Biology Prefixes and Suffixes heter- or hetero-

The prefix (heter- or hetero-) means other, different, or dissimilar. It is derived from the Greek hà ©teros meaning other. Examples Heteroatom (hetero - atom): an atom that is not carbon or hydogen in an organic compound. Heteroauxin (hetero - auxin): a biochemical term that refers to a kind of growth hormone that is found in plants. Indoleacetic acid is an example. Heterocellular (hetero - celluar): referring to a structure that is formed of different kinds of cells. Heterochromatin (hetero - chromatin): a mass of condensed genetic material, composed of DNA and proteins in chromosomes, that have little gene activity. Heterochromatin stains more darkly with dyes than other chromatin known as euchromatin. Heterochromia (hetero - chromia): a condition that results in an organism having eyes with irises that are two different colors. Heterocycle (hetero - cycle): a compound that contains more than one type of atom in a ring. Heterocyst (hetero - cyst): a cyanobacterial cell that has differentiated to carry out nitrogen fixation. Heteroduplex (hetero - duplex): refers to a double-stranded molecule of DNA where the two strands are noncomplementary. Heterogametic (hetero - gametic): capable of producing gametes that contain one of two types of sex chromosomes. For example, males produce sperm that contains either an X sex chromosome or Y sex chromosome. Heterogamy (hetero - gamy): a type of alternation of generations seen in some organisms that alternate between a sexual phase and a parthenogenic phase. Heterogamy can also refer to a plant with different types of flowers or a type of sexual reproduction involving two kinds of gametes that differ in size. Heterogenous (hetero - genous): having an origin outside of an organism, as in the transplant of an organ or tissue from one individual to another. Heterograft (hetero - graft): a tissue graft that was obtained from a different species from the organism that received the graft. Heterokaryon (hetero - karyon): cell that contains two or more nuclei that are genetically different. Heterokinesis (hetero - kinesis): the movement and differential distributions of sex chromosomes during meiosis. Heterologous (hetero - logous): structures that are different in function, size, or type. For example, X chromosomes and Y chromosomes are heterologous chromosomes. Heterolysis (hetero - lysis): dissolution or destruction of cells from one species by the lytic agent from a different species. Heterolysis can also refer to a type of chemical reaction where the bond breaking process forms pairs of ions. Heteromorphic (hetero - morph - ic): differing in size, form or shape, as in some homologous chromosomes. Heteromorphic also refers to having different forms at different periods in a life cycle. Heteronomous (hetero - nomous): a biological term that refers to the parts of an organism that differ in their development or structure. Heteronym (hetero - nym): one of two words having the same spelling but different sounds and meanings. For example, lead (a metal) and lead (to direct). Heterophil (hetero - phil): having an attraction to or affinity for different kinds of substances. Heterophyllous (hetero - phyllous): refers to a plant that has dissimilar leaves. Examples include some types of aquatic plant species. Heteroplasmy (hetero - plasmy): the presence of mitochondria within a cell or organism that contains DNA from different sources. Heteroploid (hetero - ploid): having an abnormal chromosome number differing from the normal diploid number of a species. Heteropsia (heter - opsia): an abnormal condition in which a person has a different vision in each eye. Heterosexual (hetero - sexual): an individual that is attracted to persons of the opposite sex. Heterosporous (hetero - spor - ous): producing two different types of spores that develop into male and female gametophytes, as in the male microspore (pollen grain) and female megaspore (embryo sac) in flowering plants. Heterothallic (hetero - thallic): a type of cross-fertilization reproduction that is used by some species of fungi and algae. Heterotroph (hetero - troph): an organism that uses a different means of obtaining nutrition than an autotroph. Heterotrophs can not obtain energy and produce nutrients directly from sunlight as do autotrophs. They must obtain energy and nutrition from the foods they eat. Heterozygosis (hetero - zyg - osis): of or related to a heterozygote or related to the formation of a heterozygote. Heterozygous (hetero - zyg - ous): having two different alleles for a given trait.

Maslows Hierarchy of Needs Essay - 1247 Words

Abraham Maslow proposed a theory concerning human motivations that was based upon a hierarchy of needs. Basic physiological drives like thirst, hunger and sleep, as well as the need for safety, shelter and some feeling of security are the motivational needs that must first be met. They provide the foundation for higher level of motivations to become present and available as needs the indvidual is aroused to attain. Each higher order of motivational need is built upon a more basic need. After physiological and safety needs are met then the individual looks to belong and be accepted by peers and groups that they identify with. Once accepted, one looks to improve their self-esteem and garner the respect and esteem of their peers and the†¦show more content†¦That one can count on the sun rising, that society will respond in a sensible manner, just as it did the day before. That in general life has some purpose, is somewhat predictable, with some balance and order to it. These very basic needs were never of must concern for Freud. While certainly not born into a wealthy family, his very basic needs of nourishment and shelter were never in any real question. He grew up in a household with domestic help, and it can be fairly assured that the intense drives that are produced when one is desperately in need of food or water, or even worse, air, were never a matter of concern for the young Sigmund. Only later in life, with the horrors of the holocaust and World War II was his physical safety and well being ever in real danger, and he was forced to move his family and himself to England. Some of the criticisms leveled at Freuds theories and work, while justified, might at have been quelled from having ever being mentioned had Freud had more contact with those that have struggled to have very basic needs met. Having the good fortune to have never suffered through the pangs of hunger, or seek to have a desperate thirst quenched, he also never had much cause to work with the desperate or the infirmed. His practiced consisted almost entirely of well to do clients. Doctor and patient both driven by the higher needs of Maslows pyramid, perhaps to the point that the basic needs hold notShow MoreRelatedMaslows Hierarchy of Needs866 Words   |  4 PagesINFORMATION SYSTEMS CLASS EXERCISE DUE DATE: 17/2/2015 STUDENT ID: 140079 ------------------------------------------------- NAME: COSMAS KANCHEPA QUESTIONS 1. Define and Explain Scheins classification of Motivational Assumptions. 2. What are Maslows hierarchy of needs and why is it important in the study of motivation. 3. What are the characteristics of Theory X and Theory Y people? ANSWERS Question1 I. The rational-economic model is the mental picture held by managers who consider workers to be primarilyRead MoreMaslows Hierarchy Of Needs1081 Words   |  5 Pagesrewards or unconscious desires (McLeod, Maslow s Hierarchy of Needs). Abraham Maslow, one of the leading psychologists in humanistic psychology, conceived the idea of the hierarchy of needs that revealed what motivates people to do the things that they do. Similarly, Carl Rodgers later added that for a person to grow, they need an environment that provides them with genuineness, acceptance, and empathy (McLeod, Carl Rogers). In Maslow’s hierarchy of needs one cannot get to the top without first startingRead MoreMaslow’s Hierarchy of Needs1967 Words   |  8 Pages1Motivations 1.1Maslow’s hierarchy of needs Maslow’s hierarchy of needs is used to analyze motivation of consumers, which are composed of 5 five stages. From the lowest level to the highest one respectively are physiological, safety, belongingness, ego needs, and self-actualization. (Solomon and Barmossy et al., 2006) It is said that two thirds of visitors of Bicester Village are Chinese. Increased Chinese consumers like to choose Bicester Village as a destination to travel and purchase.(†¦Ã£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šÃ£â‚¬â€šRead MoreMaslows Hierarchy Of Need Essay1481 Words   |  6 PagesMaslows Hierarchy of Need INTRODUCTION Many managers are puzzled by the question why some workers doing easy job remain dissatisfied, while others engaged in performance of complicated tasks are completely satisfied? What should be done for the people to work better? What stimulates their desire to work? Only knowing what are the main factors stimulating a man to act, what kind of motives lay as a basis of a man’s activities, one can try to develop an efficient system for work motivationRead MoreMaslows Hierarchy of Needs Theory1563 Words   |  7 PagesThe Hierarchy of needs theory is a formation of the needs of an individual person. Basically this hierarchy are based on five level which is classified into Physiological needs, Safety needs, Love/Belonging needs, Esteem needs and Self-actualization needs. It can be illustrated with a diagram 1.0 The Diagram of Maslow’s Hierarchy of needs. This is diagram are has been developed by Abraham Maslow in his 1943 paper of A Theory of Human Motivation which he subsequently extended to include his observationRead MoreImportance of Maslows Hierarchy of Needs1069 Words   |  5 Pagesexplored all these themes in group projects. Maslow’s Hierarchy of Needs can be a valuable aid when dealing with the process of education. Achieving each of the levels of Maslow’s needs- physiological, safety, social, esteem, and self-actualization- at different times in the educational process makes it difficult to instruct a group of students, each in their own place along Maslow’s pyramid. According to his theory, needs that are in the lower hierarchy must be at least partially met before a personRead MoreMaslows Hierarchy of Needs Theory1595 Words   |  7 PagesContents INTRODUCTION 2 MOTIVATION 3 MASLOW’S HIERARCHY OF NEEDS THEORY 4 INFORMATION OF THE COMPANY 5 APPLE COMPUTERS,INC 5 INFORMATION ABOUT THE COMPANY’S MANAGER 6 STEVE JOBS 6 STEVE JOBS LEADERSHIP STYLES AND MOTIVATION TECHNIQUES 7 CONCLUSION 9 REFERENCES 10 â€Æ' INTRODUCTION In this section ,we will discuss about the topics motivation, motivation theory.Motivation is defined as the interaction between person and the situation.For attaining goalRead MoreThe Pyramid of Maslows Hierarchy of Needs1113 Words   |  5 Pageslevels of needs, back in 1943. These 5 levels form a pyramid that is referred to as Maslows Hierarchy of Needs. An Individual starts at the bottom of the pyramid, at physical needs, and then promotes him or herself up. Physical needs are the most basic yet vital needs for survival. These include things such as, food, water, shelter, etc. If a person is successful in accomplishing those needs, they can move up onto the next level of needs, known as safety needs. Examples of safety needs include healthRead MoreMaslows Hierarchy Of Needs Theory1805 Words   |  8 PagesMaslow’s Hierarchy of Needs Theory in Organizational Diversity Psychologist Abraham Maslow established a theory of motivation to justify how people in diverse organizations behave. His human requirements theory states that humans are never completely satisfied; that they crave satisfaction and those requirements can be classified into a hierarchy based upon importance. The lowest level of importance includes peoples’ desire to satisfy their physical needs, such as hunger and thirst. Following theRead MoreThe Need to Belong: Rediscovering Maslows Hierarchy of Needs.6034 Words   |  25 PagesThe Need to Belong: Rediscovering Maslows Hierarchy of Needs. by: Norman Kunc Axis Consultation and Training Ltd Originally published in: Villa, R., Thousand, J., Stainback, W. Stainback, S. Restructuring for Caring Effective Education. Baltimore: Paul Brookes, 1992.  © Copyright 1992 Paul H. Brookes Publishers. Newtonian principles of physics were regarded as true until Einstein demonstrated that they provided an inadequate explanation of the laws of nature. Similarly, Freudian analysts viewed

General James Longstreet Essay Example For Students

General James Longstreet Essay Longstreet was born in Edgefeild District in South Carolina on January eighth, eighteen twenty one. He graduated from West Point in eighteen forty two and went straight to service. There he served until eighteen sixty one. He first saw action in the Mexican War, he was wounded in Chapultepec Mexico. For his services he received two brevets and the staff rank of a Major. He resigned his commission on June first eighteen sixty one andjoined the Confederacy. He became a General in the Civil War. His nickname was Old Pete meaning sturdy and trustworthy. He led most of the major battles in Virginia including Bullrun, Freddricsburg, and Chickmauga. He was under Robert E. Lees command, and led the First Corps under Lee also. Longstreet was a General in Gettysburg. but lost because he did not follow Lees plan of action.Gettysburg was the bloodiest battle and that had the most casualties ever fought on American soil. He was blamed in the south for the loss of the battle at Gettysburg. Gettysb urg was the mostcrutial mistake. Many things caused the outcome of the battle like Longstreets soldiers and officers got confused and were backtracking for half the day. Longstreet saw the union position as nearly impregnable. Lee sawbelieved his army was invincible. One of his officers Jeb Stewart went on a wild goose chase, he was sospost to inform Lee but didnt. Lee had no eyes and ears to tell him what was going on. After the war he befriended with Ulysses S. Grant and joined the Republican party. He was criticized by former confederates for losing the war and befriending with Grant and the Republican party. He served as Grants minister to Turkey. He also became a political apostate in the south. Later he served as a commissioner of the Pacific Railroads from eighteen ninety seven to nineteen o four. In the summer of nineteen o four he became very ill and was diagnosed with Rheumatism. His ear was also damaged and was forced to use an ear horn when spoken to. He traveled to Chicago for a cancerous right eye, his weight dropped from two hundred pounds to one hundred thirty five pounds. In nineteen o four he begain hemorrhaging and vomited a great amount of blood from his mouth, and then became uncouncous. He never woke up and died on January second nineteen o four at Gainsville Georgia. His funeral was held on January sixth. A hurse carried him to Alta Vista cemetery in Gainesville. When news of his death reached the country people remembered him as a great General and a extremely brave man. Meanwhile Robert E. Lee was holding a job under the government. Words/ Pages : 475 / 24

L1 and L2 Glosses in Vocabulary Retention and Memorisation

Introduction It cannot be denied that developing a rich vocabulary is a particularly important aspect of studying a foreign language (L2). At the same time, it is an admittedly difficult task, which prompted researchers to search for effective ways of solving this problem. One of such solutions is the usage of glosses in the process of reading (Cheng Good 2009; Yoshii 2014; Zhao and Guo 2012).Advertising We will write a custom critical writing sample on L1 and L2 Glosses in Vocabulary Retention and Memorisation specifically for you for only $16.05 $11/page Learn More According to Moazzeni et al. (2014, p. 396), reading provides students with a cultural input and glosses help them to remember new words, which enhances the effectiveness of the activity. Numerous studies have been conducted in order to prove the usefulness of glosses for studying English as a foreign language. This paper is devoted to reviewing some of them. Literature Review Definition of Gloss Glosses (metanotes, metatext, paratext) are the â€Å"brief definitions or explanations which are most often supplied for â€Å"unfamiliar† words in a text† (Moazzeni et al. 2014, p. 398). Such notes may appear in the margin or as footnotes and may provide only the definition or include related meanings along with antonyms in order to facilitate the understanding of the word they describe (Yoshii 2014; Moazzeni et al. 2014). Glosses â€Å"enhance general comprehension, improve vocabulary retention, and save students’ time and effort in reading L2 texts† (Moazzeni et al. 2014, p. 399). The following advantages of glosses are usually highlighted: they enable students to read complex texts without interruptions that searching the dictionaries requires; they draw learners’ attention to the words explained facilitating the process of remembering them (Yousefi and Biria 2015). Studies Devoted to Gloss Use The impact of glosses usage on the perform ance of the learners of English as a foreign language (EFL) has been researched in numerous studies. For the study of Azari (2012, p. 75), 76 EFL learners were divided into groups and provided with marginal Persian (which was their native language, L1) and English (L2) glossaries in order to determine the impact of their usage on the learning process. It turned out that the students’ overall performance did not improve significantly. Most students who participated in the test expressed their willingness to work with the glossaries and preferred those that combined both L1 and L2. The author intends to investigate the matter further in order to attain more general and universal data. Cheng and Good (2009, p. 120) conducted a research for glossaries in Chinese and English with 135 participants who had different proficiency levels, finding out that L1 glossaries assisted the students in remembering new words and improved their knowledge. The variety of tests used by the authors included 2 delayed tests, and it was discovered that the participants’ performance was worse during the first one but improved by the second one.Advertising Looking for critical writing on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The proficiency level of participants turned out to influence their ability to benefit from glossaries. The authors intend to further research the matter with a larger group of students.  Soureshjani and Riahipour (2012) researched the results of glosses use among Persian English language learners with the help of TOEFL tests. According to their results, glossing had a positive impact of students’ performance, including their reading comprehension. Besides, it was found out that L1 glossaries were more beneficial than L2 ones. The authors suggest further researching the topic, paying attention to the proficiency level of the participants.  In the study by Moazzeni et al. (2014) t he impact of different gloss types on the learning process of Iranian students was researched. According to the results, any kind of glosses improved the performance of the participants. Another study that showed the effectiveness of gloss use was performed by Yoshii (2014, p. 20) among the students of 39 Japan universities, and it involved researching both in-text and footnote glossaries.  Zhao and Guo (2012, p. 54) performed a test among 82 Chinese EFL learners. The positive impact of glosses usage turned out to be short-lived and the new words did not enter the productive vocabulary of the participants. However, the authors also found out that glosses were more useful and effective than dictionaries from the point of view of vocabulary improvement since glosses are more convenient to use.  Yousefi and Biria (2015) compare marginal and endnotes glosses with the help of two groups of Iranian EFL learners of similar proficiency knowledge. Endnote glossing was pronounced as an ef fective way of enhancing the students’ results during both the immediate and delayed tests while the marginal gloss was described as less effective for the reason of being less convenient. Zarei and Sepahian (2015, p. 30) have conducted a test devoted to several types of vocabulary comprehension improvement techniques including glosses and involving 175 EFL Iranian learners. According to their results, L1 glosses are more useful and effective than L2 glosses. Still, the authors did not notice a significant performance difference between the group that used glosses and the one that did not. Conclusion Although the results of the two of the mentioned studies appear to indicate that the usage of glosses does not necessarily improve vocabulary memorisation and retention among EFL learners, the rest of the investigations contradict such a conclusion.Advertising We will write a custom critical writing sample on L1 and L2 Glosses in Vocabulary Retention and Memorisation specifi cally for you for only $16.05 $11/page Learn More Apart from that, different types of glosses appear to have different impacts on the studies of the participants of the test, as several authors emphasize that endnote glosses are more convenient and, therefore, more effective. The proficiency level of participants seems to determine their ability to use glosses effectively. As the researchers point out, there is still room for further investigation in this respect. Still, the analysed data proves that the usage of glosses may have a positive impact on the process of EFL learning. Reference List Azari, F 2012, ‘Gloss Or No Gloss? EFL Learners’ Preference’, American International Journal of Social Science, vol.1, no. 2, pp. 75-85. Cheng, Y-H Good, R L 2009, ‘L1 Glosses: Effects On EFL Learners’ Reading Comprehension And Vocabulary Retention’, Reading in a Foreign Language, vol. 21, no. 2, pp. 119–142. Moazzeni, Zh , Bagheri, M, Sadighi F Zamanian, M 2014, ‘The Effect Of Different Gloss Types On Incidental Vocabulary Retention Of Iranian EFL Students’, International Journal of Language Learning and Applied Linguistics World, vol. 5, no. 2, pp. 396-415. Soureshjani, K Riahipour P 2012, ‘On The Impact Of Lexical Glossing On Receptive Skills Of EFL Learners’, World Applied Sciences Journal, vol. 18, no. 4, pp. 502-509. Yoshii, M 2014, ‘Effects Of Glosses And Reviewing Of Glossed Words On L2 Vocabulary Learning Through Reading’, Vocabulary Learning and Instruction vol. 3, no. 2, pp. 19-30.Advertising Looking for critical writing on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Yousefi, M Biria R 2015, ‘Incidental L2 Vocabulary Learning And Retention; Types Of Glossing: Marginal Glosses Vs. Endnotes’, International Journal of Language Learning and Applied Linguistics World, vol. 9, no. 1, pp. 49-56. Zarei, A Sepahian S 2015, ‘The Effects Of Explicit And Implicit Instructional Techniques (Glossing Semantic Mapping, And Imagery) On L2 Vocabulary Comprehension And Production’, Academie Royale des Sciences Ð ² Outre-Mer Bulletin des Seances, vol. 4, no. 3, pp. 30-40. Zhao A Guo Y 2012, ‘The Effect Of Four Enhancement Techniques On Second Language (L2) Vocabulary Acquisition Through Reading’, Hong Kong Journal of Applied Linguistics, vol. 14, no. 1, pp. 48–68. This critical writing on L1 and L2 Glosses in Vocabulary Retention and Memorisation was written and submitted by user BruceBanner to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.