Describe some of the different cultures or social classes in the region.

Part I.  Write essays of at least one page each on THREE of the following and include a picture:

 

 

  1. The Old South.  Explain how the South developed as a distinct region between 1820 and 1860.  Describe some of the different cultures or social classes in the region.  Explain how slavery played a key role in shaping the South.

 

  1. California Connected.  Describe some of the ways California changed after becoming part of the United States.  How did developments in transportation and agriculture help shape the modern state we see today?  How were events in California related to events in the rest of the country?  (You may use Connecting California, Sections V-VII and also the Conclusion.)

 

  1. Political Crises.  Explain some of the key events that led up to the Civil War.  What social and political trends do you see behind these events?  Do you think the war was the result of poor leadership, or was it due to forces that nobody could control?

 

  1. Fighting the Civil War.  Explain the advantages of the North and the South.  Was the South foolish to think they could win?  Examine specific events to explain your thinking.

 

  1. Impact of the Civil War.  Describe the extent of suffering, both on and off the battlefield.  Describe how the war also changed the country socially and economically.

 

  1. Reconstruction.  How did the lives of African Americans change after the Civil War?  In what ways was the South unchanged?  Examine key events to show how Reconstruction was both a failure and a success.

 

  1. You as President.   You can pick the year you get elected (some time in the 1840s to 1870s).  What major issues would you tackle?  How would you get support for your ideas?  You might mention if there are particular leaders you would like to work with.  The key to doing a good job on this essay is to write about actual events and realistic options in the time period you choose.

 

  1. Civil War Era:  Illustrated Essay (counts as two essays).  Find six pictures from the era covered in Chapters 14, 15, and 16.  Discuss six key terms or questions on the handouts that relate to the pictures.  Tie it all together in an essay with an introduction and a conclusion.

 

Part II.  Write essays of at least one and a half pages each on TWO of the following major themes.  Use examples from various parts of the course to develop your main points.  Pictures are helpful but not required on this section.  I will give a little extra for people who really get into these essays.

 

  1. Trade.  Why has trade been such a hot topic throughout our history?  In what ways has trade helped develop the country?  In what ways has it divided Americans?

 

  1. Diversity.  In what ways does the early history of our country reflect a richness of cultures, values and lifestyles?  Give examples of how Americans have respected diversity and not respected diversity.  How has diversity shaped our nation?

 

  1. Women.  Describe the role of women in various time periods.  What major changes do you see?  What events or changes in society had the most impact on women?

 

  1. Politics.  Describe how Americans have debated political issues in various time periods.  Which era do you think had the liveliest political discourse?  How are we similar today?

 

  1. Values.  What values do you see as particularly important in early America?  Did these values develop from religion?  Were they shaped by economic or social factors?  Give examples of how Americans have pursued an idealistic vision in various time periods.

 

 

Extra Essay Option:  You may do an extra essay for extra credit.  The extra essay may be from Part I or Part II.  This essay could possibly be worth about 3.5 extra points.

 

 

Identify at least three types of maps (e.g., choropleth map, cartogram, proportional symbol map, etc.

Mapping Elections

Identify at least three types of maps (e.g., choropleth map, cartogram, proportional symbol map, etc) used to represent information relevant to Presidential elections (these uses might be during each party’s primary competition, after candidates are picked but prior to the election, on the day of the election, or for post-election analysis). Find a specific online example of each and provide a URL for the map. Refer to your text for the kinds of maps that are possible and if you identify a map type not covered in your text, be sure to note that is a type not covered, and briefly explain the characteristic of this map type.

Identify the kinds of data that are used for each map type. What is the data source in each case and was that an appropriate source (why)? Are there any better data sources and if so what are they and what makes them better?

For each map type, identify at least one key decision that the author made about how to portray the data. Again, refer to your text and other sources for ideas on what the key decisions might be.

Produce a critical evaluation of the example(s) you pick to represent each of the three map types you identify. Focus on any geographic information collection, processing, representation issues that are appropriate as well as on how the author uses the map. For the former, things to consider include whether the map type is appropriate to the data type (e.g., nominal, ordinal, interval, ratio; derived versus raw data; etc.); whether any data classification method applied is appropriate and if so whether it is done correctly; whether the specific symbolization choices (colors, sizes, etc) are reasonable; etc. Consider how the map is described by the author and what (if anything) they claim it shows. If they do not make any explicit claims, consider the context in which the map appears and discuss what you believe the motivation for using the maps was and whether this map use was both appropriate and supportable based on ideas you have learned this term. If any of the maps are dynamic (animated or interactive), consider the effectiveness or usability of the dynamic map components. Be sure to include screen shots of each map discussed in your report as well as URLs to the original.
Producing the Project Report

You may prepare your report in one of two formats: Microsoft Word (.doc) or Adobe Acrobat (.pdf).

Project reports should include a title page and be formatted so that images are legible.
Instructors cannot evaluate reports that contain blurry, shrunken images. If necessary, change your page orientation or size in page setup to make room for full-sized, legible images.

Remember that you must include two in-line citations, a correctly formatted bibliography, and acknowledge where you obtained your map(s).

Describe in 100-300 words what negative affects and general problems (biological, sociological, psychological, or economical) an older person would experience if they had Alice’s symptoms, bearing in mind normal aging changes that would already be in place.

After reading Still Alice by Lisa Genova.
Answer the following questions:

Name three symptoms of Alzheimer’s Alice displayed prior to her diagnosis.
Alice had Early Onset Alzheimer’s Disease. Describe in 100-300 words what negative affects and general problems (biological, sociological, psychological, or economical) an older person would experience if they had Alice’s symptoms, bearing in mind normal aging changes that would already be in place.
Research what medications are currently available for Alzheimer’s. Based on your findings, what are two medications or specific treatments that you think would likely be prescribed to Alice in light of her type of Alzheimer’s Disease?
Think about how the effects of Alzheimer’s may affect systems other than the Nervous System. Describe in 50-200 words what specific dysfunctions of other systems presented in this class may occur as a direct result of Alzheimer’s.

What the difference between each definition in critical comment for each definition not only mention the definition, I need to make critical differentiation between each definition and other).

Dear Fredrick,
This additional part of my report
Please don’t use a lot of titles (subheading)
Make it clear and understandable to the reader
Please add update references.

Medication safety and medicine related problem

Medication safety (MS):
Definitions of medication safety with reference for each definition, at least4 definitions and make sure to include one or more definition from the UK Institute (I need different definition and explanation and what the difference between each definition in critical comment for each definition not only mention the definition, I need to make critical differentiation between each definition and other).
History of medication safety include when they start it and why?
Please add the different concept as pharmaceutical care then patient center approach then medication therapy management until reach medication optimization concept.
Make sure to be do it in order (sequence) according to which concept is star first.
Why the concept is change during the time (critical explanation and comment)
To be reach in the end to the medication optimization ( please write it as a story in correct order, clear and brief)

Medication related problem (MRP)
Definitions of medication safety with reference for each definition, at least4 definitions and make sure to include one or more definition from the UK Institute (I need different definition and explanation and what the difference between each definition in critical comment for each definition not only mention the definition, I need to make critical differentiation between each definition and other).
WHAT is the terminology are using for the MRP in literature.
Types and categories of MRP.
Definition of medication error (ME) AND mention example of error regards anticoagulant ( in the UK)
Detention of adverse drug reaction(ADR) AND mention example of adverse drug reaction regards anticoagulant ( in the UK)

Definition of adverse drug event(ADE) AND mention example of adverse drug event regards anticoagulant ( in the UK)
Please add the diagram of ME , ADR and MRP in suitable place.

What is the deferent between ADR and ADE
Then add the relation between the ME, ADR and ADE with MRP.
What is the classification system of MRP whith advantages and disadvantages of each?
What is Relation of patient with MRP. ( critical explanation please)
What is the relation of health care provider with MRP.( critical explanation please)
I MEAN patient AND health care provider could be one of the causes of MRP.
Prevalence of MRP IN hospitals in the UK and US.
Reporting system of incident or errors and adverse drug reaction in the UK ( for example the yellow card………etc)

Describe what you would do as the advanced practice nurse in this scenario including whether or not you would disclose your error.

Application: The Ethics and Legalities of Medication Error Disclosure

American writer Nikki Giovanni once said: “Mistakes are a fact of life. It is the response to the error that counts” (Goodreads, 2012). Whenever you make an error when writing a prescription, you must consider the ethical and legal implications of your error—no matter how seemingly insignificant it might be. You may fear the possible consequences and feel pressured not to disclose the error. Regardless, you need to consider the potential implications of non-disclosure. How you respond to the prescription error will affect you, the patient, and the health care facility where you practice. In this Assignment, you examine ethical and legal implications of disclosure and nondisclosure of personal error.

Consider the following scenario:

You are working as an advanced practice nurse at a community health clinic. You make an error when prescribing a drug to a patient. You do not think the patient would know that you made the error, and it certainly was not intentional.

To prepare:

•Consider the ethical implications of disclosure and nondisclosure.
•Research federal and state laws for advanced practice nurses. Reflect on the legal implications of disclosure and nondisclosure for you and the health clinic.
•Consider what you would do as the advanced practice nurse in this scenario including whether or not you would disclose your error.
•Review the Institute for Safe Medication Practices website in the Learning Resources. Consider the process of writing prescriptions. Think about strategies to avoid medication errors.

To complete:

Write a 2- to 3- page paper that addresses the following:
•Explain the ethical and legal implications of disclosure and nondisclosure. Be sure to reference laws specific to your state.
•Describe what you would do as the advanced practice nurse in this scenario including whether or not you would disclose your error. Provide your rationale.
•Explain the process of writing prescriptions including strategies to minimize medication errors.

OUTLINE

Hi everyone. I am including an outline to help you with your papers that are due by the end of week 2.
1.Complete title page.
2.Introduction – briefly describe the objective(s) of your paper (i.e. tell me what you are going to talk about). You should include the scenario in this section.
3.Ethics and Law – describe the relationship between ethics and law as they relate to disclosure and nondisclosure of medication errors.◦Include the code of ethics in this discussion
◦Provide federal and state laws relative to your practice state◦Some states simply refer to the code of ethics (you should state how your state handles this issue)

4.Decision: State your personal view of whether or not to disclose the error described in the scenario. Use your discussion of ethics and law to support your decision.
5.Strategies: Use the ISMP website to describe strategies to make prescription writing safer.
◦Include the elements of a complete prescription in this discussion.
◦Include several strategies.Think about your practice environment when selecting strategies (i.e. pick those that would be most useful to you)

◦ 6. Summary

• 7. References: APA formatting is mandatory (be sure the reference page is formatted correctly)

•

Use the writing center to obtain a turnitin report. Then use the report to add references, quotations, or paraphrase where appropriate. Make sure your score is less than 20% before submitting your final work within Blackboard. It is okay if your paper is longer than 3 pages, but keep it under 5, for my sake. Use the writing center link contained in the instructions to see an example of proper formatting. Please use sub-headers to organize your paper. Hope this helps.

PLEASE USE RESOURCES LESS THAN 5 YEARS OLD AND MAKE SURE THEY ARE SCHOLARY RESOURCES

‘Analysis of Leadership succession in an Indian Family business context’.

Title
Dissertation Proposal: Leadership Succession

Topic

‘Analysis of Leadership succession in an Indian Family business context’

Points to cover
Leadership succession in Family businesses world wide & India
Parenting style & succession world wide & India
Men Vs Women succession world wide & India
Paper Special Focus on India
Training or shadowing programs to develop the leader
Examples are a must
Examples: Tata, Birla, Jindal, and other big family business both current and the past.
The current leadership training that is happening for future leaders. Eg: Reliance – the Ambani children, etc.
This topic has to mainly deal with entrepreneurship perspectives
The paper has to look at a gap present in the leadership succession that exists in India at present.
It has to specify what is this research trying to achieve.
Any other relevant information that I have missed mentioning

Methods (both Quantitative & Qualitative)
Primary data collection, by interviews, surveys, etc.
Secondary data collection
Sensitive information & how to deal with it
Ethical methods of information collection

Background

Analyze the various positions of available literature, thereby creating a balanced manuscript, as well as the ability to analyze the appropriateness of selected literature.

Research Paper:
Due on Friday at 5:00 pm
Week Eight
25% of your grade
APA Format

Factitious Disorder

The paper should be 10 pages excluding cover and reference pages.

You will complete a research paper based on one of the topics covered in the learning units (your choice). This paper will identify and analyze key concepts and ideas of the subject and demonstrate your ability to analyze the various positions of available literature, thereby creating a balanced manuscript, as well as the ability to analyze the appropriateness of selected literature.
This project will include:
• Title page
• Table of Contents
• Literature Review
• Conclusion
• Reference page
Plan to utilize approximately 7 to 10 scholarly references depending on their quality to complete your paper.
Please note: Wikipedia is not recognized as a scholarly source therefore avoid using it.
Note:
Research paper must conform to current APA guidelines.
I will have a sample of a Research paper for you to review.

Course book:

Nolen-Hoeksema, S. (2011). Abnormal psychology (5th ed.). New York: McGraw-Hill.

Strongly recommended:

American Psychological Association. (2010). Ethical principles of psychologists and
code of conduct. Washington, DC: American Psychological Association.

American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: American Psychological Association.

Supplemental Resources:

Bownds, M. D. (1999). The biology of the mind. Bethesda, MD: Fitzgerald.

Kring, A. M., Davison, G. C., Neale, J. M., & Johnson, S. L. (2007). Abnormal psychology

Demonstrates knowledge and understanding of the key rules, principles and issues that are relevant to the problem or task.

All marks disclosed to students use the University approved common scale for the return of marks, together with the marking criteria set out below. When examining your work the examiners interpret and apply the following descriptions and criteria in awarding marks, and module lecturers refer to these descriptions when providing class feedback. The descriptions summarise the Statement of Standards for the degree.

LL.B Marking Criteria

Marking Criteria for Essay-style tasks, exam questions, coursework, and dissertations

Mark Relevant knowledge Answer structure and presentation Analysis, evaluation, research and use of authority Possible shortcomings
85-100%
High First Demonstrates deep, comprehensive and in-depth knowledge of subject together with additional knowledge of related fields. Clear evidence of substantial original generation of knowledge or insights, for example engagement with primary legal materials (e.g., cases and legislation) that challenges the traditional understanding or draws new insights or generalisations. Answer selected from an extensive range of material and presented in a clear and rational structure and in a manner of flawless clarity and persuasion. A lively, engaging document which is thought provoking and displays an excellent quality of writing. It is thoroughly referenced, always with specificity and accuracy. Excellent overall. Sophisticated, original argument which demonstrates a rich understanding of the range of positions taken in the literature and is backed by supporting arguments from a wide range of sources and a very wide range of relevant authority. Work in this range will, make innovative use of contextual material and, if relevant, draw upon interdisciplinary or comparative sources (i.e., sources from disciplines other than law, or covering other jurisdictions). Few obvious shortcomings; work approaches publishable quality in terms of its insight and organisation. Work scoring in this range is likely to suggest that it was only limited by the word limit and the time available to complete the work.
75-80%
First Demonstrates comprehensive and in-depth knowledge of the subject, including relevant specialised areas, as well as of the theoretical and practical issues that the subject poses. The essay is able to bring these together, to make a few insightful, original points that go beyond the key strands of the literature. Answer is well organised and presented in a thoughtful structure with clarity and persuasion. A lively, engaging document displaying excellent quality of writing and accurate referencing. Sophisticated, original argument which demonstrates a rich understanding of the orthodox positions in the area and is backed by supporting arguments from a wide range of sources and with reference to a very wide range of relevant authority. The candidate is able to take on and question perspectives expressed in the literature, and hold his or her own against them. May be somewhat weaker in its appreciation of or engagement with contextual sources or, if relevant, sources from other disciplines and insights from other jurisdictions.
65-68%
High 2:1 Demonstrates considerable knowledge and critical understanding of the subject and a grasp of the details of specialised areas. A clear understanding of the majority of theoretical and practical issues that the subject poses, and the ability to weave these into a critical analysis of the law.
Answer is well organised, and presented in a thoughtful structure with clarity and persuasion. The quality of writing is very good. References are used appropriately and are almost all sufficient to permit the reader to find specific cited material. Clear, logically developed main argument which is original in some areas and is backed by supporting secondary arguments from a wide range of sources, including a wide range of relevant authority. The essay demonstrates that the candidate has read, understood, and appreciated the significance of the key perspectives in the literature, and is able to add their voice to the debate. Not creative in terms of the sources that are used or drawn upon – thus, for example, the essay may not discuss, or make full use of, sources or perspectives that are less obvious; whilst some arguments will be original, others simply reproduce perspectives from the literature
60-64%
2:1 Demonstrates a high level of knowledge and critical understanding of the subject, with a clear understanding of some of the theoretical and practical issues that the subject area poses. Very good evidence of knowledge and understanding of the essential elements of specialised topics, though not necessarily of their details. The answer is well organised, and presented in a logical structure. The quality of writing is very good. An effort has been made to reference the work, but some elements of the text may not be effectively referenced. A clear, coherent main argument, which is backed by supporting secondary arguments, drawing on a range of sources. The essay cites and uses all key primary sources, and in addition also identifies and looks at least some of the most important strands of the secondary literature. An essay in this range is no longer mainly relying on the textbook, but has started forming independent judgments based on wider reading. Arguments may lack originality and be derivative in places; critical analysis, while present, does not fully take account of the entire range of views present in secondary sources; answer tends to rely on analysis taken from academic sources, without presenting any independent analysis of the candidate’s own; tendency to over-include theoretical perspectives without proper selection or discernment.
50-58%
2:2 Demonstrates a good level of knowledge and a sound understanding of the main principles and issues that are relevant to the subject area. Knowledge of specialised areas or topics, or of the details of the case law or statutes, may, however, be weaker.
Answer has a clear structure, demonstrates an understanding of the question and covers most of the main points raised by the question. The quality of writing is good although it may be descriptive or repetitive. More of the text is effectively referenced than not. A clear and comprehensible argument which cites and uses most of the relevant primary material. There is some sign that the student has read and understood material beyond lecture notes and handouts, but this may be confined to textbooks or a very small number of articles.
Limited evidence of critical thinking about the subject; may include information about a lot of theories or frameworks without fully thinking through whether they really work in this particular context; parts of the work are descriptive or do not go much beyond what the key sources or authorities already say; little independent analysis; the arguments presented are mostly taken from the literature.
40-48%
3 Demonstrates a basic knowledge of the main principles of the area, but only has a limited understanding of the significance and implications of the principles. There are likely be gaps in detailed knowledge and understanding, but any mistakes or misinterpretations of the law are minor The answer’s structure is intelligible, but basic- it may not follow the topic or may descend into irrelevancies. It discusses the main issues, but leaves some aspect of the issue, or some secondary issues, undiscussed. Quality of writing is comprehensible and competent, even if it is stylistically poor. Parts of the text are effectively referenced. The argument is supported with some evidence and authority, covering most of the key primary sources, but shows little awareness of the range of sources and viewpoints available in the secondary literature – for example, it may not show an awareness or understanding of the arguments on the other side. The argument and knowledge displayed may not go much beyond what’s in the lecture notes and handouts. Such an answer is likely to include some irrelevant arguments and material. Argument lacks clarity; little or no sign of critical thinking; fails to consider important secondary sources or authorities; tends to unquestioningly adopt or cite arguments made by others; some issues are left unaddressed; may make mistakes in relation to detailed or specialised issues.

30-38%
Marginal Fail Demonstrates a very elementary, and generally inadequate, knowledge of the area overall, with a rather limited understanding of the implications of the law. Such an answer may get a few of the more general rules right, but this will be accompanied by mistakes and misinterpretations of other important aspects of the law. The answer has the beginnings of a structure, but is disorganised and leaps from point to point with no logical progression. Typically, the result will be a discussion that is incomplete, or not wholly related to the question. Important and relevant issues are not identified or are omitted. The writing is generally comprehensible – sentences and paragraphs make sense as syntactic units – but is likely to be stylistically weak. References are erratic or often incomplete. The argument is supported with some reference to authorities and sources, but for the most part tends to consist of unsupported opinion. It will typically fail to cite or discuss important cases or other primary sources, and include substantial amounts of irrelevant or incorrect material. No discussion of other points of view; failure to address several key issues; may fail to consider important primary sources or authorities; partially misunderstands or misapplies the law
0-28%
Poor fail Demonstrates very little, if any, knowledge or understanding of the law and issues relevant to the area. This will typically be evidenced by general answers, numerous mistakes and misinterpretations. The answer lacks a coherent structure. Significant chunks are unrelated to the question and / or omit the main relevant issues. The quality of writing is poor, and the essay may be incomprehensible in parts. Little or no effort to reference the work. The argument is supported with little or no evidence and shows almost no awareness of supporting arguments, or of relevant primary or secondary sources. Statements tend to be vague, and extremely general, with virtually no focus on the specific area to which the question relates.
Fails to address most or virtually all relevant issues; fails to consider even the key primary sources or authorities; misunderstands or misapplies many of the legal rules or issues that are relevant to the problem. Such an essay will typically be extremely short or, if long, include significant amounts of irrelevant material

Marking Criteria for Problem-style and practical tasks, exam questions and coursework

Mark Relevant knowledge Answer structure and presentation Analysis, evaluation, research and use of authority Possible shortcomings
85-100%
High First
Demonstrates deep and comprehensive knowledge of subject, including in relation to the details of specialised areas of law. Is able to deal with all the nuances and details of even complex areas of law, producing a rounded and compelling assessment of the positions of each relevant party. Has a well-developed critical understanding of the relevance of practice. Integrates critical discussion of policy goals and / or competing policy objectives where relevant. Shows a sound understanding of the strengths and lacunae of the law, and is able to suggest practical steps to deal with these. The output is exceptionally well organised, and covers all issues raised by the task. The issues are addressed in a logical, thoughtful structure with clarity and persuasion. The presentation is flawless, and the quality of writing, presentation or drafting is outstanding. The output is thoroughly referenced. Excellent overall. Well-crafted, sophisticated argument which engages fully and comprehensively with all relevant aspects of issues raised by the problem, including complex and specialised issues. The candidate is able to engage with fine details of judgments and other primary materials, including international and comparative material, and is able to use these to formulate creative, original and realistic legal arguments and analyses. The candidate deals skilfully and comprehensively with opposing arguments, showing a clear awareness of the weakness of his or her own position. Extensive use is made of perspectives set out in the secondary literature to construct arguments. Few obvious shortcomings. Work scoring in this range approaches the quality one would expect from an experienced and reflective practitioner, and is likely to suggest that it was only limited by the word limit and the time available to complete the work.
75-80%
First Demonstrates comprehensive knowledge of the subject which is in-depth in most areas. Deals very well with specialised areas of law, including defences and exceptions, identifying complexities and nuances in the rules and demonstrating an excellent understanding of how they work. Is aware of the relevance of the policy dimension of the issues raised by the problem or task, and is able to utilise that understanding in dealing the task. Uses all of these to produce a realistic assessment of the strengths and weaknesses of the relevant side’s case. Shows a sound understanding of the strengths and lacunae of the law. The output is well organised, and covers all issues raised by the task. The issues are addressed in a logical, thoughtful structure with clarity and persuasion. The quality of writing, presentation or drafting is excellent. The work is accurately referenced. Well-crafted, sophisticated argument which demonstrates that the candidate has read and understood a wide range of primary and secondary sources, and is able to deploy insights from those sources to deal fully and effectively with all issues, including complex and specialised issues. The work makes extensive use of precedents and secondary sources (including comparative materials if relevant) to illustrate application of the law, which is woven well into the core argument. The work demonstrates that the candidate has a grasp over a wide range of sources, and is able to select and use the most appropriate ones in the context of a given task. May be somewhat weaker in its ability to make full use of related fields of knowledge in the accomplishment of the task; the argument goes beyond the precedents, but may not go much beyond what is suggested by the secondary literature; the work does not deal with finer details of the authorities on which it relies.
65-68%
High 2:1 Demonstrates considerable knowledge and critical understanding of the subject and a very good grasp of detail in some areas. Is able to deal thoroughly and effectively with complex issues and with specialised areas or topics, including the details of defences and exceptions, and can identify the main practical issues posed by the law. Where needed, the candidate draws on domestic, international, comparative and practice-based sources.
The output is well organised, and covers most issues raised by the task. The issues are addressed in a logical, thoughtful structure with clarity and persuasion. The quality of writing, presentation or drafting is very good. References are used appropriately and are almost all sufficient to permit the reader to find specific cited material. Identifies and deals with all primary and most secondary or minor issues raised by the situation, and in doing so identifies areas of strength and weakness in the client’s case. The output presents a clear, logical argument which cites all important legal rules and authorities. The work identifies all key opposing arguments and constructs a rebuttal that deals effectively with them. It uses precedents competently to illustrate application of rules. The work engages with key strands in the secondary literature and comparative materials (if appropriate). Implications of all issues may not be fully considered; treatment of complex or specialised issues may have some gaps; arguments may not make full use of comparative sources or perspectives (if relevant); assessment of the strengths and weaknesses of the competing arguments may be incomplete; arguments may have a tendency to be derivative or of limited creativity, although they will begin to go beyond what is obviously indicated by the precedents.
60-64%
2:1 Demonstrates a high level of knowledge and understanding of the subject with some understanding of the practical issues which the application of the law poses. The candidate understands the essential elements of specialised topics, including in relation to defences and exceptions, though not necessarily of all their details. Is able to draw on comparative jurisprudence from other jurisdictions, if relevant to the task. The output is well organised, and covers the majority of the issues raised by the task. The issues are addressed in a logical sequence, with very few digressions or abrupt jumps, although more advanced aspects of the discussion – such as the assessment of the strengths and weaknesses of the competing arguments – may appear disjointed. The quality of the writing, presentation or drafting is very good. An effort has been made to reference the work, but some elements of the text may not be effectively referenced. Identifies all primary and most secondary or minor issues raised by the situation, and identifies, explains and applies the relevant legal rules in relation to each. The candidate has correctly identified the important issues, and does not spend time on irrelevant issues. A coherent argument is constructed, drawing upon all key primary authorities as well as some of the relevant secondary literature. Opposing arguments are identified, and partially rebutted, although the rebuttal may not be effective. Precedents are used not just to identify the law, but also to support arguments by illustrating how the rules are applied; some reference to and comparative materials (if appropriate); works with different levels of sources if required by the task (e.g. primary legislation as well as statutory instruments). The candidate is drawing on a range of sources beyond the textbook. Coverage of more specialised or complex issues may be less convincing; may miss depth of interaction between different issues and (if relevant) between substantive and procedural or cross-border issues; engagement with secondary literature is limited; rebuttals of opposing arguments may be superficial and fail to address important aspects of those arguments; may not adequately assess the strengths and weaknesses of the arguments advanced, or may make unrealistic assumptions in doing so; arguments are derivative and do not go much beyond the precedents; critical analysis, while present, is not fully developed
50-58%
2:2 Demonstrates knowledge and understanding of the key rules, principles and issues that are relevant to the problem or task. Knowledge of specialised areas or topics, or of the details of the case law or statutes, may, however, be weaker. The most important defences and exceptions are identified, although their constitutive elements may not be dealt with effectively.
The output for the most part has a clear structure, which flows logically from issue to issue, but may contain some abrupt jumps or digressions. It demonstrates an understanding of the task, and of the issues that it raises. The quality of writing, presentation or drafting is comprehensible and competent, although it may have a tendency to meander and lack sharpness. More of the text is effectively referenced than not. Identifies most of the key issues raised by the situation, as well as the most important applicable rules. The candidate will have exercised some discernment in relation to which issues are important and which are not, but may have nevertheless included issues of peripheral importance. A clear argument is advanced, which is backed by references to the most important relevant legal and other appropriate authorities. The answer shows an awareness and understanding of the key opposing arguments. The answer suggests some further reading has been done, but this may not have gone much beyond the textbook. The discussion of the law in this range will typically be excessively descriptive, and insufficiently analytical: there will be a tendency to spend a lot of time describing what the law is, but not how it applies. Likewise, precedents may be used principally to identify the law, and less to identify its application. The rebuttal of opposing arguments is likely to be weak. The arguments may not go much beyond the key authorities, and secondary or minor issues may be missed. Little engagement with secondary literature, and incomplete grasp of specialised topics or areas.
40-48%
3 Demonstrates a basic knowledge of the main principles of the area, but only has a limited understanding of the details of the relevant legal rules and / or of how they are applied in practice. Engagement with defences or exceptions may be weak. The discussion of the law is mostly correct, and any mistakes or misinterpretations of the law are minor. The discussion is not entirely related to the task – there will typically be a tendency to get diverted into issues that are irrelevant, or of peripheral relevance to the specific problem or other task. The answer may discuss the main issues, but leaves some aspect of the issue, or some secondary issues, undiscussed. The quality of writing, presentation or drafting is comprehensible and competent. Parts of the text are effectively referenced. Identifies the basic legal issues thrown up by the situation and some applicable rules, but is likely to miss some of the details (e.g. in relation to defences or exceptions). Arguments are advanced and supported by some reference to legal and other appropriate authority, but miss important cases or statutes. There is little sign that the candidate has covered material beyond what is in the lectures and handouts.
Answers in this range are likely to suffer from the approach of throwing in as many legal issues as the candidate can think of, without trying to exercise discernment or judgment as to which issues are actually relevant. They are unlikely to cite or attempt to rebut opposing arguments. The argument may lack clarity, or fail to consider important cases or statutory provisions and leave issues unaddressed; There will often be a tendency to describe the law without applying it to the situation at hand.
30-38%
Marginal Fail Demonstrates a very limited knowledge or understanding of the subject. The answer may get a few of the more general rules right, but this will be accompanied by misinterpretations and mistakes on other important aspects of the law, and little or no detailed knowledge and understanding of the rules of law The output lacks a coherent structure and significant parts are unrelated to the task. Main relevant issues are not identified or omitted. The quality of writing is generally comprehensible – sentences and paragraphs make sense as syntactic units – but is likely to be stylistically weak. References are erratic or often incomplete. Makes a rudimentary, and inadequate, attempt to apply the law to the situation. Arguments are supported with scanty reference to legal or other appropriate authority. Important bits of the material are likely to be irrelevant or incorrect Several significant errors as to the law; little or no reference to key sources or authorities; misunderstands or misapplies the law and / or applies irrelevant rules of law. It will typically fail to cite or discuss important cases or other primary sources, and include substantial amounts of irrelevant or incorrect material.
0-28%
Poor fail Demonstrates very little, if any, knowledge or understanding of the law and issues relevant to the task. This will typically be evidenced by general answers, numerous mistakes and misinterpretations. The output lacks any coherent structure and demonstrates a misunderstanding of the task or of the issues it raises. The quality of writing, presentation or drafting is likely to be poor, and may be incomprehensible or incoherent in parts. Little or no effort to reference the work. Little or no evidence of ability to apply legal rules or other appropriate materials to practical situations. Most of the content is irrelevant or incorrect. Statements tend to be vague, and extremely general, with virtually no focus on the specific area to which the question relates. Few if any coherent arguments or statements of the law. Makes little or no attempt to apply the law to the situation at hand. Little or no awareness of the key primary or secondary sources, or of applicable law.

Discuss how the selected approach fits their personality.

ESSAY TOPIC
Explore the basic principles of the Cognitive-Behavioural psychotherapeutic approach (CBT) in relation to counselling practice and your personality.

GUIDELINES
It is mandatory that you answer the following questions in your paper WITHOUT DIVIDING THE PAPER INTO SECTIONS (your paper should be written in an essay format that will include introduction, main body, and conclusion).
In the paper you should:
Provide the rationale for choosing the particular theoretical approach; why you like it and why you think better fits your personality (refer to personal experiences where appropriate); discuss your own worldview, values, and beliefs with reference to the theory’s view of human nature and basic key concepts/assumptions.
Discuss the therapeutic process (counselling goals, counsellor-client relationship, and major techniques) and the pros and cons of the particular theoretical perspective by citing relevant research and providing your overall critical evaluation.
State how your own values and beliefs will contribute in making you an effective counsellor.

NOTE: Use “I-statements” when you refer to personal views.

Students should:
Explore the basic theoretical principles of the selected counselling approach.
Discuss how the selected approach fits their personality.
Elaborate on how the selected approach affects their personal life.
Provide evidence of how the selected approach affects the counselling practice?
Explore the reasons they have chosen this approach in relation to the effectiveness of the counselling practice?
Elaborate on how the selected approach shapes their counselling role
Provide evidence of knowledge through research articles and appropriate references.
Present current research related to the selected approach.
Good argumentation of ideas expressed through means of divergent thinking
Good presentation and overall structure of the paper through clear, well-written paragraphs
Effective use of APA writing, citation, and reference style (6th edition).

Identify restriction denuclearize sites for insertion into multiple cloning sites of common expression vectors.

Practical skills in Biochemistry A
Cloning Workshop
Aim
To design and verify plasmid DNA constructs for the expression of the fluorescent Light-Oxygen-Voltage (LOV) domain from the Arabidopsis thaliana phototropin 2 protein in a standard E. coli protein expression vector and a vector modified for Golden Gate cloning.
Before attending this workshop we recommend you acquaint your self with the Polymerase Chain Reaction (PCR) and restriction endonucleases. Chapter 7 of Molecular Cell Biology by Lodish et al, has a good overview of molecular cloning techniques:
http://www.ncbi.nlm.nih.gov/books/NBK21712/
Learning outcomes
At the end of this workshop you should be able to:
⦁ Search DNA sequence databases for genomic DNA sequences encoding protein targets.
⦁ Translate nucleotide sequences for open reading frames into protein sequences using online tools.
⦁ Determine domain boundaries in a polypeptide chain.
⦁ Design protein expression constructs based on predicted domain boundaries
⦁ Select suitable expression vectors for protein targets.
⦁ Identify restriction denuclearize sites for insertion into multiple cloning sites of common expression vectors.
⦁ Understand the difference between Type II and Type IIs restriction endonucleases and how they recognise and cut DNA.
⦁ Design primers to amplify genomic/synthetic DNA with appropriate restriction sites and overhangs for classical restriction/ligation and Golden Gate cloning strategies.
⦁ Design a protocol for cloning targets of interest using both classical and Golden Gate strategies.
⦁ Analyse Sanger sequencing data to determine successful insertion of cloned fragments into expression vectors.
Introduction
Before the advent of mass genome sequencing projects, proteins of biochemical interest had to be purified from their source organism or tissue in a series of time consuming and usually messy/cold experiments. Now, we have genome sequences for more than 10,000 bacterial species and thousands of eukaryotes. We can download and analyse the DNA sequences of almost any gene we could conceive of and design protein expression constructs for these in silico. Native genomic DNA, or cDNA, is available from a number of sources, and can often be bought online with a credit card. It is also possible to take native protein encoding DNA and optimise the codon usage for specific organisms and purchase synthetic DNA, or even entire constructs. The Edinburgh Genome Foundry, run by Professor Rosser and Dr Cai will eventually make it possible to design and produce complete synthetic eukaryotic chromosomes.
In this workshop we are going to design protein expression constructs for the fluorescent LOV domain from the Arabidopsis thaliana phototropin 2 protein. This protein is a useful alternative fluorescent marker to Green Fluorescent Protein (GFP) as it uses a flavin mononucleotide cofactor, rather than the protein-derived cofactor of GFP, and unlike GFP it is fluorescent in anaerobic conditions. We wish to produce this protein for biochemical and biophysical characterisation. To do this we must first generate the plasmids to clone and produce the protein fragments for our study, as is common practice in structural and biochemical studies of proteins.
We will explore the design rationale for protein expression constructs using both a standard restriction/ligation and a Golden Gate cloning method (Engler, Kandzia, & Marillonnet, 2008).

Important notes:
Save intermediate DNA/mRNA/protein sequence files as plain text fasta (https://en.wikipedia.org/wiki/FASTA_format) files using notepad/wordpad.
Keep tabs for each different webserver you use open. You’ll need to switch between them a few times.
Part 1
DNA sequence databases
The Kyoto Encyclopedia of Genes and Genomes: www.kegg.jp
NCBI gene and genome database: www.ncbi.nlm.nih.gov
Department of Energy genome database: http://img.jgi.doe.gov/
Multiple sequence alignment:
Clustal omega: http://www.ebi.ac.uk/Tools/msa/clustalo/
Task:
⦁ Find the mRNA sequence of A. thaliana PHOT2 and save the sequence as a fasta file on your computer.
What is the NCBI reference sequence accession number for this mRNA?
NM_180880.1/ http://www.ncbi.nlm.nih.gov/nuccore/5391441
How does a Eukaryotic mRNA differ from the genomic DNA sequence?
Presence of introns in genomic DNA, 5’ UTR, 3’ poly A.
What are the important features of a fasta file?

Starts with ‘>’ and single line descriptor of file
Then sequence on next line.
Can append multiple sequences in one file as long as each one starts with a ‘>’
Saved as plain text, usually ‘.fas’ or ‘.fasta’ extension.

Part 2
We are primarily interested in the protein-coding region of this mRNA, so we need to translate this from nucleotide sequence amino acid sequence and determine the correct reading frame for translation.
Task:
⦁ Translate the nucleotide sequence into amino acids using the Expasy translation server.
⦁ http://web.expasy.org/translate/
⦁ Paste the mRNA sequence into the box and select ‘includes nucleotide sequence’ from the Output format drop down list.
⦁ Click ‘translate sequence’

Which reading frame gives the correct sequence?
5’ frame 1

⦁ If you click on this reading frame you will see the translated sequence for this reading frame. It has a few possible start/stop sites. Select the longest open reading frame by clicking on the initiating methionine.
Paste the full protein sequence in Fasta format here:
>LOV
MERPRAPPSP LNDAESLSER RSLEIFNPSS GKETHGSTSS SSKPPLDGNN KGSSSKWMEF QDSAKITERT AEWGLSAVKP DSGDDGISFK LSSEVERSKN MSRRSSEEST SSESGAFPRV SQELKTALST LQQTFVVSDA TQPHCPIVYA SSGFFTMTGY SSKEIVGRNC RFLQGPDTDK NEVAKIRDCV KNGKSYCGRL LNYKKDGTPF WNLLTVTPIK DDQGNTIKFI GMQVEVSKYT EGVNDKALRP NGLSKSLIRY DARQKEKALD SITEVVQTIR HRKSQVQESV SNDTMVKPDS STTPTPGRQT RQSDEASKSF RTPGRVSTPT GSKLKSSNNR HEDLLRMEPE ELMLSTEVIG QRDSWDLSDR ERDIRQGIDL ATTLERIEKN FVISDPRLPD NPIIFASDSF LELTEYSREE ILGRNCRFLQ GPETDQATVQ KIRDAIRDQR EITVQLINYT KSGKKFWNLF HLQPMRDQKG ELQYFIGVQL DGSDHVEPLQ NRLSERTEMQ SSKLVKATAT NVDEAVRELP DANTRPEDLW AAHSKPVYPL PHNKESTSWK AIKKIQASGE TVGLHHFKPI KPLGSGDTGS VHLVELKGTG ELYAMKAMEK TMMLNRNKAH RACIEREIIS LLDHPFLPTL YASFQTSTHV CLITDFCPGG ELFALLDRQP MKILTEDSAR FYAAEVVIGL EYLHCLGIVY RDLKPENILL KKDGHIVLAD FDLSFMTTCT PQLIIPAAPS KRRRSKSQPL PTFVAEPSTQ SNSFVGTEEY IAPEIITGAG HTSAIDWWAL GILLYEMLYG RTPFRGKNRQ KTFANILHKD LTFPSSIPVS LVGRQLINTL LNRDPSSRLG SKGGANEIKQ HAFFRGINWP LIRGMSPPPL DAPLSIIEKD PNAKDIKWED DGVLVNSTDLDIDLF

Part 3
We want to clone the LOV domain from this protein, so we need to determine what domains the protein sequence encodes and the domain boundaries.
Task:
⦁ Paste your protein sequence into the ‘protein sequence’ box on the SMART page (⦁ http://smart.embl-heidelberg.de) and check the boxes for ‘outlier homologues’, ‘PFAM domains’, signal peptides’ and ‘internal repeats’.
The server will return a graphical view of the different domains in your protein sequence.

Complete the table below with details of the predicted domains
Name Start End
Low complexity 102 114
PAS 122 191
PAC 197 239
PAS 378 447
PAC 453 495
S_TKc 577 864

⦁ Look at the box with outlier homologues and homologues of known structure. This displays known structures with sequence homology to the predicted domains in the protein.
⦁ Click on the names of the domains to get further information.

Which of the domains are related to LOV proteins of known structure?
PAS1 – 2z6d
PAS2 – 2z6d

The domain boundary predictions given by SMART cover only highly conserved regions of predicted domains. To design robust expression constructs you usually need to include a few amino acids either side of the predicted domain to ensure you have the full protein domain, or you may wish to use structural homologues to guide the design of your construct.

Part 4
Construct design
We wish to clone the protein sequence corresponding to the first LOV domain in the protein.
Task:
⦁ Using the homologues as a reference, identify the first LOV domain and click on the link in the homologue view to see the domain in the protein that matches this. Look at the table and identify the start and end residues for this domain and locate these in your translated nucleotide sequence

What are the start and end residues for this domain?
Start: 117
End: 246
Paste the protein sequence for this domain here:

PRVSQELKTALSTLQQTFVVSDATQPHCPIVYASSGFFTMTGYSSKEIVGRNCRFLQGPD
TDKNEVAKIRDCVKNGKSYCGRLLNYKKDGTPFWNLLTVTPIKDDQGNTIKFIGMQVEVS
KYTEGVNDK

⦁ Now that you have the protein sequence for this domain, you need to go back to the mRNA sequence and translation to determine the mRNA sequence encoding this domain.
⦁ Go back to your translated sequence and find the correct reading frame.

Paste the first 30 nucleotides corresponding to the sequence of the LOV domain here:
cct aga gta tcc cag gag ctc aaa act gct

Paste the final 30 nucleotides of the LOV domain here:
agc aaa tac aca gaa ggg gta aat gat aaa

Paste the full nucleotide sequence of the domain here:
cctagagtatcccaggagctcaaaactgctctatccacgttgcagcagacttttgttgtctctgacgctacacagcctcactgtcccatagtctatgccagcagtggattctttaccatgactggttattcttccaaggaaattgttggaagaaactgccggtttctgcaagggccagacaccgacaagaatgaggttgccaaaatcagagattgtgtcaagaatggaaaaagttactgtggaaggctgttaaactacaaaaaggacggaactcccttctggaatcttctcacagtcactcctatcaaggacgaccagggcaataccatcaagttcattgggatgcaggttgaagttagcaaatacacagaaggggtaaatgataaa

The amplification of DNA fragments by PCR requires two primers that are complimentary to the 5’ and 3’ ends of the region you wish to amplify. You can read more about the PCR reaction in Lodish. The sequences you identified above will be used to design primers to amplify the LOV domain from cDNA.

What is cDNA?
Complementary DNA synthesized from mRNA
Why do we use this and not mRNA/genomic DNA from the plant in a PCR reaction?
No introns in cDNA

Part 5 Vectors for recombinant protein over-expression in E. coli
To produce sufficient recombinant material for biochemical and biophysical analysis open reading frames encoding proteins of interest are usually cloned into a plasmid vector that allows the controlled over-expression of the protein. The pET series of vectors from Novagen (www.novagen.com) are some of the most commonly used for recombinant protein production. These vectors have the minimal features for propagation in E. coli: an origin of replication and selectable antibiotic resistance marker. In addition to these features they possess a promoter for controlling expression of the recombinant promoter, a ribosome binding site, transcription terminator and multiple cloning site (MCS). The multiple cloning site allows the insertion of PCR amplified, or synthetic, DNA into the vector through digestion with specific restriction endonucleases. Protein expression vectors may also have additional open reading frames for proteins that control expression levels of your inserted gene and additional purification, or antibody affinity tags for enhanced protein purification and identification.

We will clone our LOV domain into the MCS of pET28a and a version of this vector that has been modified to allow Golden Gate cloning. The MCS of pET28a is shown below.

Part 6 restriction cloning
You will clone the LOV domain into the MCS of pET28a between the NcoI and XhoI restriction sites. These two restriction enzymes are Type II restriction enzymes that cleave DNA at defined sequence regions:
https://www.neb.com/products/restriction-endonucleases/restriction-endonucleases/types-of-restriction-endonucleases
Task:
⦁ Look up details of the NcoI and XhoI restriction enzymes on the NEB website
Write the recognition/cut sites of the two restriction enzymes
(Use an ^ to indicate the cut sites)
NcoI: 5’-C^CATGG-3’
3’-GGTAC^C-5’
XhoI: 5’-C^TCGAG-3’
3’-GAGCT^C-5’

Addition of the recognition sequence for these restriction enzymes to you PCR primers allows these enzymes to cut the PCR product. The cut PCR product can then be inserted into a vector that has been cut with the same enzymes. We use two different enzymes to ensure that our PCR product can only be inserted into the vector in one direction.
Why is directional insertion of DNA fragments into vectors important?
To ensure insert goes in the correct way to give proper reading frame.
All open reading frames must begin with an ‘ATG’ (or in some cases ‘TTG’) start codon after the ribosome binding site.
Write the NcoI restriction sequence followed by the nucleotide sequence for the first five codons of your coding sequence. Below this paste the translation in one letter amino acid sequence.
CCA TGG cct aga gta tcc cag
P W P R V S Q
Does this result in an in-frame translation past the restriction site?
No
How might you ensure an in-frame translation when using this site?
Add two nucleotides after the restriction site to put it in frame, such as a GC.
We want to produce the LOV protein with a C-terminal His-tag, which makes protein purification easier by appending six histidine residues to the protein. This tag has a high affinity for nickel and cobalt; therefore, most proteins with this tag can be purified using metal-ion affinity chromatography.
Write the nucleotide sequence final five codons of your coding sequence followed by the XhoI restriction sequence. Below this paste the translation in one letter amino acid sequence.
ggg gta aat gat aaa CTC GAG
G V N D K L E

Does this result in an in-frame translation past the coding sequence to produce a His-tag?
Yes

Part 7 Golden Gate cloning
Standard restriction cloning methods have been used for many years, but they can be time consuming as both the vector and PCR product must be digested and purified separately before they can be ligated with a DNA ligase to produce the desired vector. To address this productivity bottleneck a number of different cloning methods have been introduced, including topoisomerase and recombinase based methods that use proteins that can cut and splice DNA together in a single reaction. Much like standard restriction cloning, these techniques require the addition of specific sequences to the 5’ and 3’ ends of your amplified DNA. One of the major barriers to their widespread adoption is the cost of the reagents needed.
Golden Gate cloning was introduced in 2008 and uses Type IIs restriction endonucleases, which cut DNA outside of their recognition site and allow a variety of 3-5 bp overhangs to be created to allow directional cloning with the use of a single restriction enzyme. Golden Gate vectors are usually designed with a selectable marker such as GFP/RFP flanked by inverted Type IIs restriction sites. This allows one-way cloning as suitably designed PCR products and vectors that have been cut by Type IIs enzymes no longer possess the recognition sequence. Once cut, ligation of these fragments results in a product that can no longer be cut by the enzyme.
The most commonly used Type IIs restriction enzyme is BsaI. Write out the recognition sequence and cut site of this enzyme below
(use a ^ to show the cut site and ‘n’ for unspecified nucleotides):
5’-GGTCTCN^-3’
3’-CCAGAGNNNNN^-5’

We have modified the pET28 vector to produce a Golden Gate vector by replacing the MCS with an RFP marker and BsaI restriction sites as shown below:

Part 8 Checking your nucleotide sequence for restriction sites
Before you can design any primers for PCR you must check that the natural DNA, mRNA, or cDNA sequence you are using as your template does not contain the recognition sites for the restriction enzymes you are using to amplify your PCR product. If it does, you will find that your enzymes cut these sites too and you won’t be able to insert your DNA into your vector as it will be cut in extra places.
You can use a number of programs to check for the presence of restriction sites in your DNA. They all work by searching for the restriction sites of common restriction endonucleases in the DNA sequence provided and will report on which enzymes cut and which don’t.
You can use the NEB cutter server to check for your restriction sites in the LOV mRNA.
Go to the NEB cutter website (http://nc2.neb.com/NEBcutter2/) and paste the nucleotide sequence for the LOV domain into the box. Push ‘submit’ and wait until it has cut your DNA. It displays any predicted open reading frames and a few enzymes that cut your DNA. Click on the ‘0 cutters’ link and search for your three enzymes in this list.

Can you find any NcoI, XhoI, or BsaI sites in your mRNA?
NcoI No
XhoI No
BsaI No

If your DNA sequence does have recognition sites for these enzymes, you can consider using different sites from the MCS of pET28b, or you can remove these sites by a two step-PCR where the sites are edited out by mismatched primers.
It is becoming very common to just purchase synthetic DNA fragments, where the DNA sequence can be specified based on the protein sequence and optimal codon-usage for the final host organism. This simplifies things immensely as you can avoid the PCR step and hopefully produce more protein from your optimised DNA sequence once it is cloned. There are a variety of companies offering synthetic genes and fragments of DNA with tools for sequence optimisation.

Part 9 PCR primer design
Only once you have determined the sequence you wish to amplify, decided on a vector and restriction sites required for cloning and have checked the DNA sequence for these sites can you design your PCR primers. You should be familiar with how PCR works, so I won’t go into detail here.
Restriction cloning
The key elements of a PCR primer for standard restriction cloning are as follows:
⦁ Random clamp-DNA (3-10 bp)
This helps the primer to anneal to your template DNA and helps the restriction enzyme cut the DNA by providing a buffer between the restriction site and the end of the DNA.
It should usually start with a G nucleotide and shouldn’t contain restriction sites, or triplet repeats.
It can be modified to adjust the Tm of the primer/template.
⦁ Restriction site (6 – 10 bp)
To allow specific cleavage of the DNA backbone to produce sticky ends for ligation into a vector.
⦁ Spacer sequence
To ensure the correct reading frame if necessary (important for NcoI sites)
⦁ Complementary sequence 20 – 30 bp
20 – 30 bp of sequence that is complementary to the DNA you are amplifying.
Ideally ends with a G nucleotide
Length can be adjusted to modify Tm of primer
5’ primer must have ATG start codon if there isn’t one in the restriction site/vector.
3’ primer must be reverse complement and have TAA stop codon if you need one!
Golden Gate cloning
The key difference between a primer for Golden Gate cloning and standard restriction cloning is the need to specify an overhang for the cut site. This is the great strength of Golden Gate cloning, but you must be careful to ensure your overhangs match the vector and other parts you plan to ligate together.
⦁ Random clamp-DNA (3 – 10 bp)
As before, this helps the enzyme to bind the DNA.
⦁ Recognition site (6 – 10 bp)
Unlike type II restriction enzymes, type IIs enzymes cut outside of their recognition site. Type IIs sites are not palindromic, and have directionality, so take care in choosing the orientation of the site.
⦁ Cut site (4 – 6 bp)
Different enzymes cut at different distances from their recognition site, make sure to choose the correct number of nucleotides for your cut site and that the overhang created matches your vector, or other parts you are ligating together.
⦁ Complementary sequence (20 – 30 bp)
As before!
Note: The melting temperatures of primer pairs should be within 5°C of each other to help ensure accurate annealing and amplification during PCR. You can calculate the Tm of primers by hand, or use an online tool or program to calculate this, such as the NCBI primer desigh tool: http://www.ncbi.nlm.nih.gov/tools/primer-blast/
The Tm of primer pairs can be adjusted by the addition/removal of clamp and complementary nucleotides.

Standard PCR primers are usually between 30 – 50 bp long.
Task:
⦁ Design and write down PCR primers for the following constructs (mark the four different regions of your primers in different colours and note their Tm):
⦁ LOV domain in pET28a cloned between NcoI/XhoI sites.
⦁ LOV domain in pET28GG with BsaI overhangs as follows:
⦁ Forward, 5’-AATG-3’
⦁ Reverse, 5’-TAAGC-3’
⦁ Note BsaI sites should be 5’ to overhangs.

Primer name Sequence
NcoI_Fwd
GACCCATGGGC cctagagtatcccaggagc 59.5
XhoI_Rev
GACCTCGAG tttatcatttaccccttctgtgtatt 60.0
BsaI_Fwd
GACGGTCTCAAATG cctagagtatcccaggagc 59.5
BsaI_Rev
GGCGGTCTCTAAGC tttatcatttaccccttctgtgtatt 60

You will go through the stages of PCR and cloning over the following weeks in the wet lab!

Part 10 Sequence validation
After cloning an insert into an expression vector its sequence and correct insertion must be verified. To do this we send a small proportion of our construct for Sanger sequencing (https://en.wikipedia.org/wiki/Sanger_sequencing). The results of Sanger sequencing are returned as a file with the chromatogram from the sequencing run and a consensus sequence derived from this data.
Sanger sequencing is only reliable for around 800 – 1000 bp, so for DNA longer than this we usually perform multiple sequencing runs to ensure we can check the entire sequence. Most vectors have sequences outside of the MCS for recognition by specific sequencing primers, these are usually at the 5’ and 3’ ends of the MCS and a sufficient distance away from the MCS to ensure an accurate sequencing read.
The genomic DNA sequence, and chromatograms for both Forward and Reverse sequencing reads for a recent expression construct generated in the Marles-Wright Laboratory are available on Learn.
Task
⦁ Inspect the chromatography traces for the sequencing runs using Finch.tv and output the consensus sequences as a fasta files.
Why might the first few bases of a Sanger sequencing read be unreliable?
Primer binding effects

Why might the final few bases of a Sanger sequencing read be unreliable?
Resolution of sequencing gel /capillary becomes poor after 700 – 800 nt.

⦁ To confirm the insert sequence, input both sequences separately into the NCBI BLASTX server. This translates the nucleotide sequences into protein and aligns them against the non-redundant protein databases.

What is the top hit for each of the sequencing runs?
Forward: Bacterioicin R. rubrum
Reverse: No
Are there any differences between our sequences and the top hits from BLAST?
Forward: Bacterioicin R. rubrum
Reverse: No

To verify that this is what we were expecting from the genomic DNA sequence, run BLAST with the genomic sequence given in LEARN.
Is our construct the sequence we were expecting?
Yes

To check the DNA sequences of our construct against our genomic DNA we can run Clustal Omega (http://www.ebi.ac.uk/Tools/msa/clustalo/) with the sequencing data and genomic DNA.
⦁ Paste the Genomic DNA sequence and Forward read into Clustal Omega and align the two DNA sequences.
Does the sequencing read match the genomic DNA sequence?
Yes.

For the reverse read you need to produce the reverse complement of this strand so that it matches the genomic DNA before you can align them.
⦁ Go to a reverse complement server (http://www.bioinformatics.org/sms/rev_comp.html) and paste in your reverse read.
⦁ Align this reverse complement against your genomic DNA in Clustal Omega.
Does the sequencing read match the genomic DNA sequence?
Yes

Are there any significant mismatched regions in either of the sequence reads?
No

Most laboratories have their own unique workflow for the design of protein expression constructs and favoured cloning methods. The ones presented here highlight some important general concepts, but there are many different ways to achieve the same ends. There are also number of free and commercially available programs for cloning and sequence analysis that simplify this workflow and allow you to arrange all your primers, constructs and sequence data together. Programmes such as Benchling, Serial Cloner and Snap Gene all have different levels of functionality and sharing features.

Next week you will begin the wet work for this practical class with a PCR reaction to produce expression constructs for proteins of interest to our laboratory.

References
Engler, C., Kandzia, R., & Marillonnet, S. (2008). A one pot, one step, precision cloning method with high throughput capability. PloS One, 3(11), e3647. doi:10.1371/journal.pone.0003647