informal talking in a class, and to make the people seeing the things clear. By making them public in this way, the Shared Thinking way produce a particular feeling or impression of a resource for cognitive and particular development. This interdependent approach allows each individual to use the group as a good at finding ways of solving difficulties. Each participant will get the take of others for comparing with their own personal opinion and experiences. In this model of reflection, Shared Thinking is a thorough and complete act of leaving from the ideas and to improve the reflection based around participants thinking individually or in small groups. Here in the place of a way in which organizing and can be transferred practice for a group of reflection and to achieve a particular aim of learning. Shared Thinking provides quantitative and qualitative measures of collective experience. Such practices and measures also helps a new group study of teaching methods and a new research model for examine the evidence of experience at the collective level. The model which i prefer is the Johns model because it includes looking in, looking out, Aesthetics, Personal, Ethics, Empirics, and Reflexivity. Bond, M. (1993), Stress and self-Awareness: A Guide for Nurses, Nursing Today, Butterworth Heinesman; Brown, B. and Crawford, P. (2001), Clinical governmentality A Foucaldian perspective on the policy of clinical governance in nursing, unpublished, http://www.academicarmageddon.co.uk/prog/notes.htm, accessed 18/12/05; Charnley, E. (1999), Occupational stress in the newly qualified staff nurse, Nursing Standard, vol. 13, no. 29, pp. 32-37, April 7; Cotton, A. (2001), Private thoughts in public spheres; issues in reflection and reflective practices in nursing, Journal of Advanced Nursing, 36 (4), pp. 512-519; Marquis and Huston(2009) Leadership roles and managementfunctions in Nursing Theory and application 6th edition.pp.37-40 Adair,J.(1973) Action centred Leadership.Newyork;Mc Graw-Hill Johns, C (1995). Framing learning through reflection within Carpers fundamental ways of knowing in nursing. Journal of advanced nursing 22 (2): 226-34. Carper, Barbara A. (October 1978)Fundamental Patterns of Knowing in Nursing. Advances in Nursing Science 1 (1): 13-24. http://journals.lww.com/advancesinnursingscience/Citation/1978/10000/Fundamental_Patterns_of_Knowing_in_Nursing.4.aspx

Michigan Department of Natural Resources and Chronic Wasting Disease (CWD) :: Exploratory Essays

Michigan Department of Natural Resources and Chronic Wasting Disease (CWD) The controversial topic I decided to choose was Michigan’s plans on preventing the spread of CWD (Chronic Wasting Disease) in the white-tailed deer and elk herds. Many areas throughout the United States have broken out with this deadly disease, like Colorado, Nebraska, New Mexico, South Dakota, Wisconsin, Montana, and even the province of Saskatchewan. The problem with CWD originated from Saskatchewan, where captive deer became infected with this disease that affects the nervous system. This disease is very similar to that of Bovine Spongiform Encephalopathy or more commonly referred to as â€Å"Mad Cow Disease†. The disease was spread through international transportation of deer from one farm to the next. CWD spreads very fast and rapidly. It attacks the nervous system making the deer lose an excessive amount of weight, hair, and all vision becomes blurry leaving the deer disoriented. As of right now, Michigan has tested negative in all counties for the Upper and Lowe r Peninsula. So this leads to many controversial issues about baiting deer for hunting season. Sense, saliva can spread the disease, the DNR is trying to stop hunters from baiting deer to prevent this from spreading. Some hunters rely on hunting over bait bile’s, to attract deer to their hunting areas. Michigan has limitations on the amount of bait you can spread at one time. We are only allowed to spread a five-gallon bucket over a 6-foot area. But the DNR has already made plans to make baiting illegal when any state such as Ohio, Indiana, Illinois, or the Canadian province of Ontario, have been infected with CWD [1]. All baiting of deer will be illegal and there will be no more baiting allowed ever. So I feel that the state is doing the right thing to prevent CWD from spreading into the state. Another concern the DNR has is people traveling to other states to hunt and bringing back the animal. The DNR wants to limit the amount of carcasses brought into the state. Michigan Department of Natural Resources officials reminded Michigan hunters headed out-of-state to hunt deer and elk this fall to take common-sense precautions to avoid accidentally bringing Chronic Wasting Disease back to Michigan [2]. The deer can have the disease and also carry it in the feces, urine, saliva, brain, spinal cord, and the meat. So once you have killed the animal, you should take it to a sanitary landfill, or buried deep where no animal can get to it and become infected.

Service Tax

Service Tax is a form of indirect tax imposed on specified services called â€Å"taxable services†. Service tax cannot be levied on any service which is not included in the list of taxable services. Over the past few years, service tax been expanded to cover new services. The objective behind levying service tax is to reduce the degree of intensity of taxation on manufacturing and trade without forcing the government to compromise on the revenue needs. The intention of the government is to gradually increase the list of taxable services until most services fall within the scope of service tax. For the purpose of levying service tax, the value of any taxable service should be the gross amount charged by the service provider for the service rendered by him. Service Tax was first brought into force with effect from 1 July 1994. All service providers in India, except those in the state of Jammu and Kashmir, are required to pay a Service Tax in India. Initially only three services were brought under the net of service tax and the tax rate was 5%. Gradually more services came under the ambit of Service Tax. The rate of tax was increased from 5% to 8% w. e. f 14 May 2003. From 10 September 2004 the rate of Service Tax was enhanced to 10% from 8%. Besides this 2% education cess on the amount of Service Tax was also introduced. In the Union Budget of India for the year 2006-2007, service tax was increased from 10% to 12%. On February 24, 2009 in order to give relief to the industry reeling under the impact of economic recession, The rate of Service Tax was reduced from 12 per cent to 10 per cent.

Hartwell Genetics Ch. 13 Study Guide

Chapter 13—Chromosomal Rearrangements and Changes in Chromosome Number Reshape Eukaryote Genomes Fill in the Blank |1. |Events that reshape genomes by reorganizing the DNA sequences within one or more chromosomes are known as ____________________. | |Ans: |rearrangements | | |Difficulty:  Ã‚  2 | |2. |____________________, duplications, inversions, translocations, and movements of transposable elements are all types of | | |rearrangements of chromosomal material. |Ans: |Deletions | | |Difficulty:  Ã‚  2 | |3. |Very large deletions are visible at the relatively low resolution of a __________________, showing up as the loss of one or more| | |bands from a chromosome. | |Ans: |karyotype | | |Difficulty:  Ã‚  2 | |4. |Changes in gene ____________________, the number of times a given gene is present in the cell nucleus, can create a genetic | | |imbalance. |Ans: |dosage | | |Difficulty:  Ã‚  3 | |5. |An unpaired bulge of one member of a homologous pair of chromosomes durin g prophase of meiosis I is known as a | | |____________________. | |Ans: |deletion loop | | |Difficulty:  Ã‚  3 | 6. |A recessive mutation in the mouse that prevents homozygous animals from walking in a straight line is known as the | | |____________________ gene. | |Ans: |shaker-1 | | |Difficulty:  Ã‚  3 | |7. |When repeats of a region lie adjacent to each other they are called ____________________ duplications. |Ans: |tandem | | |Difficulty:  Ã‚  2 | |8. |Inversions that include the centromere are termed ____________________. | |Ans: |pericentric | | |Difficulty:  Ã‚  2 | 9. |Inversions that exclude the centromere are termed ____________________. | |Ans: |paracentric | | |Difficulty:  Ã‚  2 | |10. |A crossover product that lacks a centromere is known as a(n) ____________________fragment. | |Ans: acentric | | |Difficulty:  Ã‚  2 | |11. |The type of large-scale mutation in which parts of two different chromosomes trade places is a ____________________ | | |transloc ation. | |Ans: |reciprocal | | |Difficulty:  Ã‚  2 | |12. |____________________ is the enzyme that catalyzes transposition. |Ans: |Transposase | | |Difficulty:  Ã‚  2 | |13. |Organisms with four copies of a particular chromosome (2n+2) are ________________. | |Ans: |tetrasomic | | |Difficulty:  Ã‚  3 | |14. |Down syndrome is also known as ____________________. |Ans: |trisomy 21 | | |Difficulty:  Ã‚  2 | |15. |If a tetraploid derives all of its chromosome sets from the same species, we call this kind of polyploid a(n) | | |____________________. | |Ans: |autopolyploid | | |Difficulty:  Ã‚  3 | Multiple Choice |16. |Which of the following are considered chromosomal rearrangements? |A) |inversions | |B) |duplications | |C) |deletions | |D) |translocations | |E) |all of the above | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  1 | |17. |Which of the following removes material from the genome? |A) |inversions | |B) |duplications | |C) |deletions | |D) |translocations | |E) |n one of the above | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  1 | |18. |Which of the following adds material to the genome? |A) |inversions | |B) |duplications | |C) |deletions | |D) |translocations | |E) |none of the above | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |19. The type of chromosomal rearrangement which reorganizes the DNA sequence within one chromosome is known as a(n): | |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |none of the above | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |20. |In general, which of the following usually has a greater chance of lethality than the others? |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |all have an equal chance | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |21. |Sometimes a piece of one chromosome attaches to another chromosome.This is known as a(n): | |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |none of the above | | |Ans:   Ã‚  D | | |Difficulty:  Ã‚  1 | |22. |Sometimes a part of the genome moves from chromosome to chromosome.This is known generally as a(n): | |A) |inversion | |B) |duplication | |C) |deletion | |D) |translocation | |E) |transposable element | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  2 | |23. |Rearrangements and changes in chromosome number may affect gene activity or gene transmission by altering the | | |________________________ of certain genes in a cell. |A) |position | |B) |order | |C) |number | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |24. |Karyotypes generally remain constant within a species because: | |A) |rearrangements occur frequently. | |B) |changes in chromosome number occur infrequently. | |C) |genetic instabilities produced by genomic changes usually are at a selective disadvantage. | |D) |genetic imbalances are often at a selective advantage. | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |25. |Despite selection against chromoso mal variations: | |A) |related species almost always have the same karyotype. | |B) |related species almost always have a different karyotype. | |C) |closely related species diverge by many chromosomal rearrangements. | |D) |distantly related species diverge by only a few chromosomal rearrangements. | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  2 | |26. In higher organisms, using genetic analysis is usually difficult to distinguish small deletions in one gene from: | |A) |heterozygotes. | |B) |small duplications. | |C) |monosomies. | |D) |point mutations. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |27. |For an organism to survive a deletion of more than a few genes, it must carry a nondeleted homolog of the deleted chromosome. | | |This is known as: | |A) |a deletion heterozygote. | |B) |a deletion homozygote. | |C) |dosage compensation. | |D) |a triplolethal chromosome. | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |28. |Individuals born heterozygotes for certain deletions have a greatly increased risk of losing both copies of certain genes and | | |developing cancer. One such disease is: | |A) |triplolethal. | |B) |scarlet eyes. | |C) |retinoblastoma. | |D) |cataracts. | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  1 | |29. |During the pairing of homologs in prophase of meiosis I, the region of a normal, nondeleted chromosome that has nothing with | | |which to recombine forms a so-called: | |A) |inversion loop. | |B) |deletion heterozygote. | |C) |crossover suppressor. | |D) |deletion loop. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |30. Using Drosophila polytene chromosomes and small deletions, geneticists have been able to: | |A) |map the shaker-1 gene in Drosophila. | |B) |assign genes to regions of one or two polytene chromosome bands. | |C) |assign genes to regions of 100kb or less of DNA. | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |31. |Which of the following molecular techniques could a scientist use to help locate gene s on cloned fragments of DNA with deletion | | |mutants? |A) | In situ hybridization | |B) |Crossover analysis | |C) |Southern blot analysis | |D) |all of the above | |E) |both a and c | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  3 | |32. |Duplications arise by: | |A) |chromosomal breakage and faulty repair. | |B) |unequal crossing over. | |C) |errors in replication. |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |33. |During the pairing of homologs in prophase of meiosis I, the region of a chromosome bearing extra copies of a particular | | |chromosomal region that has nothing with which to recombine forms a so-called: | |A) |inversion loop. | |B) |deletion heterozygote. | |C) |duplication loop. | |D) |deletion loop. | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |34. An inversion may result from: | |A) |a half-circle rotation of a chromosomal region following two double-strand breaks in a chromosome's DNA. | |B) |the action of a transposable element. | | C) |a crossover between DNA sequences present in two positions on the same chromosome in inverted orientation. | |D) |all of the above | |E) |none of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |35. Inversions may be hard to detect because they: | |A) |never visibly change chromosome banding patterns. | |B) |increase recombination in heterozygotes. | |C) |do not usually cause an abnormal phenotype. | |D) |normally are removed immediately in natural populations. | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  3 | |36. |Which of the following does not happen when an intragenic inversion occurs? |A) |One part of the gene is relocated to a distant region of the chromosome. | |B) |One part of the gene stays at its original site. | |C) |Homozygotes for the inversion do not survive. | |D) |The gene's function is not disrupted. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  3 | |37. |When a crossover occurs within the inversion loop of a pericentric inversion each recombinant chromat id will have: | |A) |a single centromere. | |B) |a duplication of one region. | |C) |a deletion different from the one of duplication. |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |38. |Robertsonian translocations result from which of the following? | |A) |Breaks at or near the centromeres of two acrocentric chromosomes followed by the reciprocal exchange of broken parts. | |B) |A part of one chromosome becomes attached to a non-homologous chromosome. | |C) |Unequal crossing over during meiosis. | |D) |The fusion of two small chromosomes end-to-end such that a double centromere occurs. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |39. |Which of the following does not usually show a problem during meiosis? |A) |translocation heterozygotes | |B) |translocation homozygotes | |C) |paracentric inversion | |D) |pericentric inversion | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |40. |Of the following segregation patterns, which one is most likely to result in a normal zygote? |A) |alternate | |B) |adjacent-1 | |C) |adjacent-2 | |D) |nondisjunction | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |41. |The condition of semisterility is most closely associated with: | |A) |chromosomal duplications. | |B) |pericentric inversions. | |C) |translocation heterozygotes. | |D) |translocation homozygotes. | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |42. |Translocations can help: | |A) |determine linkage groups. | |B) |aid in the diagnosis and treatment of certain cancers. | |C) |map important genes. | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  1 | |43. Down Syndrome can result from: | |A) |three copies of chromosome 21. | |B) |a translocation of a part of chromosome 21. | |C) |a reciprocal translocation between any two autosomes. | |D) |a and b | |E) |a, b, and c | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |44. |Which of the following do translocations and inversions not have in common? |A) |don't alter the amount of DNA in the genome | |B) |ability to alter gene function | |C) |use of inversion loops during crossing over | |D) |catalysts of speciation | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |45. |A transposition is considered a cytologically invisible sequence rearrangement. With which of the following does it share this | | |property? |A) |small deletion | |B) |large duplication | |C) |inversion | |D) |translocation | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |46. |Barbara McClintock is most closely associated with which of the following? | |A) |The initial discovery of genetic transposition. | |B) |The discovery of transposable elements in corn. | |C) |The mutation rate in translocation heterozygotes. | |D) |The demonstration of the presence of transposable elements in polytene chromosomes. | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |47. |Transposable elements have many things in common.Which of the following is not a usual characteristic of them? | |A) |Typically small er than 50 bp. | |B) |May be present in a genome from one to thousands of times. | |C) |Are found only in a select group of organisms. | |D) |Need not be sequences that do something for the organism. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  3 | |48. |Retroposons and retro-viruses have structural parallels. Which of the following also shares structural parallels with them? |A) |tRNA | |B) |DS-DNA | |C) |rRNA | |D) |mRNA | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |49. |Which of the following is a possible effect that a transposable element may have on a gene? | |A) |Shift the reading frame. | |B) |Diminish the efficiency of splicing. | |C) |Provide a transcription stop signal. | |D) |all of the above | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |50. Which of the following is not an aneuploidy? | |A) |monosomy | |B) |tetraploid | |C) |trisomy | |D) |tetrasomy | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  1 | |51. |The most common human aneuploidy is trisomy 21, Down syndrome .All of the effects listed below may be seen in this syndrome | | |except: | |A) |death always by age 25. | |B) |mental retardation. | |C) |skeletal abnormalities. | |D) |heart defects. | |E) |increased susceptibility to infection. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |52. |Which of the following sex chromosome aneuploidies is not usually seen in live births? | |A) |XO |B) |XXY | |C) |YO | |D) |XXX | |E) |None of the above | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | |53. |Turner syndrome, XO, is a sex chromosome aneuploidy. Of the effects listed below, which one is not usually seen in this | | |syndrome? |A) |unusually short stature | |B) |infertility | |C) |skeletal abnormalities | |D) |unusually long limbs | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |54. |In Drosophila, a gynandromorph, which is composed of equal parts male and female tissue, results from: | |A) |an XX female losing one X chromosome during the first mitotic division after fertilization. | |B ) |an egg carrying an X chromosome fertilized by a Y-carrying sperm. | |C) |a normal egg fertilized by both an X-carrying sperm and a Y-carrying sperm. | |D) |the fusion of a female embryo with a male embryo. | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  3 | |55. |Which of the following is not an example of a euploid condition? | |A) |triploidy | |B) |diploidy | |C) |Down syndrome | |D) |tetraploidy | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  1 | |56. Triploid organisms usually result from: | |A) |the union of haploid and diploid gametes. | |B) |unequal disjunction during embryogenesis. | |C) |propagation of fused cell lines. | |D) |fusion of three gametes simultaneously. | | |Ans:  Ã‚  A | | |Difficulty:  Ã‚  2 | |57. |During mitosis, if the chromosomes in a diploid tissue fail to separate after replication, the resulting daughter cells will be:| |A) |monoploid. | |B) |tetrasomic. |C) |triploid. | |D) |tetraploid. | | |Ans:  Ã‚  D | | |Difficulty:  Ã‚  2 | |58. |Hybrids in whi ch the chromosome sets come from two distinct, though related, species are known as: | |A) |autopolyploids. | |B) |allopolyploids. | |C) |amphiploids. | |D) |bivalents. | | |Ans:  Ã‚  B | | |Difficulty:  Ã‚  2 | |59. |The genus Triticale is a new genus of the various allopolyploid hybrids between wheat and rye.Some of the members of this genus| | |show agricultural promise because: | |A) |wheat has a high yield. | |B) |rye adapts well to unfavorable environments. | |C) |wheat has a high level of protein. | |D) |rye has a high level of lysine. | |E) |all of the above | | |Ans:  Ã‚  E | | |Difficulty:  Ã‚  2 | |60. |Which of the following rarely, if ever, results in a positive force for evolution? |A) |polyploidy | |B) |allopolyploidy | |C) |trisomy | |D) |amphidiploidy | | |Ans:  Ã‚  C | | |Difficulty:  Ã‚  2 | Matching | |Match the following descriptions with the terms below a. inversion b. duplication c. deletion d. translocation e. transposable element |61. |A pi ece of genetic material that moves from place to place in the genome. | |Ans: |e | | |Difficulty:  Ã‚  2 | |62. |A change in the genome whereby new material is added to the genome. | |Ans: |b | | |Difficulty:  Ã‚  1 | |63. |A change in the genetic material where a DNA sequence changes direction. |Ans: |a | | |Difficulty:  Ã‚  1 | |64. |A decrease of genetic material in the genome. | |Ans: |c | | |Difficulty:  Ã‚  1 | |65. |A piece of chromosome attaches to another chromosome. | |Ans: |d | | |Difficulty:  Ã‚  2 | | | Match the following descriptions with the terms below a. retroposon b. transposon c. transposable element d. transposase |66. |Any DNA segment that moves about in the genome. |Ans: |c | | |Difficulty:  Ã‚  3 | |67. |Moves in the genome with the aid of an RNA intermediate. | |Ans: |a | | |Difficulty:  Ã‚  2 | |68. |Moves DNA directly. | |Ans: |b | | |Difficulty:  Ã‚  3 | |69. |An enzyme that catalyzes a transposition event. | |Ans: |d | | |Difficu lty:  Ã‚  1 | True or False |70. |When comparing mouse and human Giemsa-stained karyotypes, we see no conservation of banding patterns. | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |71. |Karyotypes generally remain constant within a species because rearrangements and changes in chromosome number occur | | |infrequently. | | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  3 | |72. |Changes in chromosome number include aneuploidy, monoploidy, polyploidy, and duplications. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |73. |Deletion may arise from errors in replication, from faulty meiotic or mitotic recombination, and from exposure to X-rays. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |74. |Homozygosity for a deletion is often, but not always, lethal. | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |75. |Recessive mutations can often be covered by deletions in heterozygotes. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |76. |Most duplications have no obvious phenotypic consequences and can be detected only by cytological or molecular means. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |77. |Duplication of chromosomal segments rarely has an effect on the evolution of genomes. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |78. |Crossing-over within an inversion loop produces aberrant recombinant chromatids. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  3 | |79. |Reciprocal translocations are usually phenotypically abnormal because they have neither lost nor gained genetic material. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  1 | |80. |A hallmark of transposons is that their ends are inverted repeats of each other. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  3 | |81. |The mouse genome has high synteny with the human genome since about 170 DNA blocks are simply rearranged between the two | | |genomes. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  2 | |82. |Euploid cells contain only incomplete sets of chromosomes. | | Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |83. |Down syndrome is an example of triploidy. | | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  2 | |84. |Genetic imbalance results from polyploidy. | |Ans:  Ã‚  False | | |Difficulty:  Ã‚  1 | |85. |An acentric fragment is an inversion cross-over product lacking a centromere. | | |Ans:  Ã‚  True | | |Difficulty:  Ã‚  1 | Short Answer |86. |Explain how data from the linkage groups of the mouse can be used as a resource for assessing human linkage groups. |Ans: |Because virtually all genes cloned from the mouse genome are conserved in the human genome and vice versa, it is | | |possible to construct linkage maps for the two genomes from the same set of markers. Comparisons of the mouse and human| | |linkage groups allow one to see a picture somewhere between complete correspondence and unrelatedness. Genes closely | | |linked in the mouse tend to be closely linked in humans, but genes that are less tightly linked in one spe cies tend not| | |to be linked at all in the other. This shows that even though mice and humans diverged about 65 million years ago, the | | |DNA sequences in many regions are very similar. | |Difficulty:  Ã‚  4 | |87. |Explain the differences between chromosomal rearrangements and changes in chromosome number. Cite at least one example of each. | |Ans: |Chromosomal rearrangements reorganize the DNA sequences within one or more chromosomes. Changes in chromosome number | | |involve losses or gains of entire chromosomes or sets of chromosomes. (Student may cite as an example of | | |rearrangements: deletion, duplication, inversion, translocation, and transposable elements. For changes in chromosome | | |number student may cite an aneuploidy such as a monosomy or trisomy, monoploidy, or polyploidy. | | |Difficulty:  Ã‚  4 | |88. |Describe how an inversion heterozygote can reduce the number of recombinant progeny. | |Ans: |When inversion heterozygotes have chromosomes pair up duri ng meiosis, an inversion loop is formed to allow the tightest| | |possible alignment of homologous regions. This always produces aberrant recombinant chromatids. Two inversion cases are| | |possible – pericentric and paracentric. In a pericentric crossover within the inversion loop each recombinant will | | |carry a duplication of one region and a deletion of another.This abnormal dosage of some genes will result in abnormal| | |gametes and if they fertilize normal gametes, zygotes may die because of genetic imbalance. In a paracentric crossover | | |within the inversion loop the recombinant chromatids will be unbalanced in both gene dosage and centromere number. | | |(Student may then explain how centromere number can result in genetically unbalanced gametes such as what acentric and | | |dicentric chromatids would produce. ) | | |Difficulty:  Ã‚  4 | |89. Discuss the several effects that translocations and inversions have in common. | |Ans: |Both translocations and inver sions change genomic position without affecting the total amount of DNA. If a breakpoint | | |of either one is within a gene, the gene function may be altered or lost. Both types may produce genetically imbalanced| | |gametes that may negatively affect a zygote or developing embryo. (Student may explain at this point the differences | | |between how the imbalanced gametes are produced. ) Because both reduce viable progeny and heterozygotes, they may play a| | |role in speciation and evolution. | | |Difficulty:  Ã‚  4 | |90. Explain the possible effects that a transposable element may have on a gene. | |Ans: |Insertion of a transposable element near or within a gene can affect gene expression and alter phenotype. For example, | | |a B type hemophilia occurs after insertion of Alu into the gene encoding clotting factor IX. Secondly, the effect of | | |insertion depends on what the element is and where the insertion point is. If insertion is into a protein-coding exon, | | |the readi ng frame may shift or a stop codon may be introduced. Insertion into an intron may lower the efficiency of | | |splicing, which may result in removal from the transcript that could lower production of a normal polypeptide.A stop | | |signal could also affect genes downstream. Upstream insertion into a regulatory gene could affect gene function in | | |various ways also. | | |Difficulty:  Ã‚  4 | |91. |Explain the mechanism by which aneuploidy occurs. | |Ans: |Aneuploidy occurs because of meiotic nondisjunction either in meiosis I or meiosis II. In meiosis I if homologs do not | | |separate all gametes produced will contain an error. Two of the gametes will contain both homologs and two will contain| | |neither.When fertilization of a normal gamete occurs by either of these abnormal gametes, aneuploidy results. Half of | | |the zygotes will be trisomic and half will be monosomic. Meiotic nondisjunction during meiosis II will produce two | | |normal and two abnormal gametes. If fer tilization occurs with either of the abnormal gametes, aneuploid zygotes are | | |produced. | | |Difficulty:  Ã‚  4 | |92. |Discuss why triploid organisms are almost always sterile. | |Ans: |(Student may explain how triploids occur. ) Triploids are almost always sterile because meiosis produces mostly | | |unbalanced gametes.During the first meiotic division in a triploid germ cell, three sets of chromosomes must segregate| | |into two daughter cells. Most likely one daughter will end up with two chromosomes and the other will have only one of | | |any one set of homologs. Some cells will have two of some chromosomes and the normal one of others. Many combinations | | |of incorrect number of chromosomes will occur with very little chance of the normal amount. Most gametes will be | | |aberrant and will have a reduced chance of producing viable offspring. | | |Difficulty:  Ã‚  4 | |93. |Discuss how deletions and duplications may contribute to evolution. |Ans: |General examples of how chromosomal rearrangements might contribute to evolution: | | |Deletions – a small deletion that moves a coding sequence of one gene next to a promoter or other regulatory element of| | |an adjacent gene may, rarely, allow expression of a protein at a novel time in development or in a novel tissue. If the| | |new time or place of expression is advantageous to the organism, it might become established in the genome. | | |Duplications – a duplication will provide at least two copies of a gene. If one copy maintains the original function, | | |the other could conceivably acquire a new function that would probably be related to the original function.Many | | |examples can be seen in higher plants and animals. (Students may also write about the evolutionary contributions of the| | |other chromosomal rearrangements and might even mention the role of changes in chromosome number. ) | | |Difficulty:  Ã‚  4 | |94. |Why do inversions act as cross-over suppressors? | |Ans: |Inversions act as cross-over suppressors because only progeny that do not recombine within an inversion loop will | | |survive. | | |Difficulty:  Ã‚  4 | |95. |What is a balancer chromosome? |Ans: |A balancer chromosome is a special chromosome often created by the use of X-rays for the purpose of genetic | | |manipulation; these chromosomes often carry multiple, overlapping inversions that enable researchers to follow them | | |through crosses, and a recessive lethal mutation that prevents the survival of homozygotes. | | |Difficulty:  Ã‚  4 | |96. |What is the difference between alternate and an adjacent-1 segregation or an adjacent-2 segregation pattern? | |Ans: |An alternate segregation pattern results in balanced chromosomes while adjacent 1or 2 patterns yield chromosomes that | | |are unbalanced. | |Difficulty:  Ã‚  4 | Experimental Design and Interpretation of Data |97. |We now know that several organisms have a high degree of synteny at the genomic level. You wish to test the hypothesis that the| | |laboratory mouse and human share genomic similarities. What tests would you complete and given that we now know that the mouse | | |and human genomes are highly syntenic, what results would you expect? | |Ans: |Karyotype analysis can be used to test the hypothesis of genomic similarities however, only animals that have high | | |homology will show similar banding patterns.Therefore, FISH (fluorescence in situ hybridization) would be a more | | |useful technique to determine synteny. The mouse and human genomes are similar in that approximately 170 similar | | |fragments an average length of about 18 Mb are simply rearranged (this is not visible in a karyotype). | | |Difficulty:  Ã‚  4 | |98. |You are mapping traits in your favorite organism but unbeknownst to you, your laboratory model organism contains a rare | | |deletion. How will your mapping results be affected? |Ans: |The mapping distance will appear smaller than the actual physical distanc e in the wild-type organism. | | |Difficulty:  Ã‚  4 | |99. |You have discovered an altered phenotype and cloned the gene responsible. However, the gene you cloned appears to have an | | |unusual sequence in it. In order to determine the chromosomal location of your new gene, you perform FISH, using only the | | |unusual sequence, on several animals. To your surprise, the FISH results suggest that each animal contains the gene on a | | |different chromosome. How would you interpret your results. |Ans: |The unusual sequence is a transposon and your â€Å"new† phenotype arose via the disruption of its gene by the transposon. | | |Difficulty:  Ã‚  4 | |100. |You are a master gardener and your favorite tomato plant is very sensitive to a pesticide called DEADBUG. You wish to make your| | |special tomato plants resistant to the pesticide which you spray on other bushes in your garden. Using microbial techniques | | |give sufficient and complete details of how you would do this (include ploidy status). | |Ans: |Haploid pollen grains are cold treated and plated on agar plates.The resulting embryoids are treated with hormone in | | |liquid culture and eventually grown as a monoploid plant. The plant is treated with a mutagen to induce mutations that | | |can result in insensitivity to the pesticide. Somatic cells are removed from the treated plant and plated on agar | | |containing DEADBUG. Only cells resistant to DEADBUG will grow. Again the embryoid is hormone treated and grown into a| | |resistant monoploid plant. Treatment with colchicine will allow duplication of chromosomes without separation | | |resulting in a normal diploid plant. | | |Difficulty:  Ã‚  4 |