Direction words used in assignment questions.

ANALYSE
Show the nature of a thing by identifying the essential elements and showing how they are related. Weaknesses or disadvantages may come to light in this process.
ARGUE
Present the case for and/or against a particular proposition.
COMMENT ON
Point out the important features, criticise.
COMPARE
Identify characteristics or qualities that resemble each other. Emphasise similarities and also mention differences where appropriate.
CONTRAST
Stress the dissimilarities and differences between things, events, problems, or qualities.
CRITICISE
Express your judgement about the merit or truth of the factors or views mentioned. Draw conclusions, discussing both the limitations and the good points.
DEFINE
Provide concise, clear, and authoritative meanings. Give the limits of the definition, but omit detailed explanations. Show how the item defined differs from items in other classes.
DESCRIBE
Recount, characterise, outline, and relate in sequence.
DIAGRAM
A drawing, chart, plan, or graph. Diagrams should be labelled and there should be an accompanying explanation.
DISCUSS
Examine, analyse carefully, and give reasons for and against. Be complete and give details, usually with a view to assessing how satisfactory something is.
EVALUATE
Carefully appraise in relation to some standard, referring to advantages, limitations, and costs and benefits as appropriate; attempt to come to a judgement.
EXAMINE
Investigate critically, appraise a subject in detail.
EXPLAIN
Clarify, interpret, and elaborate on the material presented. Give reasons for differences of opinion or results, and try to analyse causes.
ILLUSTRATE
Use a concrete example, diagram, or figure to explain or clarify a problem.
INDICATE
Identify, then focus attention so as to clarify.
JUSTIFY
Prove or give reasons for conclusions or decisions.
OUTLINE
Present the essential features, showing main points and subordinate points. Omit minor details. Stress the arrangement or classification of things.
REVIEW
Examine a subject critically, analysing and commenting on the important or controversial statements.
STATE
Present the main points in a brief and clear sequence, usually omitting details or examples.
SUMMARISE
Give the main points or facts in condensed form.

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BILLGATES ADVICE TO KIDS

Image Source:- MicroSoft.com

"ELEVEN THINGS"

By-BILL GATES

Love him or hate him, he sure hits the nail on the head with this!

• To anyone with kids of any age, here’s some advice.
  Bill Gates recently gave a speech at a High School about 11 things they did not and will not learn in school. He talks about how feel-good, politically correct teachings created a generation of kids with no concept of reality and how this concept set them up for failure in the real world.

• Rule 1 : Life is not fair - get used to it!
• Rule 2 : The world won’t care about your self-esteem. The world will expect you to accomplish something BEFORE you feel good about yourself.
• Rule 3 : You will NOT make $60,000 a year right out of high school. You won’t be a vice-president with a car phone until you earn both.
• Rule 4 : If you think your teacher is tough, wait till you get a boss.
• Rule 5 : Flipping burgers is not beneath your dignity. Your Grandparents had a different word for burger flipping: they called it opportunity.
• Rule 6 : If you mess up, it’s not your parents’ fault, so don’t whine about your mistakes, learn from them.
• Rule 7 : Before you were born, your parents weren’t as boring as they are now. They got that way from paying your bills, cleaning your clothes and listening to you talk about how cool you thought you were. So before you save the rain forest from the parasites of your parent’s generation, try delousing the closet in your own room.
• Rule 8 : Your school may have done away with winners and losers, but life HAS NOT. In some schools, they have abolished failing grades and they’ll give you as MANY TIMES as you want to get the right answer. This doesn’t bear the slightest resemblance to ANYTHING in real life.
• Rule 9 : Life is not divided into semesters. You don’t get summers off and very few employers are interested in helping you FIND YOURSELF. Do that on your own time.
• Rule 10 : Television is NOT real life. In real life people actually
  have to leave the coffee shop and go to jobs.
• Rule 11 : Be nice to nerds. Chances are you’ll end up working for one

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"KNOW YOUR TIME"

TIME

• Time is something that you can’t buy.


• Time is something’ that is priceless.


• Time will bring us into many situations.

• Time is true and exact. You can’t deny time, you can’t pass time even just skip for a sec and you can’t roll back.


• Time will lost you if you ignore, it and time will found you if you respect it.


• Time is always goes and never turns back.


• Time will leave you behind if you trapped in your sec-of-your-moment.


• Time will bring you the truth.


• Time will show you the power of God.


• Time will bring you pain also bring you heal.


• Time will tell you when you have to move and when you have to stop.


• Time always give you a question and answer.


• Time will give you love and take it from you.


• Time is never look back.


• Time will bring you a picture of the future.


• Time will tricking your mind.


• Time will open your new day and will close your entire life.


• Time will bring you loneliness and will bring you crowd.


• Time will bring you power and take it away.


• Time will inspire you.


• Time is going to be your friend when you alone.


• Time will make you to realize about you.


• Time will awake you and put you in a sleep.


• Time will show you of whom you are and what you are.


• Time will bring you an opportunity.


• Time will found you to something that you lost.


• Time will warn you.


• Time its all you got in this life. And time will limit you.

‘Even time can be judge of 24 hours a day, 30 to 31 days a month, 12 month a year, but you never know how much time do you have in this life.Just remember and know your time, you will see everything.’

“I can not change time, but time can change me.”

THOUGHT POWER

" Thoughts are Energies

and thoughts can be Changed,

thoughts change our Beliefs

and belief changes the patterns of Experiences.
So think positive for a Positive Life .

Beware of your thoughts at all times to bring CHANGE"

SOCIAL INTERACTION CAN ALTER GENE EXPRESSION IN BRAIN…

"LET US INTERACT AND REACT"

Our DNA determines a lot about who we are and how we play with others, but recent studies of social animals (birds and bees, among others) show that the interaction between genes and behavior is more of a two-way street than most of us realize.

This is not a new idea to neuroscience, but one that is gaining strength, said University of Illinois entomology and neuroscience professor Gene Robinson, lead author of a review on the subject this week in the journal Science. Stanford University biology professor Russell Fernald and Illinois cell and developmental biology and neuroscience professor David Clayton are co-authors.
Genes in the brain are malleable, turning on or off in response to internal and external cues. While genetic variation influences brain function and social behavior, the authors write, social information also alters gene expression in the brain to influence behavior.

Thanks to the newly sequenced genomes of several social animals, including honey bees and zebra finches, and new technologies such as microarrays (which allow researchers to glimpse the activity of thousands of genes at a time) neuroscientists are gradually coming to understand that “there is a dynamic relationship between genes and behavior,” Robinson said. “Behavior is not etched in the DNA.”

A critical insight came in 1992, in a study of songbirds led by David Clayton. He and his colleagues found that expression of a specific gene increases in the forebrain of a zebra finch or canary just after it hears a new song from a male of the same species. This gene, egr1, codes for a protein that itself regulates the expression of other genes.

The finding was not unprecedented; previous studies had shown that genes switch on and off when an animal is trained to perform a task in the laboratory, Robinson said.

Clayton discovered in 1992 that gene expression changes in the brain of a zebra finch or canary when it hears a new song from a male of the same species.

But when Clayton’s team found this change in gene expression in response to a social signal – a song from a potential competitor, something the bird would likely hear in nature – it drew attention to how powerfully social interactions can alter gene expression in the brain.

“What’s more significant to a bird than hearing another bird singing?” Clayton said. “This is going on in the equivalent of our auditory cortex and association cortex, so this is pretty high-level stuff going on in the brain. And this was happening in more or less real time by very naturalistic stimuli.”

Reading Clayton’s 1992 paper “was a eureka moment for me,” Robinson said.
“This just brought it out into the social world, saying that this occurred in animals that have to make a living in the real world and pay attention to a lot of nuanced stimuli,” he said. “So I think that was really a very important step in our understanding.”

In his own work, Robinson has used microarrays to study this phenomenon on a larger scale and has found that literally thousands of genes turn on or off in the honey bee brain in response to social stimuli. One such gene, called for (for foraging), was originally discovered in fruit flies by Marla Sokolowski at the University of Toronto. Flies that carry different versions of for show different types of foraging behavior. Each version gives its bearer a behavioral advantage in certain environmental conditions.

Robinson knew that honey bee workers start out working in the hive as nurses and only later graduate to the role of foragers. Perhaps, he reasoned, even though the differences in for are etched in the DNA in flies, this same gene in the bee might be more dynamic and help influence the transition from hive work to foraging.

In a study published in 2002, Robinson and his colleagues reported that expression of for did in fact increase in the brains of honey bees as they developed into foragers, and manipulating its expression caused bees to forage precociously.

The researchers also found that social factors, in the form of chemical signals called pheromones, induced this “upregulation” of for. Foragers produce a pheromone that signals to the younger bees that there are enough foragers. If the foragers are removed from the hive, some young bees develop into foragers much earlier in life than usual.

Sokolowski’s work indicated that for had changed over evolutionary time, producing two varieties of fruit flies that differed in their behavior. Robinson had found that social information altered expression of the same gene over a much shorter timescale – within the lifespan of a honey bee – also changing its behavior.

“An appreciation of the idea that differences in gene expression can occur over vastly different time scales helps understand some of the complex relationships between genes, brain and behavior,” Robinson said.

The picture that is emerging from these and other studies suggests that social signals can have a profound effect on when and how genes function.

An organism’s genes, its environment, the social information it receives, “all these things interact,” said Clayton. “Experience is constantly coming back in to the level of the DNA and twiddling the dials and the *****.”

'DON'T EVER BE ALOOF..INSTEAD MINGLE WITH OTHERS AND INCLUDE MORE AND MORE FRIENDS...HAVE YOUR FRIENDS AMONG VARIOUS AGE GROUPS'

LIFE..

Life is a paradox

"Life is a paradox whatever you want - you dont get,

Whatever you get - you don’t enjoy,

Whatever you enjoy - is not permanent

and Whatever is permanent - is boring..!! "