Biology Prefixes and Suffixes epi-

The prefix (epi-) has several meanings including on, upon, above, upper, in addition to, near, besides, following, after, outermost, or prevalent. Examples Epiblast (epi-blast): the outermost layer of an embryo in an early stage of development, prior to the formation of germ layers. The epiblast becomes the ectoderm germ layer which forms skin and nervous tissue.Epicardium (epi-cardium): the innermost layer of the pericardium (a fluid-filled sac that surrounds the heart) and the outermost layer of the heart wall.Epicarp (epi-carp): the outermost layer of the walls of a ripened fruit; outer skin layer of fruit. It is also called the exocarp.Epidemic (epi-demic): an outbreak of disease that is prevalent or widespread throughout a population.Epiderm (epi-derm): the epidermis or outer skin layer.Epididymis (epi-didymis): a convoluted tubular structure that is situated upon the upper surface of male gonads (testes). The epididymis receives and stores immature sperm and houses mature sperm.Epidural (epi-dural): a directional term that means on or outside of the dura mater (outermost membrane covering the brain and spinal cord). It is also an anesthetic injection into the space between the spinal cord and dura mater.Epifauna (epi-fauna): aquatic animal life, such as starfish or barnacles, that live on the bottom surface of a lake or sea.Epigastric (epi-gastric): pertaining to the upper middle region of the abdomen. It also means lying on or over the stomach.Epigene (epi-gene): occurring or originating at or near the earths surface.Epigeal (epi-geal): referring to an organism that lives or grows near or on the ground surface.Epiglottis (epi-glottis): the thin flap of cartilage that covers the opening of the windpipe to prevent food from entering the opening during swallowing.Epiphyte (epi-phyte): a plant that grows on the surface of another plant for support.Episome (epi-some): DNA strand, typically in bacteria, that is either integrated in the host DNA or exists independently in the cytoplasm.Epistasis (epi-stasis): describes the action of a gene upon another gene.Epithelium (epi-thelium): animal tissue that covers the o utside of the body and lines organs, vessels (blood and lymph), and cavities.Epizoon (epi-zoon): an organism, such as a parasite, that lives on the body of another organism.

Russian Reform and Economics the Last Quarter of the 20th...

Russian Reform and Economics: The Last Quarter of the 20th Century Outline Thesis: As the reformation of the USSR was becoming a reality, Russias economy was crumbling beneath it. Russia began its economic challenge of perestroika in the 1980s. The Russian people wanted economic security and freedom, while the government was trying to obtain democracy. The previous management styles needed to be changed along with the way that most businesses in Russia operated. I. Reformation of USSR A. The change from communism to democracy. B. The change in government has had a great effect on the Russian people and workers. C. The reformation left the Russian economy upside down. II. Post-Reform economy versus†¦show more content†¦13 percent of the industry was subsidized to make up for operating losses (Smith, H., 238). There was many reasons for the economic growth rate falloff including centralized price determination, centralized allocation of resources and products, to many exchange rates, hard currency problems, and retention quotas. Glasnost revealed many of the problems dealing with issues in the society and the peoples living conditions. The people of Russia had very little income and very little food. The food supply was very limited and caused the government to resort to rationing. The lack of food caused many health problems for the people. The outcome of Russias problems are based on the decisions and policies taken in the first s teps of perestroika. 1988 to 1990 was the transition phase for the Russian government and economy. During this time Russian leaders were forecasting a full recovery from the economic collapse by the year 2000 (Colton Legvold, 70). Russian leaders started changing the government from the top down. In the preliminary phase they changed the highest levels of the administration. In the stabilizing stage change was in the lower levels and was had an emphasis on politics instead of the economy. 563 of 965 party members were replaced between March 1985 and August 1988 (Hill Dellenbrant, 144). In the expansive stage changes brought about a wider democracy, decentralization inShow MoreRelatedThe Emergence And Development Of Russia s Radical During The Post Reform Era2688 Words   |  11 PagesRussia’s radical intelligentsia during the post-reform era? What were the major ideological positions and differences? Why were these positions believed to be the only possible paths to significant political change? 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Shakespeare’s presentation of the Courtly World of Messina in the play’s opening acts Free Essays

The concept of the courtly world goes beyond the mere setting of the royal court and is largely presented as a life style, especially with regards to romance. This idea has transcended time, with Chaucer’s Canterbury Tales depicting a similar courtly world in the Knight’s tale, a story that possessed broadly similar features to Much Ado About Nothing. This world is set firmly in a period where the monarchy was the centre of English life. We will write a custom essay sample on Shakespeare’s presentation of the Courtly World of Messina in the play’s opening acts or any similar topic only for you Order Now This, perhaps, explains why some aspects, especially the apparent degradation of women until they become objects, are somewhat uncomfortable for modern readers as our liberal society views this as sexist, far from a Victorian audience’s view that this was normal life. The structure of the play is instrumental in establishing the recurring themes of a courtly world, most notably the hierarchical and patriarchal structures that operate in this setting. This is most obvious from the dramatis personae, with its order beginning with men at the top and women at the bottom highlighting the gender roles within the courtly world and love itself as it is men who essentially do the courting. This idea is alluded to in the war-like scenes of ‘take her hearing prisoner’ as war is usually the domain of men and by referring to love as a battlefield, it is therefore inferred that love is the domain of men, with the reference to a woman as a ‘prisoner’ reinforcing the passive, helpless female role. This point is further emphasized by the fact that most scenes are initiated by a male as this establishes the idea that men come first and are the dominant presence, a concept that is perpetuated through this courtly world. The form is repeatedly used to reinforce the features of the courtly world to the audience. Being a play, the dominant role of men is highly apparent though their overrepresentation in the dialogue, nowhere more so than in conversations with Hero. Her lack of a response to ‘Speak, cousin; or if you cannot, stop his mouth with a kiss’ encapsulates the idea that women weren’t valued for their opinions, but merely their sexuality as a wife and childbearer as the ‘kiss’ suggests – Hero can only communicate with men though sexual appeal rather than her intelligence or personality. Ironically, despite being outspoken, Beatrice is only able to do so by adopting ‘masculine’ traits such as the scorner of love persona emulated by Benedick. The mere fact that the only way that Beatrice is able to speak up is through being ‘one of the guys’ reinforces the idea that it was unnatural for a woman of the courtly world to be opinionate d as it was a trait primarily associated with men. The language used, in itself, is largely representative of the features of the courtly world. The men, in particular, use witty, almost poetry like phrases, such as ‘My visor is Philemon’s roof; within the house is Jove/ Speak low if you speak love’. This passage is almost in ballad form, which, being the poetry of love, reinforces the romance associated with the courtly world. The fact, however, that such poetic language is used, is somewhat representative of the idea that the courtly world is a fantastical aspiration for most people as, like poetry, it is the construct of an individual’s imagination and is not really representative of real life. The masquerade ball, talk of which dominates much of the first part of the play, further encapsulates this idea. I say this because the idea of dissembling is highly apparent in the ball and dissembling is not too far from the idea that the view portrayed of the people, like the courtly world, is mainly a construc t, yet underneath, the reality is a lot less perfect than the what audience actually sees. The main feature of the courtly world appears to be power as this idea recurs in many ways throughout the play. The witty language used by the men is not only symbolic of the constructed courtly world, but is used mainly a tool for them to show off and gain power over one another. The same can be said for the structure as the dramatis personae is essentially a power list going in descending order. What is most interesting about this, however, is the fact that women are always at the bottom which suggests that this is less about power than it is playing to gender roles where men are required to assert themselves, just as woman are required to remain passive. This idea would sit at odds with a modern audience, as our post-feminism society finds fault with everything that separates men and women into gender roles and this patriarchal courtly world would be considered highly sexist in our modern day. How to cite Shakespeare’s presentation of the Courtly World of Messina in the play’s opening acts, Papers

Learning Outcomes

Question: Write an essay on "Critical Thinking and Managerial Decision-Making". Answer: Introduction The course was a great learning experience for me. The contents of the course will not only help me in decision-making but would also support me in my day to day life. The capacity to think rationally and clearly with a focused vision makes a huge difference in the results. The skills of critical thinking are not just confined to a particular subject or any one area, but it has a much broader perspective. It can be effectively implemented in several decision-making situations and could result in a better and a much efficient outcome. The approach helps in analysing the situation not on assumptions, but based on the facts, observations and experiences and thus reaching an appropriate conclusion. Learning Outcomes Any decision-making process is initiated by two types of thinking. These are automatic and critical thinking. I would admit that before taking the course, I used to take my decisions based on the assumptions in lesser time for which I may have to repent later. But now I strongly analyse the situation based on the critical thinking and subsequently reach any decision. The analysis takes more time, but the final decision is definitely a better one with lesser flaws. The ten tools of clarity and the inductive and deductive thinking helps me in analysing different situations (Hoeksema, 2010). The vital difference that I observe in myself is taking decisions based on experiences, facts and observations rather than assumptions. The ten tools of clarity act as a vital parameter for critical thinking. It lays emphasis on utilising the experiences and further staying focused. Further, it lays emphasis on inspection and its purpose. The other tools discuss the significance and the need. The to ols also talk about foreseeing and devising a backup plan. An ingredient diagram is also prepared for the analysis of the situation. This gives a better picture of the current scenario and the conclusions. Vision also acts as a crucial tool for evaluation and may be used initially as well as in the later stage. This helps in setting the goals and objectives. The thinking coach is the last tool for clarity used during evaluation. The Prospect Theory as proposed by Kahneman and Tversky in the year 1979 also discusses the behavioural aspect of the decision maker who escalates between the alternatives available (Muralidhar, 2006). The decision-making procedures may vary depending on the different situations. They may be simple, complex, complicated, chaotic and unclear. Decisions can be made easily if there is a single person responsible. However, it becomes difficult to delegate one person for decision making. It is very crucial to identify the needs before taking the decision. Risk as sessment is also vital before reaching the decision. It is also studied that self-awareness is the key to good leadership. It is very important to know personal Feelings, attitudes, motives, strengths, weaknesses, and desires. The Johari Window proposed by Luft and Ingham in 1955 is a technique to understand the connection with oneself and others (Shenton, 2007). Self-esteem and self-efficacy are two terms associated with self-awareness. The concept of emotional intelligence cannot be ignored while discussing the self-awareness. The theory of Games and Economic behaviour was proposed by Neumann and Morgenstern in the year 1944. The various situations, conditions of the players and other parameters are evaluated in the theory (Einy Shitovitz, 2003). Psychological contracts were also an important part of learning in the course. They are beliefs laid on promises, related to an exchange agreement between a person and the organisation. There are six features of these contracts. They are a voluntary choice, trust in agreement, multiple contract makers, incompleteness, managing the losses in case of failures and the contract acting as the model of the employment contract (Ellis, 2007). The psychological contracts can be classified into three different types. These are relational, transactional and hybrid contracts. The relational contract is based on trust and loyalty from both the parties. In the transactional contracts both the parties are restricted to the terms and condition. The hybrid contract is a perfect balance of the relational and the transactional contracts. However, the most important part of the contract is that it is successful where both parties are contented at the end. Today, I am not only confident about my own decision, but I am also able to influence others in decision making. Critical thinking has turned out to be beneficial for me in many aspects. While evaluating any situation, I reach a conclusion by implementing the basic components of refl ective thinking which are a reflection, analysis and the planning (Murdoch, 2010). It is not just confined to any particular area of management, finance, research, education or legal professions, but it can be utilised to solve our personal problems related to our day to day lives also. The evaluative approach not only helps in analyzing the situation considering all the parameters but also helps in reaching the most appropriate conclusion. In the present era of globalisation where the economies are guided by the information and technology, it becomes very crucial for individuals to tackle the changes effectively. There is a higher demand for people possessing flexible intellectual skills and their ability to gather information and scrutinise it critically to reach a substantial decision which proves to be beneficial for everyone. Since critical thinking helps in developing such skills, it is also required by companies at their workplaces. Needless to say, this skill has helped me i n gaining a lot of confidence due to the improved skills. My personality has evolved from earlier, and I have become an altogether new person due to these skills. It has helped me in improving my language and expression of ideas. I have acquired better presentation skills, and people listen to me with much more interest. I have become a much more creative person than I was before. The innovative approaches of reaching solutions and justifying them with facts and figures have made me a better speaker with people having trust in me. It also acts as an efficient tool for self-evaluation. It helps me in working on my weak points and finally improving them for a better outcome. My entire overview of presuming things and further acting on them has changed. The critical thinking exercise of analyzing problems has given me a different perspective (Hannel Hannel, 1998). I have developed a skill of coming up with multiple apt solutions for problems which help me in reaching a viable decision . I have learned to carry my feelings and expressions in a better manner and not influenced by others. I have also become a more emotionally intelligent person (Austin, 2002). The video diary experience had also given me many learning outcomes. It is a perfect reflective process and a very good stress buster. Every time I watch the video, I relive the entire experience again. It is much more emotional and more healing than writing. It is observed that it is powerfully therapeutic about going through the past experiences with own eyes after so many years. Additionally, it is much easier as compared to writing. The video could be stored for years and would give the same feel, even after watching it after so long. It also helps in improving my communication skills. I can easily catch my flaws in communication while watching the video diary and can work on overcoming them. Conclusion The course module was a great learning experience indeed. It not only increased my knowledge frame but also transformed me into a new person. The skills learned all through the course would help me in my future endeavours. I would not only utilize them at my work but also in my personal life. The critical thinking has given me a new perspective of taking things and ways of handling them. I do not panic over problems now and have become a much calmer person than I was before. I would definitely use my enhanced presentation skills in my workplace for better results. In the end, I would conclude that the course has changed my way of taking things to a great extent. References Austin, E. (2002). Emotional Intelligence in Everyday Life.Intelligence,30(4), 393-394. Einy, E. Shitovitz, B. (2003). Symmetric von NeumannMorgenstern stable sets in pure exchange economies.Games And Economic Behavior,43(1), 28-43. Ellis, J. (2007). Psychological Contracts: Does Work Status Affect Perceptions of Making and Keeping Promises?.Management Communication Quarterly,20(4), 335-362. Hannel, G. Hannel, L. (1998). The Seven Steps to Critical Thinking: A Practical Application Of Critical Thinking Skills.NASSP Bulletin,82(598), 87-93. Hoeksema, J. (2010). Peering belowground with increasing clarity: elucidating belowground processes with cutting-edge tools.Plant Soil,331(1-2), 1-3. Muralidhar, A. (2006). Modern Prospect Theory: The Missing Link Between Modern Portfolio Theory and Prospect Theory.SSRN Electronic Journal. Murdoch, D. (2010). Self-Directed Learning Needs Critical Thinking Component.Women In Higher Education,19(3), 25-25. Shenton, A. (2007). Viewing information needs through a Johari Window.Reference Services Review, 35(3), 487-496.