Living and Non-Living Cells and Tissues in Trees

Living and Non-Living Cells and Tissues in Trees Only 1 percent of a dormant mature tree is biologically living while the rest is composed of non-living, structural wood cells. In other words, very little of a trees  woody volume is composed of living, metabolizing tissue; rather, the major living and growing portions of a tree are leaves, buds, roots, and a thin film or skin of cells just under the bark called the cambium. There are other living cells that are important for tree growth within the different parts of trees, especially in root tips, the apical meristem, and leaf and flower buds; however, these living cells make up a very small percentage of the total volume of a trees cells. Instead, non-living or dead cells comprise most of the volume of a tree, providing vital structural support for the living cells. Interestingly enough, trees start out in life as a germinating seed with every living cell in hyperdrive, but  as a tree seed becomes a seedling, then a sapling, then a mature tree, its living contents become less and less as a percentage of the total volume. Trees increasingly lose their living cytoplasmic cells as metabolism ceases in each cell, and although they are no longer alive, these non-living cells now provide protection, transportation, and physical support for the living ones. The Vital Role of Non-Living Cells Without the support and structure provided by non-living cells,  trees would likely die  and certainly wouldnt grow quite as large as they do. This is because non-living cells provide a vital role in the process of  how a tree grows  - from the heavy lifting of holding up the tall branches to the trees bark, which protects the thin layer of living cells underneath. This supporting and protective wood is created by cambial-hardened cells produced on the inner and outer cambial layer and sandwiched between the outer cambial layer. As a result, the bark of a tree is a product of the ongoing process of creating  sieve tubes to transport water and nutrients from the leaves to the roots and back. The sound, non-living cells of a tree are very important to helping a tree stay protected, and the bark and structural cells serve as a line of defense against insects and disease that could affect the vulnerable living tissue of the cambium that maintains life throughout the tree. New cells are formed and living cells cease metabolization as they transform into transport vessels and protective skin, creating a cycle of creation, rapid growth, slowing metabolism, and death as the tree climbs ever-higher into a healthy, full plant. When Wood Is Considered Alive and Dead For most intents and purposes, wood is considered to be the product of living cells in trees harnessing the environment around them to make proteins and form protective vessels and shells for the trees sustained growth. Wood is only technically considered dead when its separated from the tree itself, as it still serves a vital role in the plants life when attached to living cells in the tree. In other words, although wood is largely made of non-living cells - cells that no longer reproduce but instead transport nutrients to living cells - it is still considered alive if it is attached to the tree itself. However, if a branch falls off or a person cuts down a tree, the wood is considered dead because it no longer transports living matter through itself. As a result, wood that has been separated from a tree will dry up as the protoplasm hardens and the protein turns into the wood one might use in a fireplace or for building a shelf. This wood is considered dead, though the piece it was once attached to - if still attached to the tree itself - is still considered alive.

Talking About Young People

Talking About Young People Talking About Young People Talking About Young People By Maeve Maddox Many terms exist to describe children of various ages, all of them having different connotations. The messages of journalists, politicians, merchants, professional educators, and social commentators are often slanted by the terms they choose to describe children. For example, politicians who may usually refer to children as kids are careful to use the words child and children in their important speeches. Apparently, child evokes a more tender response in the listener than kid. Professional educators, who once distinguished between the words pupil and student, now refer to all school children as students. Any word that describes a child is going to carry some emotional charge, but some are more heavily weighted than others. Here are some fairly neutral words to describe young people under the age of 21: baby infant toddler child boy girl youngster juvenile adolescent minor The following words convey more specific images and appeal to different emotions: tot tyke little one preschooler teenager teen preteen student young man young lady young adult waif urchin brat rug rat guttersnipe In the past, the word youth was a useful term often seen in news stories with the meaning of â€Å"a young man between boyhood and mature age.† For example, â€Å"Youth Robs Liquor Store.† Recently, I’ve seen the word used to describe a three-year-old who drowned. Finally, there’s the word kid. As a word for the young of a goat, kid has been in the language at least since 1562; possibly since 1200. The OED documents kid, â€Å"a child, especially a young child,† from the 17th century, noting that it originated as â€Å"low slang,† but by the 19th century had become common in familiar speech. Nowadays, kid is used in the most formal contexts, from the speech and writing of professional educators to the naming of children’s clinics. The word’s elevation to the status of an acceptable synonym for child may have something to do with its similarity to German Kind (child); after all, English is a Germanic language. However, despite its ubiquity as a generic term for child, the word kid can carry negative connotations that prevent it from being acceptable in every context. Related post: â€Å"I Hate ‘Kids† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How Many Tenses in English?Anyone vs. EveryoneHow Long Should a Synopsis Be?

Free Trade and Fair Trade Essay Example | Topics and Well Written Essays - 750 words

Free Trade and Fair Trade - Essay Example This unequivocal position, he views any and all tariffs as anathema to the enjoyment of the benefits of free trade, and an injustice to the consumer who deserves access to the best valued goods and services at the most economical prices. Milton believes that the consumer’s interest is paramount, and any other policy consideration inconsistent-valued his interest is distortionary. An interesting assertion in the article is the principle attributed by Friedman to Adam Smith, that citizens from a nation benefit from importing as much as it can and exporting as little as possible. Friedman interprets this as getting as much value as possible with deploying as little, thus accumulating value within the country’s borders. Fried Fair Trade. Stiglitz and Charlton proceed on the premise that trade can be a positive force for development. However, it is their position that liberalization should be carefully managed. The position of Stiglitz and Charlton is that the Washington Con sensus prescribed developing countries to expeditiously adopt a system of reduced tariffs and trade barriers, entailed unforeseen cost to these countries in what amounted to the unwarranted rapid and indiscriminate liberalization of their markets. The undue haste and lack of careful stewardship in the adoption of free trade policies have resulted to an unfair advantage on the part of developed countries. For instance, after the Uruguay Round, developed countries came away with a disproportionately greater part of the gains particularly on the issues of the reduction of textile protection and of tariff and subsidy reduction on agricultural goods. This left developing countries at a gross disadvantage for which they met succeeding trade negotiations with much less enthusiasm and volition.

Honorifics Similarities of the Guugu Yimidhirr and Japanese Languages Essay

Honorifics Similarities of the Guugu Yimidhirr and Japanese Languages - Essay Example One of the most intriguing qualities of the Guugu Yimidhirr language is its honorific system; in other words, the way in which deference is paid to certain members of the family or the society with the use of a specific word over another. In particular, the honorific system requires the use of deference words and tone to a brother-in-law or father-in-law. The Japanese and Guugu Yimidhir languages were born for essentially the same purpose: to solidify a social structure that organically evolved to support a burgeoning community and, eventually, a larger nation. Where the Guugu Yimidhirr language has maintained its more traditional deference language primarily for use in speaking to brothers- and fathers- in law who in turn provide essential services for the community, Japanese culture has evolved and with it the use of deferential language for business purposes. Whorfian theory can be used in terms of the Aboriginal group, however Japanese language has not been a mirror unto itself a nd has changed to accommodate the needs of its society. The function of the honorifics within the Guugu Yimidhirr language is to essentially uphold an established social structure. The culture of these people is such that a certain stratification is basic to the continuation of the societal framework: deference must be paid to those members of society who are, in terms of the culture, of higher importance and reverence within the community and the society on the whole. Brothers-in-law and fathers-in-law are considered honorable members of the community in that they are wise and instrumental to the running of day-to-day life. This is a generally accepted view of Guugu Yimidhirr, with many subscribers to the idea that the language is what the society was initially, and now is, fixed upon. In contrast to this theory, however, Foley suggests that the key to understanding the use of honorifics within this particular language is to bring the Whorfian theories into play; in short, to examine the idea that the words used in context are not merely a product of initial societal roles but that they are currently responsible for shaping the worldview of the Guugu Yimidhirr themselves (Foley 1997). Being raised in an environment where it is socially unacceptable to say Balin-ga (porcupine) to your father- or brother-in-law instead of the deferential nhalngarr (Shopen 1979) means that children are acculturated to believe in the existing social structures and to use them with little resistance. Shopen points out that the deferential vocabulary within Guugu Yimidhirr is not a substantial sub-language, but instead a special set of words and phrases that are interchangeable with parts of the regular language. This is notable because it shows that the social structure is not completely, strictly stratified, but that it merely demands a level of respect for those on whom the community depends. Modern Japanese Honorifics The Japanese language today is another, like Guugu Yimidhirr, that has evolved over centuries and in doing so has developed and maintained honorifics. The three specific levels of Japanese honorifics, delineated by linguists, are Polite, Respectful and Humble Language. Teineigo, or Polite Language, is marked by the use of special sentence and verb endings: desu and masu, respectively (Maynard 1997). This is the language version taught to non-native speakers of Japanese. Sonkeigo, or Respectful Language, is used in reference to superiors and is characterized by the use of alternate words. For example, instead of using the verb suwaru as would be done when referring to oneself sitting down, the phrase o kake ni natte kudasai is used to ask someone in a superior position (this includes customers)

Inherent and Instrumental Values in Ethics :: Happiness Life Papers

Inherent and Instrumental Values in Ethics The distinction between inherent and instrumental values in ethics could, in my view, be said to represent a contemporary version of both the eudaimonistic distinction between virtues as instruments and forms of happiness as the goals or ends to be achieved through these instruments, and of the deontological distinction between duties and the summum bonum to be, at least ultimately or in an afterlife, achieved through them. The paper identifies and explores what appears to be a threefold relationship between inherent and instrumental values. First, their mutual inseparability is found to be based in the very concept of instrumentality. Second, their parallelism in the relevant respects is seen also to be rooted in their instrumental relation. Third, and very significant, the inherent and instrumental values are discovered to be reversible so that what were inherent values can often become instrumental and vice-versa. Finally, and most importantly, the value and richness of human life is perceived to be nothing else than the function of the richness in values in ethics as well as in other spheres of human life. I. Introduction John Dewey holds the value concept as controversial since a survey of the current literature of the subject discloses that views on the subject range from the belief, at one extreme, that so-called 'values' are but emotional epithets or mere ejaculations, to the belief, at the other extreme, that a priori necessary standardized, rational values are the principles upon which art, science, and morals depend for their validity. And between these two conceptions lies a number of intermediate views. (1) One intermediate view says that values in general are things, beliefs, actions, emotions, and attitudes which are found acceptable, desirable, and even praiseworthy to the individual, to society, or to both of them. (2) We find as many different kinds of values as there are different areas of human life-intellectual, emotional, aesthetic, religious, moral, political, economic, etc. The distinction between inherent and instrumental values applies equally to each one of these fields. This ch apter, however, will limit itself to the inquiry into the nature and relationship of the inherent and instrumental values in the field of morality with only an occasional excursus into other fields. To indicate the meaning of these two kinds of values we could begin by saying that the inherent values are, roughly speaking, the desired results achieved through the operation of the instrumental values. Inherent and Instrumental Values in Ethics :: Happiness Life Papers Inherent and Instrumental Values in Ethics The distinction between inherent and instrumental values in ethics could, in my view, be said to represent a contemporary version of both the eudaimonistic distinction between virtues as instruments and forms of happiness as the goals or ends to be achieved through these instruments, and of the deontological distinction between duties and the summum bonum to be, at least ultimately or in an afterlife, achieved through them. The paper identifies and explores what appears to be a threefold relationship between inherent and instrumental values. First, their mutual inseparability is found to be based in the very concept of instrumentality. Second, their parallelism in the relevant respects is seen also to be rooted in their instrumental relation. Third, and very significant, the inherent and instrumental values are discovered to be reversible so that what were inherent values can often become instrumental and vice-versa. Finally, and most importantly, the value and richness of human life is perceived to be nothing else than the function of the richness in values in ethics as well as in other spheres of human life. I. Introduction John Dewey holds the value concept as controversial since a survey of the current literature of the subject discloses that views on the subject range from the belief, at one extreme, that so-called 'values' are but emotional epithets or mere ejaculations, to the belief, at the other extreme, that a priori necessary standardized, rational values are the principles upon which art, science, and morals depend for their validity. And between these two conceptions lies a number of intermediate views. (1) One intermediate view says that values in general are things, beliefs, actions, emotions, and attitudes which are found acceptable, desirable, and even praiseworthy to the individual, to society, or to both of them. (2) We find as many different kinds of values as there are different areas of human life-intellectual, emotional, aesthetic, religious, moral, political, economic, etc. The distinction between inherent and instrumental values applies equally to each one of these fields. This ch apter, however, will limit itself to the inquiry into the nature and relationship of the inherent and instrumental values in the field of morality with only an occasional excursus into other fields. To indicate the meaning of these two kinds of values we could begin by saying that the inherent values are, roughly speaking, the desired results achieved through the operation of the instrumental values.

Preschool Music Education Essay

Introduction Teaching music to preschoolers contributes to brain development.   â€Å"The musician is constantly adjusting decisions on tempo, tone, style, rhythm, phrasing, and feeling—training the brain to become incredibly good at organizing and conducting numerous activities at once. Dedicated practice of this orchestration can have a great payoff for lifelong attention skills, intelligence, and an ability for self-knowledge and expression† (Ratey, 2001).   A group of researchers at the University of California (Irvine) conducted a study that showed that after eight months of keyboard lessons, preschoolers showed a 46% boost in their spatial reasoning (Rauscher, Shaw, Levine, Ky and Wright, 2001). Music Education Module   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The curriculum for teaching preschool music education should contain three parts: 1) Singing; 2) Active listening; and 3) Movement.   All three of these subsections should work together and build off of the skills learned during the other subsections.   The music education curriculum must be fun and engaging for the preschool children, otherwise the children will not give the music activities their full attention and will not retain the cognitive abilities that can be taught through music education.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The preschool music education curriculum needs to be focused around teaching the children songs, preferably nursery rhymes and other educational songs, which will teach the children a skill.   Incorporating movement and hand motions into each song that is taught will enhance the skills learned.   Learning to sing songs will improve the development of language acquisition, listening skills, and fine motor skills.    Songs that tell a story with hand motions such as â€Å"I’m Bringing Home a Baby Bumblebee† will improve language skills as well as fine motor skills and self expression.   Songs that specifically address a certain skill such as counting songs (1,2 Buckle My Shoe) and spelling songs (B-I-N-G-O) should be incorporated into the music curriculum as well.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The preschool music education curriculum must also include active listening to music.   Listening to music, particularly classical music, will improve listening skills, auditory discrimination, abstract reasoning, and spatial intelligence.   After the children have listened to a musical piece, the experience needs to be reinforced by a series of questions and answers.   Asking the children what kind of instruments they heard and what emotions they felt during the song will improve the abstract reasoning skills and teach the children how to evaluate and comprehend what they have heard.   Clapping through a rhythm that was in the song they just heard will teach the children about tempo and improve counting and mathematical skills. Conclusion The preschool music education curriculum needs to include all three of the subsections discussed.   If the curriculum neglects one of the subsections, important skills will be neglected.   Singing and dancing teaches preschool children language skills, fine motor skills, and self expression.   Actively listening to music, particularly classical music, improves listening skills, abstract reasoning skills, and spatial intelligence. When developing a preschool music education curriculum, the most important thing is to ensure that the curriculum is fun and engaging for the preschool children.   If the curriculum is rigid and boring, the children will lose interest and the teacher will not have their full attention.   In order for the preschool children to acquire the skills taught during music education, the children must be engaged in the curriculum.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚      References Musically Yours, Inc.   (2007, November) Music Preludes.   Retrieved January 23, 2008 from http://www.musicpreludes.com/index.html Ratey John J., MD. A User’s Guide to the Brain. New York: Pantheon Books, 2001. Rauscher, Shaw, Levine, Ky and Wright, â€Å"Music and Spatial Task Performance: A Causal Relationship,† University of California, Irvine, 1994

Business Etiquette, Vital Manners, Cross Cultural Communication Free Essay Example, 1000 words

a) In Saudi Arabia, an American businessman sat down and crossed his legs, so that the leather soles of his fine dress shoes were showing. He then refused an offer of a cup of coffee. Individuals involved in this case can be made to understand that the difference in culture was the root cause of their misunderstandings. The American business person is obsessed with the western culture which is viewed by some eastern countries as arrogant and boastful. This is the reason why he was crossing his legs so that the leather soles of his fine dress shoes could be seen. At the same time, refusing a cup of coffee from his Saudi friend was normal in western culture, unlike Arabic culture. b) How do people greet each other in Australia, India, Japan, Korea, Netherlands, and Spain? Shaking hands when people meet is a common form of greeting amongst people living in Australia. Women at times greet each other by making a kiss on the cheek while the tourists usually use the term "G' day" to mean " hello"(Cyborlink. com, 2014). In India, shaking hands is the most common way through which people greet, though men are not supposed to touch women. We will write a custom essay sample on Business Etiquette, Vital Manners, Cross Cultural Communication or any topic specifically for you Only $17.96 $11.86/page Kisses are acceptable in countries like Haiti, Kenya, USA, UK, and France among other countries. In India, kissing is acceptable for close family members(Cyborlink. com, 2014). In Egypt, it is acceptable for women to kiss.