The Legacy of the Prophet and the Society Assignment

The Legacy of the Prophet and the Society - Assignment Example In his book, Shadid noticed that the substance of Islam in the Middle East has changed from one seen to be careful and fierce to a serene one. On account of Islamic activists who have experienced incredible change helping poor people and giving comfort through their social activism. Hashemi additionally records that the contention in The Legacy of the prophet was basically founded on the change in political Islam. This political change speaks to the cutting edge Islam and is portrayed by promotion for majority rules system and peacefulness. These Islamic developments have exhibited a move from the more seasoned activist procedure to a progressively just procedure. The cutting edge Islam advocate for moral Islamic responsibility and network dedication, monetary equity and a spot for ladies in the public eye, and supporter for a state administered by Islamic Sharia. These would convert into a cutting edge society. Kurzman takes note of that there are three models of Sharia: Liberal sha ria, quiet Sharia and deciphered sharia. A portion of the issues brought up in The Legacy of the Prophet are portrayal of the models introduced by Kurzman. This is specific with the â€Å"interpreted sharia†. As indicated by the model, sharia is welcome to translation. The way that cutting edge Islam advocate for popular government and progression joins them to â€Å"interpreted sharia† model. Model is viewed as liberal taking into consideration re-understanding of sharia. The model likewise delineates sharia as awesome. This angle is apparent in the cutting edge Islams when they advocate for a state represented by Sharia which is divineâ

Global warming Term Paper Example | Topics and Well Written Essays - 1500 words

A worldwide temperature alteration - Term Paper Example With the usage of data taken from academic messages, this report will address the historical backdrop of an Earth-wide temperature boost, what causes an Earth-wide temperature boost, what the impacts and outcomes are, and how an unnatural weather change can be forestalled. A worldwide temperature alteration Brief history of a dangerous atmospheric devation Global warming may appear to numerous individuals like a cutting edge concern, an occasion that our present age has brought upon itself. Notwithstanding, researchers and analysts have been following the consistent advancement of a dangerous atmospheric devation since the 1800s. During the principal Industrial Revolution, it was recorded that the coal, railways, and the freeing from woodlands for different processing plants were making ozone harming substance discharges quicken (Weart, 2008). As researchers considered the second Industrial Revolution, similar changes were again noted. An association was then made between what was oc curring on earth, for example, wars and deforestation, and the moderate change in the earth’s surface temperature. Since these first chronicles of the adjustments on the planet corresponding to the progressions of the surface temperature, the earth’s temperature has expanded from 2.5 to 5 degrees Celsius. While this may appear to be a negligible increment, researchers today have motivation to accept that the expansion will turn out to be increasingly conspicuous after some time as individuals discover more approaches to discharge hazardous outflows into the air. Reasons for a dangerous atmospheric devation Global warming is the aftereffect of ozone depleting substances being caught inside the earth’s environment. As these gases develop, the temperature gets hotter and the earth feels the impacts. Carbon dioxide is one of the principle gases engaged with the procedure of a worldwide temperature alteration as it has the capacity of working up for a range of time t hat can surpass a couple hundred years (Weart). Carbon dioxide is additionally viewed as the most hazardous of the gases since it just takes a limited quantity of carbon dioxide emanations to cause a critical increment in temperature. The more outflows that enter our climate, the more prominent the development that remaining parts, which brings about a higher surface temperature. People have a marginally less immediate contribution with the causing of a dangerous atmospheric devation, however our activities are no less essential to mull over. Most of individuals have assumed a somewhat isolates job in the structure up of discharges in our climate. The vehicles that individuals drive require fuel, which produce fumes that ascent into the air. Various woodlands and parks have been destroyed to prepare for stores and production lines; the nonappearance of trees and plants implies that less carbon dioxide is being ingested and transformed into oxygen (Weart), which is essential to the g eneral wellbeing of the earth. While a considerable lot of the gases are normally discharged into the air, mankind is to be faulted for the amount of emanations right now developing in the climate. As of recently, limited assets were being spent as though there were no limit to their provisions. Power and gas, for instance, are utilized all the time (Weart) with almost no idea about the outflows that they discharge into the environment. No different, individuals despite everything ensure that the entirety of their vehicles are gassed up and each room in their home is sufficiently bright. Individuals keep on making manufacturing plants and organizations that continually discharge dangerous gases, however no idea is ever placed into the mischief that these evident necessities achieve. Impacts of a dangerous atmospheric devation

Are university spinouts damaging UK research

Are university spinouts damaging UK research Are university spinouts damaging UK research? According to a recent article in the Daily Telegraph, the world of university spinout companies is often ill-understood. The article suggests that such means of making research profitable and relevant outside of academia’s ivory towers may be getting bogged down in red tape, and in simmering resentment about who profits and benefits from the research. What exactly are spinouts, and why are they failing to live up to their potential? We investigate… What are spinouts, and why the sudden explosion in numbers? A university spinout company is essentially what it sounds like: a startup commercial venture set up and funded in whole or part by a university and/or its researchers. Its purpose is to leverage the commercial opportunities afforded by the sophisticated, groundbreaking research conducted in universities, especially in the “hard sciences” and medicine. Since the introduction of the Research Excellence Framework (REF) in 2006, universities have been under increasing pressure to demonstrate that the research conducted inside their walls has value â€" or “impact” â€" beyond the academy. While the REF certainly covers all kinds of “value” beyond simply commercial and monetary value â€" academics can present the impact of their research in terms of influence on policy, for example â€" much scientific research that originated in a university lab has the potential to be productised and developed in the commercial sector, often with highly lucrative rewards for shareholders and investors. And it’s the question of who exactly owns and profits from these commercial ventures that is the most difficult to resolve in this brave new world. What are the advantages of spin-off companies? When the model works well, university-sponsored startups have the potential to significantly increase universities’ contributions to and relationships with their local areas in the manner envisaged by the REF. At a time when there’s acute “brain drain” from university towns and cities to London, university-sponsored startups can bring jobs to a local area and help it retain highly skilled workers, as well, of course, as contributing materially to the local economy. The productisation of research can help to maximise its utility too. Where there’s the right commercial support structure the chances increase that good ideas will take hold and be used widely, as opposed to remaining just good ideas â€" that is, underdeveloped and largely theoretical. Finally, and significantly, profitable spin-off companies support a model by which universities self-fund via their own research rather than receiving large maintenance grants and handouts from the public purse. Are there any drawbacks? For its critics, this kind of model represents all that is worst about the marketisation and commercialisation of contemporary academia, reducing research from a worthy intellectual pursuit in its own right to the harsh realities of the bottom line. There’s a worry that research whose “value” is intangible and non-monetary in nature will get pushed aside â€" or even not take place at all â€" if the evaluation of research depends increased on its ability to generate a profit for its parent institution. There are ethical considerations too: many research fields rely in part on the use of human subjects, who are often asked to give generously of their time â€" and even risk their own wellbeing â€" for a nominal reward. When research is presented as a non-profit, altruistic endeavour, human subjects with a personal interest in the advancement of a field are often willing to offer themselves in this way. They may feel quite differently if that research is subsequently â€" maybe even years down the line â€" monetised and used to generate a substantial profit. And there can be complex issues around intellectual property rights when research makes the leap from intellectual to commercial endeavour. Why does the Telegraph claim this model is at risk of failure? Negotiating the transition from academic research to commercial venture is a tricky and fraught process, and the simple fact is that some universities are better at doing it than others. And institutions differ vastly in the ways in which they implement this transition. Oxford, for example, takes a mandatory majority stake in all spinout companies whose research originates in its labs, while Cambridge assesses each spinout on a case-by-case basis and may not take a stake at all. And the Telegraph reports that by the time all of the necessary hoops have been jumped through and the universities have taken their cut, far too few university spinouts are competitive and sustainable in the global marketplace. A new government report may provide some answers to streamlining the process and making spinouts consistently profitable, but balancing commercial and intellectual interests â€" and ensuring that all stakeholders get a fair slice of the revenue and intangible benefits â€" is likely to be an ongoing balancing act for the spinout industry. You may also like... Universities’ financial prospects: should we be worried? Its high time universities move past BTEC snobbery Why is London attracting so many fresh graduates? academiaeducation newsmonetisationprofitsresearchstartupsuniversity funding

U.S. Citizenship Through Military Service

Disconnection Between Real And Financial Spheres - Free Essay Example

Sample details Pages: 9 Words: 2813 Downloads: 4 Date added: 2017/06/26 Category Finance Essay Type Analytical essay Did you like this example? The strong volatility that characterized financial markets all over the word, these last years, leaves to think the existence of a disparity between stock prices and their fundamental values, which gives us the presumption of a disconnection between the real sphere and the financial one (Binswanger ( 1999, 2000, 2004 )). The purpose of this paper is to focus on this possible disconnection by using the cointegration tests, to detect a possible equilibrium relation between the stock exchange returns and the real economic activity growth (measured by the GDP). The period of study lies between 1969 and 2008, according to an annual frequency of two series: the real yields (Stock Market Index return) and of GDP growth rates (real economic sphere indicator). Don’t waste time! Our writers will create an original "Disconnection Between Real And Financial Spheres" essay for you Create order To settle on the dynamics of short and long term between the stock exchange returns and the GDP growth, we used the Vector Errors Correction Model (VECM). Our results corroborate the existence of the disconnection between the two financial and economic series. Introduction Stock market prices fluctuations are certainly linked with economic ones, this fact was confirmed by the present financial and economic crisis of October 2008. Theoretically, stock price expectations are based on economic fundamentals. In a macroeconomic level, these anticipations depend largely on market expectation of future economic growth level. Indeed, financial market can be considered as a leading indicator of the economy. Consequently, stock price movement explanation must be held according to economic indicators fluctuations. The last few years have been characterized by several speculative accidents that have affected financial market all over the world. Many explanations based on fundamentals have been given essentially by Balke and Wohar (2001), Carlson and Sargent (1997), Heaton and Lucas (2000), Kopcke (1997), McGrattan and Prescott (2000). Contrarily, other authors like Binswanger (1999, 2000, 2004) and Shiller (2000), think that the stock price fluctuations can n ot be explained by fundamentals but they are the consequence of exogenous speculative bubbles or an irrational exuberance. Binswanger (2000, 2004) studied the role of real activities in speculative accidents explanation in the case of American market. He found no evidence that real economy would explain these disorders. This finding opposed to the classic learning of the actualized future cash flow approach considered by Fama (1990) as a reflection of the real economy à ¢Ã¢â€š ¬Ã¢â‚¬Å" lead Binswanger (2000, 2004) to explain this disconnection by the existence of speculative bubbles or fads. Moreover, in order to determine if recent fluctuations exhibited by stock prices are governed by fundamentals, we must, according to Binswanger (2000, 2004) approach, analyze whether stock prices carry on significant information about real economy growth rate. According to the future cash flow (dividend) actualization model, stock market prices must reflect investors anticipations abo ut future real economic activities. Consequently, fundamental value of a stock price will be equal to the actual value of future cash flows or dividends, witch are supposed to be generated by the firms real economic activity. Therefore, future cash flows must reflect real economic activity apprehended according to Morck, Shleifer and Vishny (1990) and Shapiro (1988) by industrial production or GDP. These aggregates are considered by Choi, hauser and Kopecky (1999) as proxies of firms earnings or profits. However, we note that all over the world, major transactions are motivated by speculative intentions independently from fundamentals. This makes us think, ÃÆ'   priori, that there is a disconnection between real and financial spheres. The purpose of this paper is to give and explanation to this disconnection between economic and financial spheres and to detect a possible equilibrium relation between stock market returns and real economic activity growth apprehended by the G DP. In these conditions, this study will be organized as follows: second section explore the literature studying relationship between real and financial spheres. Section three presents our empirical methodology. Section four comments the results. Section five concludes. Literature review Several studies tried to find whether recent stock price fluctuation could be conducted by fundamentals. A first approach analyses the relationship between financial assets returns and economic growth level such as Binswangers (2000). By reference to the Discounted Cash Flow approach, stock prices must reflect investors anticipations of the future economic growth level. Indeed, the fundamental value of a stock market must be equal to the future anticipated actualized dividends. These payments can so reflect the real growth level. Morck, Shleifer, Vishny (1990), Shapiro (1988) maintain that financial assets returns can be used as proxies for firms earnings and so for economic growth. Binswangers findings confirmed the strong classical relationship between financial assets returns and their consequences on the real economic growth level. Such relationship was often rejected in the eighties, where all estimations failed to find significant evidences. This failure was concomi tant to the submerging of speculative bubbles all over financial markets and stimulated the non fundamental approach. Choi and al. (1999) have studied this relationship in the case of the G-7 countries during the period 1957-1996. They have found a significant relationship between financial assets returns and economic level growth for all countries except Italy. However, this relationship was not the same in all the countries, especially in the case of the USA, where it was less significant compared to the rest of G-7 countries. This can be explained by the size of this economy significantly greater than the others. Then, because firms of those countries deal partially or totally abroad. Hence, investors do not include their national macroeconomic variables in their anticipations. For all these reasons, it seems that it is difficult to confirm this relationship in these countries. It would be more difficult to confirm it in the case of emerging economies. After the Second W orld War, the United States has experienced two periods of strong growth in their stock market. The first period lasted from 1949 until the first half of the 60s, and coincided with a period of strong economic growth. At that time, economic research had no problem to demonstrate the relationship between economic and financial spheres, using asset pricing standard models, under which financial asset prices are determined through market fundamentals. However, the second growth period began in the 80s and demonstrated how it became difficult to verify that asset prices could still be determined by fundamentals. If asset prices are determined by fundamentals, it will be possible to predict future economic activity. For example, Shapiro (1988) considers that the fundamental value of the in a company share will equal the present value of expected future dividends, which is simply a reflection of economic activity anticipated evolution, measured by GDP. Therefore, financial assets price s can be used to estimate the economic activity growth. Since then, several studies have been engaged, to examine this relationship, such as Barro (1990), Chen (1991), Fama (1990), Lee (1992), Schwert (1990 )à ¢Ã¢â€š ¬Ã‚ ¦they have concluded that much annual and quarterly stock returns fluctuations can be explained by the future estimations of real economic activity in the United States. Peiro (1996) confirmed these results in several industrialized economies, using changes in asset prices instead of yields. Furthermore, Domian and Louton (1997) have demonstrated the existence of an asymmetry in the predictability of economic growth through the stock returns. According to these authors, a negative stock return is followed by a decrease on a greater extent in the economic activity growth rate. In contrast, a low increase in the economic activity growth rate induces a positive change but in a greater extent of stock returns. These conclusions were also supported by Estrella and Mi shkin (1996), who concluded that variations in stock returns are more effective in predicting recession economic cycles, including a horizon of three quarters of the year. However, as Fama (1990) pointed, real activity change is not the only source of stock returns one. Indeed, there are three sources for this change: first, the market reaction to any anticipated cash flow based on GDP growth rate or industrial production (which is used as a proxy). Then, market reaction related to changes in the actualization rate, used to estimate the cah flow. Finally, the anticipated change in yields due to the change in time of the actualization rate. Indeed, Chen (1991), Fama (1990) consider that variations in expected returns are assumed to be estimated on the basis of variables such as dividend or interest rates spread. Furthermore, Binswanger (2004) tested whether the classical relationship between the real and the financial sphere remains valid for a time horizon greater than the per iod of two years, which has been highlighted by previous research, especially during the period of recession that characterized the late 20th century. Indeed, all studies have focused on clearly distinct periods (1954-1986 Chen, Fama 1953-1987, 1947-1987 and Lee Schwert: 1889-1988). So, Binswanger (2004) chose a study period that ranges from 1953 to 1997. The author has confirmed the findings of Fama (1990) to the United States, noting that much of the variation in asset returns can be explained by the future value of anticipated or actual economic activity growth. Methodology  : With reference to Binswanger studies (2000, 2004) for the G7 countries, the analysis of the relationship between the real and the financial spheres can be done through the study of the relationship between the dividend yield rate and the real economic activity growth rate. In our test, we will initially study cointegration between dividend yield rate and real economic activity growth rate (GDP), then we will use the Vector Error Correction Model (VECM) to identify short and long run dynamics between the studied variables. The disconnection between real and financial spheres has been confirmed in the American and G7 countries with Binswangers study. Consequently, our analysis will be limited to the Tunisian context as an emerging country case. The retained variables in our empirical analysis expressed in natural logarithm are the real stock returns rate (stock market index returns) and GDP growth rate (real economic sphere indicator), on an annual basis. The study period runs from 1969 until the year 2008. [Insert Table 1 here] The logarithm of price has a mean of 3.41 and a standard deviation of 0.46 with a fluctuation between a maximum of 4.21 and a minimum of 2.65. The GDP logarithm shows an average of 8.94 and a standard deviation of 1.24. The coefficient of symmetry (Skewness) and of flatness (kurtosis) are different from those of a normal distribution. The Jarque-Bera statistic cannot reject the hypothesis of a normal distribution for both series. Highlighting the disconnection between the real and the financial sphere 4.1 Cointegration test  : Before applying the cointegration test, it is wise to test first, the stationarity of the series. Our results based on the Phillips-Perron test, note the existence of a unit root in the series. So we deduce that both series are integrated of order one I (1) or stationary in first difference. [Insert Table 2 here] We conclude that the logarithm of prices is not stationary in level but stationary in first difference. [Insert Table 3 here] The GDP logarithm is not stationary in level but stationary in first difference. The cointegrating regression residue is not stationary at 5% level. Indeed, the t-Statitic for Phillips-Perron tests is equal to -1.688. The critical value, tabulated by MacKinnon (1991), is -3.3377 at the 5% level. Therefore, since the computed value exceeds the critical one (-1.688759 -3.3377), the null hypothesis of a cointegrating relationship is rejected at the 5% significance level, so the GDP logarithm and log price s are not Engle and Granger (1987)s cointegrated. The GDP logarithm, as the variable representing real economic activity, is not stationary in levels but stationary in first difference. Therefore, we can assume that the GDP logarithm is integrated of order one, that we note I (1). The real price logarithm is not stationary in level but stationary in first difference. Therefore, it is integrated of order one I (1). The presence of unit root in log prices and real GDP is consistent with results obtained by Binswanger (2000, 2004a) in his studies on the most industrialized countries of G7. The cointegration test between the two variables studied can be conducted either by the Johansen approach (1992, 1995), or through the two-stage test of Engle and Granger (1987). As part of our analysis, we apply the two cointegration tests of Johansen (1992, 1995) (Choi et al (1999), Kwon and Shin (1999) and Rapache (2001)) and Engle and Granger (1987) ( Cheung and Ng (1998) and Jafari and Strauss (2000)). The cointegration test under the Johansen (1992, 1995) uses a vector specification error correction introducing k lags as follows:    (1) Where, a vector of order (2 ÃÆ'— 1) variables integrated of order one. The cointegration test in two stages test is based on estimating the following regression: (2) (3) Where, and   Ãƒâ€šÃ‚  respectively denote the logarithm of real activity and of the stock prices; k is the number of lags included in the model;   and are error terms. [Insert Table 3 here] In the sense of Engle and Granger (1987), cointegration regression residuals are not stationary at the 5% significance level, but stationary at 10%. Therefore, the log GDP and the log prices are not cointegrated in the sense of Engle and Granger (1987) at 5%. To further refine our findings, it is convenient to refer to cointegration test in the sense of Johansen (1992, 1995); results are reported in the following table: [Insert Table 4 here] The trace test indicates the existence of one cointegration relationships between the logarithm of GDP and of prices. For a better understanding of the dynamics of short and long term variables studied, it is appropriate to apply the technique of error correction. These results demonstrate the disconnection between the sustainable real economy and the financial sphere in the short run, but in the long run, there is a balance between the real and the financial sphere. To further refine the econometric analysis between the real and the financial sphere, we apply a test that uses Vector Error Correction Model. 4.2. The Vector Error Correction Model: Initially introduced by Sargan (1964) and extended by Davidson et al (1978), the Vector Error Correction Model (VECM) allows modeling adjustments that lead to a long-run equilibrium situation. The VECM has cointegration relations built into the specification, so that it restricts the long-run behavior of t he endogenous variables to converge to their cointegrating relationships while allowing short-run adjustment dynamics. The cointegration term is known as the error correction term, since the deviation from long-run equilibrium is corrected gradually through series of partial short-run adjustments. It consists on a dynamic model that incorporates simultaneously short and long term dynamics. More formally, for two cointegrated variables, Vector Error Correction Model (VECM) is presented as follows: (5) (6) Where: and , are two white noises; , designs the cointegration relation residue between X and Y. The coefficients represent the retraction force to long term target, given by the cointegration relationship. We must have for i= 1 and 2 and , otherwise there will be no mean reversion to equilibrium behavior. Given the two relations (5) and (6), the Vector Error Correction Model allows to integrate the short-term dynamics (represented by the variables in first differe nce) and the long-term dynamics (represented by the cointegration relationship residue). The application of Vector Error Correction Model to our variables leads to the following results: [Insert Table 5 here] The table shows the results of the Vector Error Correction Model. The number of time lags is determined using the Akaike Information Criterion (AIC). Thus, the lags are chosen such as to minimize AIC. The coefficients of retraction force to the long-term target in relations (5) and (6) are all under zero (-0.039530 and -0.023288). In addition, the absolute values sum of coefficients (0.023288 +0.039530) equals 0.062818. According to these results, there is a mean reversion to equilibrium behavior. A long-term imbalance between the real and the financial sphere are balanced so that both series have similar trends. Conclusion Our results confirm the existence of disconnection, at least in the short run, between the real and financial spheres. The two series (log (prices) and log (GDP)) are not stationary but cointegrated. The Vector Error Correction Model indicates that there is a strong reversion to the long-run target: in short run, the financial sphere is not supported by real basis. So we can argue the disconnection between the two spheres. Such disconnection leads us to conclude that Tunisian stock market is not efficient and that stock prices do not depend on economic fundamentals, but they are the consequence of a speculative investors behavior. This conclusion corroborates that reported by Binswanger (2000, 2004a) in his studies on the United States and other most industrialized countries of the G7 group. It should be noted that this disconnection found between the real and the financial spheres, is the main argument which encouraged the emergence of speculative bubbles theory (Blanchard and Wat son (1982) Fung (1999a, 1999b), Norden and Schaller (2002), Evans (1991) and Fukuta (1998)). These results lead us to wonder whether such a disconnection could indicate the existence of a speculative bubble in the Tunisian stock exchange market and so whether this bubble is rational or irrational. After the recent economic and financial crisis of October 2008, the question of the inadequacy between real and financial spheres has more and more interested researchers to find explanation of the crisis and to prevent a future occurrence of it. Moreover, the regulation theory has submerged in order to avoid excessive risk-taking and to reduce this disconnection between the two spheres. We suggest to pay more attention to these subjects and to drive reflections around this interesting and crucial purpose that is the imbalance between finance and real activities.

To My Grown Up Son Free Essays

To My Grown-Up Son or Daughter by Alice E. Chase My hands were busy through the day, I didn’t have much time to play The little games you asked me to, I didn’t have much time for you. I’d wash your clothes; I’d sew and cook, But when you’d bring your picture book And ask me, please, to share your fun, I’d say, â€Å"A little later, hon. We will write a custom essay sample on To My Grown Up Son or any similar topic only for you Order Now † I’d tuck you in all safe at night, And hear your prayers, turn out the light, Then tiptoe softly to the door, I wish I’d stayed a minute more. For life is short, and years rush past, A little boy grows up so fast, No longer is he at your side, His precious secrets to confide. The picture books are put away, There are no children’s games to play, No goodnight kiss, no prayers to hear, That all belongs to yesteryear. My hands once busy, now lie still, The days are long and hard to fill, I wish I could go back and do, The little things you asked me to. To My Grown-Up Mom Your hands were busy through the day You didn’t have much time to play. The little things I’d ask of you, You took the time to see, to do†¦ You washed my clothes, you’d sew and cook. (The best damn Halloween costumes that town had ever seen, I might add! And when I’d bring my picture book, your dark, thick outlines and perfect strokes had me mesmerized. You tucked me in, all safe at night. Ran your fingers across my temple ’til my eyes shut tight. I do the same for Mika, now. An inherited maternal signature passed on somehow. I wonder, sometimes, if life is really as short as we think it is. I watch the years rus h past and don’t have all the answers, yet. But time brings wisdom, wrinkles, and opportunities to learn. I grew out of goodnight kisses and picture books. I can’t hear you creaking across the floor hen I sleep, anymore. No fingers on my temple when I’m tired. My hands are pretty busy, now. Yours are, too. We can’t go back and do the things we used to do. But in this moment I can stop and thank you for your water-soaked raisin fingers (after doing another stack of dishes! ) I can thank you for the Halloween costumes and picture books, the temple rubs and time spent investing in love. I know sometimes it probably wasn’t easy to take and make the time, but every moment counted and I wanted you to know I couldn’t have done it without you. How to cite To My Grown Up Son, Essay examples

ELT Task free essay sample

Teachers vie oral directions multiple times a day during school, and Incorporating this strategy Into lessons will help students be more successful at school as well. Listening to follow multiples oral directions reinforces the use of other listening skills. Listening requires a person to think about they are listening to In order to respond properly. This type of listening requires students to receive Information, construct meaning from the information, and then use the information to respond. Listening to follow multiples oral directions is just an extension B. To learn how to listening to follow multiples oral directions, I would introduce this activity. Discuss with students what it means to listen. Explain that you are going to practice listening to following directions. To follow directions that I tell you verbally, that I told to you out loud instead of writing it down, you have to do a few things. First you have to think about what I asked you to do, then you have to remember it, and finally you have to do it. We will write a custom essay sample on ELT Task or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lets all say those steps together! Ill say the step, and then you say it. Have students say all three steps. Lets practice here at the carpet. Im going to give you three directions to follow, dont do anything until youve heard all three directions. First I want you to put your arms straight up in the air, then I want you to stand up, and then I want you to turn In a circle. Repeat the instructions one more time, and then ask students to follow the directions. Ask students how well they think they did, did anyone have trouble remembering the directions? Ask students to go back to their seats, and pass out a following the directions worksheet. The worksheet would have 5 problems.The 1st problem would have a picture of a deer, a bear, and a rabbit. Tell students not to do anything until theyve been given all 3 directions. Ask students to draw an x on the abbot, a circle around the deer, and a square around the bear. The rest of the problems would be similar. Each problem would have 3 pictures, and you would ask students to do three things Involving those pictures. C. The first way to help support the development of listening and oral communications skills for all students is to teach them strategies to help with these skills.Children arent born with these skills, they are skills that have to be taught and learned. Information, and that they shouldnt interrupt someone else while theyre talking. They have to be taught how to communicate with adults and classmates. How to speak in complete sentences, how to use the vocabulary they learn in everyday speech, how to ask and answer questions in different types of situations, how to take turns when talking, and how to speak at an appropriate rate. Students need to be taught these things starting at an early age so that they become experts at listening and oral communications.Another way to support the development of listening and oral communications skills is to have students practice their strategies and skills with classmates. This gives students a chance to practice both listening and speaking skills. Provide students with opportunities to use their skills in a variety of situations. Have students practice listening for information as well as taking turns talking by having them pair share about what they ate for dinner last night, or what they did over the summer. Then ask each student to tell the rest of the class their partners response.Having students role play the different strategies theyve learned to practice them in a controlled situation will also support the development of listening and oral communication skills. D. Listening and oral communication skills are essential to the development of engage because listening and oral communication (speaking) skills are they themselves language skills. There are four basic language skills and they include: listening, speaking, reading, and writing. (CGI) Listening and speaking skills support reading and writing skills as well as vice versa. As babies children listen to their parents, which is why adults speaking to babies, toddlers, and children is so important. By listening to parents babies begin to imitate speech by babbling. Eventually by listening to adults and other children speak; toddlers begin to speak as well. Listening leads to the development of oral communication skills. The development of beginning oral communication skills leads to the ability to learn listening skills needed for social and later academic situations. Language continues to develop by speaking to others.Adults can help the development of speaking skills by modeling them for children. Adults, including parents, relatives, and teachers can demonstrate speaking for children by describing what they are doing (self-talk), describing what the child is doing (parallel talk), and by introducing new words as is appropriate. An adult can also help by restating what child has said in the proper format. (Education. Com) Children use their listening skills to learn from adult speech, and later apply it to their own speech.

ACT Math Strategy

Plugging in Numbers A Critical SAT/ACT Math Strategy SAT / ACT Prep Online Guides and Tips As we mentioned in our math strategy article on plugging in answers, neither the SAT nor the ACT measures how you arrived at your answer. On standardized tests, all that matters is whether your answer is correct or not. There is no such thing as partial credit on a standardized test and no one is looking over your shoulder to see if you solved the question the â€Å"proper† way. This means that finding the right answerno matter the processis the only thing that matters. And there are plenty of short-cut techniques you can use to find that correct answer without the need to create and solve complex equations. This guide will take you through the strategy of plugging in your own numbers, one of simplest processes for working out the answers to several different kinds of standardized math questions. In this guide, we’ll give you a complete walk through on the strategy of plugging your own numbers (PIN) for math questions.We’ll go through the whys, hows, and, most importantly, whens of using PIN your standardized test(s), as well as take you through several real SAT and ACT practice problems. The other best strategy for working around problemsplugging in the answersis covered in a separate guide. Why Use Plugging in Numbers? Sometimes you may find yourself confronted with a problem that you have no idea how to approach. Sometimes you may just think it will take too long to solve the problem algebraically. And other times,you maybegiven so many different variables in a single problem that you want to make absolutely sure you have the correct solution. When this happens, plugging in your own numbers can often help get you to the right answer. It can be intimidating to begiven a question or answer choices with multiple variables, especially when you are on a strict time crunch. But if you use real numbers in place of x or y or a or k(or any other variable), it can make a previously obscure problem turn into one that it quite simple. Using numbers in place of variables can make the more theoretical questions become more practical and easy to visualize, which will allow you to solve them much more easily. For example, (We'll walk through how to solve this question in the next section) It can be very easy to forget that you have the power to replace variables with your own numbers while you’re taking the test. So remember to relax and know that solving a question via complex algebra is not your only option; you have other avenues available that are often much easier to work with. Use any and all advantages you have when battling standardized testing. How to Use Plugging in Numbers So now that you know why plugging in numbers can come in handy, let’s go through exactly how to do it. The basic idea of plugging in your own numbers is that you provide real numbers in place of variables or unknowns in your problem. This technique can work for any problemalgebra or geometryin which you are presented with several unknowns, or variables. The best way to tell if you can use PIN on a question is to look and see if the question, the answer choices, or both involve variables. When the question and/or answer options include variables (especially multiple variables), you can most likely use PIN. Because these kinds of questions are asking about the relationships between numbers (or objects or degrees, etc.), these relationships will be constant, no matter what actual numbers are used. As long as your numbers follow the rules you are presented with in the question, then you can find the right answer using your own numbers. Then, once you’ve picked a number to represent a variable, use that number to solve the original equation. Then use the number you chose for your original variable to replace that same variable in your answer options. By doing this, you can test your answer options and see which answer choices match the result you got for your original equation when you plugged in your own numbers. Don’t worry if this doesn’t make any sense to you yet. We’ll break down the steps using an actual math problem example: We are told that themathematical relationships described above work for all numbers $x, y, z$. This means we are allowed to pick any numbers we would like for $x, y, z$ because any and all numbers must work. We have multiple variables and a complex series of equations. Let's make life easier on ourselves and give each of these variables a number. Let's say that: $x = 2$ $y = 3$ $z = 4$ Now, let's solve our problems in accordance with the rules we were given and see if the equations are equal. The first is: $x⊕y = y⊕ x$ Let's take the left half of the equation first and replace our variables with numbers. $x⊕y$ $2⊕3$ Well, according to our rules, this would be: $2⊕3 =(2)(3) + 2 + 3$ $$ The left half of our equation is. Now let's look at the right half to see if it is equal. $y⊕x$ $3⊕2= (2)(3) + 3 + 2$ $$ Both sides equal , so option I is correct. This means we can eliminate answer choices B and C. Now let's try the equation for option II, using our same numbers for our variables. $(x - 1)⊕(x + 1) = (x⊕x) - 1$ Again, let's take the left side of the equation first. $(x -1)⊕(x + 1)$ $(2 - 1)⊕(2 + 1)$ $1⊕3$ $1⊕3= (1)(3) + 1 + 3$ $7$ So the first half of the equation equals 7. Now let's see if the right half is equal. $(x⊕x) - 1$ $(2⊕2) - 1 = ((2)(2) + 2 + 2) - 1$ $7$ Both sides equal 7, so option II is correct. We can eliminate answer choice A. Finally, let's test the last equation. $x⊕(y + z) = (x⊕y) + (x⊕z)$ Looking at the left side of the equation, we have: $2⊕(3 + 4)$ $2⊕7$ $2⊕7= (2)(7) + 2 + 7$ $23$ The left side of the equation equals 23. Now let's test the right to see if it matches. $(x⊕y) + (x⊕z)$ $(2⊕3) = (2)(3) + 2 + 3$ $$ And $2⊕4 = (2)(4) + 2 + 4$ $14$ We are told to addthe two together, which gets us: $ + 14 = 25$ The left half of our equation was 23 and the right half was 25. The two expressions not equal, so option III is incorrect. This means our final answer is D, I and II are the only correct equations for all values of $x, y, z$. Again, we were able to choose all of our own numbers for this problem, but this will not universally be the case. Always pay attention to when you have the leeway to choose your own numbers for multiple (or all) variables, and when you must choose a number for only one variable and solve for the rest. The reason we were allowed to choose numbers for every variable above was because the problem told us the equations were true for all numbers. This meant that any numbers we chose followed the rules as outlined by the problem. You will be able to tell when you can plug in numbers for multiple variables because the problem will specifically tell you that "all numbers" or "all integers" must work in place of yourvariables. This gives you free reign to pick your numbers with impunity. If you don't see the words "all numbers" or "all integers"in the question, then you may only use your own number for one variable and solve for the rest. This will keep the variables following their defined rules and keep the relationships between them intact. Now let's look at a problem where we CANNOT pick our own numbers for every variable: Because we are not told that this problem works for "all numbers," we know we must choose our own number for just one variable and solve for the rest. In this problem, I've chosen to replace$v$ with my own number. Why $v$? Because $v$ shows up in the middle equation and so will be usefulfor finding our other variables. We can also see that $v = 4t$, so let's give $v$ a number that is divisible by 4. (Note: we do not HAVE to make $v$ divisible by 4, but it makes lifeeasier forus, as it means we will bedealingwith integers rather than decimals.) Solet's just say that $v = 8$. If we replace every $v$ with the number 8, our first equation would look like: $x = 3v$ $x = 3(8)$ $x = 24$ So we know now that, when $v = 8$, $x = 24$. Now for our second equation: $v = 4t$ $8 = 4t$ $t = 2$ So, when $x = 24$ and $v = 8$, $t$ will be 2. And finally, let's look at the last equation using our newly found numbers for $x$ and $t$. $x = pt$ $24 = p(2)$ $p = 12$ So $p$ equals 12. But wait! Maybe you think $p$ equals 12only in this this one instance and that it would equal something else had we chosen a different number for $v$. Well let's test it. Let's say that $v = 20$ instead of 8. $x = 3v$ $x = 3(20)$ $x = 60$ And our second equation: $v = 4t$ $20 = 4t$ $t = 5$ And finally, our last equation: $x = pt$ $60 = p(5)$ $p = 12$ As you can see, no matter what value we choose for one of our variables, $p$ will always equal 12 as long as we keep the relationships between the variables intact. So our final answer is 12, $p = 12$ Using PINcan be like having your own personal decoder ring. Tips and Tricksfor PIN Now that you know how PIN works,you can use it more quickly and accurately by using these tips for your ACT and SAT math questions: Tip 1) When using PIN, your best bet is to testeach and every answer choice, even after one of the answers matches the one you got for your original equation. Why should we do this? Because sometimes when we choose our own numbers, we can get multiple answer options that work. Let's say for this problem that you randomly chose 95 to be your two digit number for $x$. If: $x = 95$, then the tens digit $t = 9$, and the units digit $u = 5$. We are told that $y$ is the number found by reversing the digits, so when $x = 95$, $y = 59$. And finally, we are searching for the value of $x -y$. Using our numbers: $x - y = 95 - 59$ $x - y = 36$ Now let us test our answer options using the numbers we have found for our variables and see which one matches 36. F. $9(t - u)$ $9(9 - 5)$ $9(4)$ $36$ Answer F works! (We can also eliminate answer choice K right now, because $36≠  0$). G. $9(u - t)$ $9(5 - 9)$ $9(-4)$ $-36$ Answer G has been eliminated. H. $9t - u$ $9(9) - 5$ $81 - 5$ $76$ Answer choice H has been eliminated. J. $9u - t$ $9(5) - 9$ $45 - 9$ $36$ Uh-oh! We found 36 for both F and J. When this happens, we must choose a different number or set of numbers in order to eliminate the answer that only works sometimes. Our goal is to findthe answer that works always and no matter what. But now that we have chosen a different set of numbers, do we have to test each answer choice again? Nope! We already know that G, H and K didn’t work last time, so they won’t be our final answer. Again, weare looking for the answer that works every time. Only test F and J again. Instead of $x = 95$, let's say that $x = 43$ (Again, this number is entirely random and can be anything you'd like). If $x = 43$, then $t = 4$ and $u = 3$. It also means that $y$, as the reverse of $x$, will be 34. $x - y = 43 - 34$ $x - y = 9$ So now we are looking for the answer choices that match 9. So let us once more test F and J. F. $9(t - u)$ $9(4 - 3)$ $9(1)$ $9$ Looking pretty good for answer choice F. But let's look at J as well. J. $9u - t$ $9(3) - 4$ $27 - 4$ $23$ Success! We can eliminate answer choice J now and feel confident that F (and only F) will work no matter our values for $x$ and $y$. So our final answer is F, $9(t - u)$ Tip 2) When plugging in your own numbers,avoid using the numbers 1 or 0. It can be very easy to get multiple right answers or very screwy answers when using 1 or 0, so it is best to avoid them. For example, let's look again at the first problem we saw: Now let's say that we had said $x = 0$, $y = 1$, and $z = 2$. For the sake of saving time, the first two equations are still correct, but now let's look at the third. $x⊕(y + z) = (x⊕y) + (x⊕z)$ First, let's look at the left half of the equation: $x⊕(y + z)$ $0⊕(1 + 2)$ $0⊕3$ $0⊕3= (0)(3) + 0 + 3$ $3$ Now let's look at the right half of the equation: $(x⊕y) + (x⊕z)$ $(x⊕y)$ $0⊕1 = (0)(1) + 0 + 1$ $1$ And $(x⊕z)$ $0⊕2 = (0)(2) + 0 + 2$ $2$ So when we add them together, we get: $1 + 2 = 3$ This means that both sides of the equation are equal, which would mean that I, II, AND III were all correct. And we already proved when we did this question earlier that III is actually incorrect. (Remember, the answer choices must work every single time.) If we had used 0 and/or 1 in place of our variables, we would have gotten the question wrong. We would have chosen answer E, when really answer D is correct. Tip 3) Good numbers to use when working with percentages are 100 or 10, as most percentages questions involve you having to manipulate them around. Using nice, round numbers can make life easy for you. Alice has been collecting sea shells for many years. From 2009 to 2010, she increased her collection by 30%. From 2010 to 2012, she added another 20% to her collection. But in 2014, she had to move away and get rid of 50% of her collection. What percentage of her original shell collection did Alice end up with? 75 78 100 150 156 Let's say, for the sake of a nice round number and a good one to use with percentages, that Alice started out with 100 shells. If she increased her collection by 30% from 2009 to 2010, then she would have $100 + 100(0.3) = 130$ shells in 2010. If she then increased her collection by another 20% from 2010 to 2012, she woud have $130 + 130(0.2) = 156$ shells in 2012. Now, she must get rid of 50% (half) of her shells. $156 - 156(0.5) = 78$ So she is left with 78 shells. And, since we used 100 for her original amount, we do not have to fiddle with finding percentages. We can simply see that she is left with 78% of her original collection. So our final answer is B, 78. One day Alice may feelthat she has enough sea shells. Today is not that day. When to Use Plugging in Numbers Because it is best to test out each answer option when using PIN, it can often take longer to solve a question this way than by using algebra alone. Sometimes you can check all the answers at a glance, which will save time, but whether or not using PIN will eat up more time than it saves truly depends on the question This question would be a slow PIN. If you don't remember how to FOIL and you are fuzzy on your rules for multiplying and subtracting integers and variables, then go ahead and use PIN here. But if you are at all comfortable with the above mathematical concepts, then simply work with your variables and save using PIN for another occasion. As a demonstration, see how fast it is to use algebra here: $(4z + 3)(z - 2)$ $(4z *z) + (4z * -2) + (3 * z) + (3 * -2)$ $4z^2 - 8z + 3z - 6$ $4z^2 - 5z - 6$ So your answer is J. On the other hand, look how slow the process is using PIN: Let's say our $z$ value is 4. $(4z + 3)(z - 2)$ $(4(4) + 3)(4 - 2)$ $(19)(2)$ $38$ So we are looking for an answer choice that matches 38. F. $4z^2 - 5$ $4(4^2) - 5$ $64 - 5$ $59$ Option F is too large, so we can eliminate it. We can also eliminate option G because we can see that it would be 58, which is still too large. H. $4z^2 - 3z - 5$ $4(4^2) - 3(4) - 5$ $64 - 12 - 5$ $47$ We can eliminate option H, as it is still too large. J. $4z^2 - 5z - 6$ $4(4^2) - 5(4) - 6$ $64 - 20 - 6$ $38$ We have found an answer that matches our original equation. This could be our right answer, but let's look at option K to make sure we don't have duplicate correct answers. At a glance, we can tell that option K ($4z^2 + 5z - 6$) would be too large, because we would be adding 20 to 64. This means we can comfortably eliminate it. So our final answer is J. Though we were still able to find our answer, it took noticeably longer using PIN. Basically, don't be afraid to use PIN to help you through a test, butmake sure you useit in places that will help you the most and get you to the right answer in the shortest amount of time. Now let's look at a quick PIN problem. This is a problem you can mostly do in your head using PIN. For example, give $a$ and $b$ small numbers and then you can work out your answer choicesfairly quickly. Let's say that $a = 2$ and $b = 3$. Using those numbers, we know then that the absolute value of $a - b = 1$. Why? Because $a - b$ = $2 - 3 = -1$ and absolute values make anything contained in them positive. (For more info on this, check out our guides to advanced integers on the ACT and SAT) So we can tell straight away that F is incorrect, as that would be 5. This means G is also incorrect, as it would be -5. H would be an imaginary number, as it is the square root of a negative. J would be a negative number. Only K makes sense and we can see for ourselves that it is correct. $-(2 - 3) = +1$, which is the answer we are looking for. So our final answer is K. See how we were able to solve thesecond questionnoticeably faster using PIN? As you do more and more ACT and SAT math practice problems, you'll better be able to intuit when to use PIN (and when to use algebra or skip the question entirely) as you go through your test. As a general rule, if you have a lot of spare time per section, then go ahead and use PIN! It may even save you time going back and double-checking your work (though it never hurts to be extra sure and double-check anyway). If, however, you find yourself running short on time, you may want to save using PIN for these circumstances only: 1) You cannot find a way to solve the problem without using PIN If you have absolutely no idea how to approach a problem, definitely use PIN! If you forget a math rule or equation, you can still find the answer with PIN. Often, you won’t have to know the rules for manipulating multiple variables or the rules for exponents, etc., if you can circumvent the question entirely by going straight to using your own numbers. 2) You have enough spare time that you can spend the extra using PIN If you’ve gone quickly and accurately enough through earlier sections, go ahead and let yourself have the extra seconds per question that PIN uses. Though the difference between an algebraic solve and a PIN solve may not be more than 30 or 40 seconds, that time can add up fast. Always be sure you are using your time to your best advantage to get the most points possible across the board. If you feel you are completely running short on time, however, check out our articles on how to buy yourself extra time on both the SATand the ACT. 3) You want to double-check your answer PIN can often act as its own question double-checker. This can sometimes help off-set the extra time PIN eats up, but don’t always count on this. Because you found the answer by testing it out using real numbers instead of variables, you don’t have to plug more numbers into the equation to make sure it worksyou already know it works! You’ve both solved your question and double-checked to make sure it was accurate all in one. 4) You feel that you may have found the wrong answer using algebraic methods Maybe you started in on the question right away with algebra and got halfway through before you felt that you had taken a wrong turn somewhere. Maybe you know you tend to get distributing questions or exponent questions wrong. Maybe the algebra equation you set up spit out an answer that didn’t come close to any that were provided (or worsemaybe the answer you found was just slightly off). If questions with multiple variables tend to trip you up, this means it’s probably a good idea to switch your method and try using PIN. 5) The question lies in a question range in which you have previously made several errors If you have taken a practice SAT or ACT and discovered that you generally start to make mistakes around the halfway or three-quarter mark, switch your tactics to PIN instead of algebraic methods in this section in order to increase your score. It can be slower, but it will be more accurate and you won’t have to spend as much time double-checking your work. The more practice you get using PIN, the more you'llknow when to hold 'em (and use PIN) and when to walk away. Can I Always Use Plugging in Numbers? Unfortunately some questions can NOT be solved by plugging in answers. Again, when the question and/or answer options include variables, you can oftenuse PIN. If, however, your answers use numbersintegers, decimals, or fractionsyour best bet is probably to use the strategy of plugging in answers. Most questions (though not all) can be solved using one of these two strategies. To demonstrate the broad range of question types that both PIA and PIN can cover, let us look real SAT and ACT math questions and how to solve them using PIA and PIN. Test Your Knowledge: 1) 2) 3) 4) 5)In the figure above, $z = 50$. What is the value of $x + y$? 90 130 180 210 230 Answers: A, B, D, E Answer Explanations: 1) In this first problem, we are dealing with the costa boat for $x$ amount of dollars split first 3 ways and then 4. To make life easier on ourselves, let's pick a number for $x$ that is divisible by both 3 and 4, so that we do not have to work with decimals. So let's say that the cost of buyinga boat ($x$) is 120 dollars. Now, we are asked how much less it is per person to divide the cost by 4 instead of by 3. So let us divide 120 by both and find the difference. $120/3 = 40$ $120/4 = 30$ $40 - 30 = 10$ So, when the boat costs 120 dollars, each member of the group will pay 10 dollars less when the cost is split 4 ways instead of 3 ways. Now let us test our answer options to see which one matches 10 dollars. A. $x/12$ $120/12 = 10$ Answer A matches the answer we got. But before we celebrate, let us look over the other answer options to make sure there are no duplicate right answers. Options B and C would be too large. Ifour number for $x$ divided by 12 was perfect, then that same number divided by 3 or 4 would be much larger. Option E would also be enormous and far greater than 10 (as it is $x$ multiplied by 7), so that is out as well. We can also and finally eliminate option D. We found our correct answer simply by dividing our $x$ value by 12. If we multiplied and then divided, that number would be much larger. So our final answer is A, $x/12$ 2) We need to find 75% of $m$ and $k$ percent of 25 (which we are told are equal). Instead of using decimals and fractions (and potentially getting ourselves confused), let us assign a number for $k$. If we say, as a random choice, that $k = 60$, then we are finding 60% of 25. $25 * 0.6 = 15$ And we know that this number (15) is 75% of $m$. So, to find $m$, we would say: ${15 * 100}/75 = 20$ So we have: $k = 60$ $m = 20$ Now, we are asked to find $m/k$ $20/60 = 1/3$ So our final answer is B, $1/3$ 3) Here, we need to know the difference between $t$ and $t^2$. So let us say that $t = 3$. (Why didn't we use 2 for $t$? Because, occasionally, using 2 for questions about squares and roots can give us duplicate right answers. For now, we are using 3 to reduce the possibility of needing to start over and select a different number, but we will look over what would have happened had we used 2 at the end of the problem.) So, if $t = 3$, then $t^2 = 9$ The difference, then, between $t$ and $t^2$: $9 - 3 = 6$ So we are looking for an answer option that matches 6. Answers A, B, and C are all eliminated for being too small (answer C $= t = 3$). Answer D is $t(t - 1)$ $3(3 - 1)$ $3(2)$ $6$ Answer D is correct, but let's look at answer E to make sure D is our only correct answer.Answer E is $(t - 1)(t + 1)$ $(3 - 1)(3 + 1)$ $(2)(4)$ $8$ This does not match, which means D is our only possible correct answer. So our final answer is D,$t(t - 1)$ (But what would have happened if we had used $t = 2$ instead of $t = 3$? Well $t^2 = 2^2 = 4$ and the difference between $t^2$ and $t$ would have been $4 - 2 = 2$. So answers B, C, and D would have all been correct. When this happens, simply choose a different number, like $t = 3$ and test B, C, and D again.) 4) PIN can be used for both straight algebra problems and for geometry problems. As long as the numbers we choose follow the rules of geometry, then we should always get the right answer. So here we have a triangle and we know one angle measure ($z = 50$). So let us give a value for each of the other angles inside the triangle. If $z = 50$, then the other two angles have to add up to $180 - 50 = 130$. So let's call the angle next to $x$ 100, and the angle next to $y$ 30. If the angle next to $x$ is 100, and it createsa straight line with $x$, then $x = 180 - 100 = 80$ And if the angle next to $y$ is 30 and it creates a straight line with $y$, then $y = 180 - 30 = 150$ $x = 80$ and $y = 150$ Together, they equal: $80 + 150 = 230$ So our final answer is E, 230. Remember to always give your brain time to rest and recover while studying. You worked hard, so don't be afraid to take a little break. The Take-Aways The strategy of plugging in your own numbers can be invaluable if you find yourself confronted with a problem you don’t know how to solve algebraically, or if you want to make absolutely sure you have the correct answer. The drawback, however, is that PIN can eat up extra time. If you make sure to use your plugging-in strategies wisely and save them for times in which you need them most, you will likely find yourself solving problems you were never able to before. What’s Next? Now that you’ve gone through the ins and outs of PIN, make sure you know the other techniques for navigating standardized math questions. Be sure to check out our article on plugging in answers (PIA) to get a complete picture for how to circumvent using complex algebra on the SAT and ACT. Running out of time on ACT or SAT math? Look no further than how to buy time on SAT math and how to buy time on ACT math. Want to get a perfect score? Check out our article on how to get an 800 on the SAT math section and how to get a 36 on the ACT math section, both written by a perfect scorer. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Last Stand

In his book, The Last Stand, David Harris vividly documents the events leading up to, and directly following, the hostile takeover of Pacific Lumber. Harris presents the heartrending story of a logging company whose noble ideals were corrupted by the sudden influx of greed. Prior to Charles Hurwitzs company Maxxam gaining control, Pacific Lumber viewed the principles of selective cut and sustainable yield as practically sacred. Afterwards the company reversed these policies that had become almost synonymous with its name, solely for the purpose of maximizing profit. While some might argue that the reversal of these policies, and the transition to modern forestry was inevitable, this viewpoint is extremely fallible. The basic principles of selective cut and sustainable yield are in utter opposition to everything that the logging industry has come to represent over the course of the last century. PL was a different kind of logging company. Selective cutting, a policy first set forth by Albert Stanwood Murphy, meant PL cut a maximum of 70 percent of the mature trees in a stand (Harris, page 16). PLs practice was such a drastic change from the industry standard of leaving hillsides completely barren that, it was often difficult for the untrained observer to realize... that the companys selectively cut acreage had even been touched (pages, 16-17). Sustainable yield, another Albert Murphy implementation, also represented a striking difference between how PL and the rest of the industry did business. While many companies would routinely cut all of their timber and promptly go out of business, PLs annual cut would always be limited and never exceed its timberlands new growth (page ! 17). This way, year after year PLs gross amount of board feet would never decline. PL could continue this mode of production indefinitely....

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Comparison of Three Sculptures - Essay Example Michelangelo’s interpretation however shows David before his battle with Goliath. He carries his slingshot over his shoulder and is almost unnoticed. The expression on his face shows he is ready for battle. On the other hand, Donatello depicts David after his triumphant battle with Goliath. He is shown stepping over the head of Goliath. The masculinity of David is emphasized more in Bernini’s and Michelangelo’s sculpture as opposed to Donatello’s. Bernini’s sculpture clearly shows the force and energy exerted by David as he launches the stone. The muscles in his legs give the impression of how his feet hold tightly on the ground to support the strain in his body’s stance. David’s skillful maneuver of his sling was perfectly interpreted by Bernini. One also observes the anger shown through David’s facial expression. Michelangelo’s sculpture of David shows a more relaxed David in contrast to Bernini’s. The contours of David’s physique seem flawless. Michelangelo sculpted David’s body with preciseness, molding with perfection his bones, muscles and veins. As opposed to Bernini’s and Michelangelo’s interpretation of David, Donatello portrayed David in a very fragile physique, almost like a woman. It lacks masculinity, as if David was only in his teens. It does not seem to be a body of a well-developed man. Even the stance of David which presents him with his left arm on his waist is so unbecoming of a fighter, which is very unlike Bernini’s and Michelangelo’s image of David. The saving grace of the masculinity of Donatello’s David is the lower part of the sculpture which shows David stepping over the head of Goliath. All three sculptures show how the interpretation of a subject can vary depending on the artist. The views, beliefs and backgrounds of the artists have an effect on their masterpieces. A single subject such as David can be interpreted in a number of ways depending on who is creating

Career Assessment Plan Essay Example | Topics and Well Written Essays - 1000 words

Career Assessment Plan - Essay Example Besides this would help me to be competitive in my work and in ensuring that I can carry out any duty assigned to me with a lot of ease and with very minimal consultation and supervision at all levels. All in all, offering such assistance to my country has been of my major interest form the early times of my life. In this paper is a description of my dreams, long term and short term, knowledge base and skills that will enable me to achieve these dreams in the times to come and to satisfy my passion as an American criminal detector and justice administrator. Knowledge, skills, and abilities you possessed Educational qualification I have gained relevant knowledge related to my field of interest, which is criminal justice and administration. My areas of study have been in line with my area of interest to ensure that I develop my skills in criminal justice and administration in order for me to be more competitive and effective in carrying out my mandates. After my elementary and high sch ool studies, I joined Berkeley College for a Bachelors of Science Degree in Criminal Justice in June 2013 which I hope will equip me with the necessary skills and knowledge to make me more competitive in doing my work once I land my dream job. At Berkeley College, we gain much knowledge in criminology and crime detection. This bulk of knowledge I believe will enable me to build my skills as far as criminal justice is concerned. I put a lot of efforts in my studies and always try to do my best in class work as well as during exams. I take my assignments with a lot of seriousness and ensure that I pay the uttermost attention to even the smallest things my professors say in class. During my own free times, I try practicing justice and criminal detection in conjunction with the security guards in my school so as to make my studies more relevant and practical. As a practical part of my studies I enjoy watching and helping the guards in their work and this develops my skills tremendously. My practical classes with the security guards help me acquire adequate training in line with my area of specialization. Skills and abilities Over the time I have ventured into the process of actualizing my dreams, I have gained a great deal of skills working with certain firms and sectors offering duties which have helped me shape my skills in crime detection and justice administration. The following are the areas I have worked in and the mandates I am carrying out or have carried out in the past as part of my responsibilities: From Jul 2012 to date, I have been working at K-mart in Linden, NJ as a Loss Prevention Associate where I was charged with the following responsibilities: To Investigate known or suspected internal theft, external theft, or vendor fraud, Collaborate with law enforcement agencies to report or investigate crimes, Conduct store audits to identify problem areas or procedural deficiencies, Identify and report merchandise or stock shortages, Maintain documentation or reports on security-related incidents or investigations, Testify in civil or criminal court proceedings, Apprehend shoplifters in accordance with guidelines. The above mentioned responsibilities have helped me develop outstanding skills related to criminal detection land Justice which will actually make me more competitive before my employers while seeking for employment. I am as well been working with Securitas company in New Jersey from June 2012 to

Fibroblast Growth Factors (FGFs) in Neural Induction

Fibroblast Growth Factors (FGFs) in Neural Induction Abstract Neural induction represents the first stage in the formation of the vertebrate nervous system from embryonic ectoderm. Fibroblast Growth Factors (FGFs), initially identified for their mitogenic and angiogenic roles in bovine brain extracts, are now known to have many developmental roles in particular that of neural induction, comprising of a family of 22 FGFs. Spemann and Mangold (1924) pioneered the study of neural induction through the identification of the organizer. Early work in amphibians suggested that neural fate was instructed by signals from Spemanns organiser or dorsal mesoderm. Over a decade ago, the default model proposed that neural induction was the direct consequence from inhibition of bone morphogenetic proteins (BMPs) found in Xenopus laevis, not taking into consideration neural induction in avian embryos. Consequently many experimental studies, in the chick, subsequent to this finding conflicted the idea that BMP inhibition was the only necessary step required suggesting that FGFs were required at an earlier stage prior to BMP inhibition. Much controversy has surrounded the role of FGFs in neural induction but now it is widely accepted to have a role in both amphibians and amniotes. Fibroblast Growth Factors in neural induction Structure and Function: FGFs broken down Fibroblast Growth Factors (FGFs) regulate a vast array of developmental processes, including, limb development, neural induction and neural development (Bà ¶ttcher and Niehrs, 2005). FGFs play an important role in development of an organism by regulating cellular differentiation, proliferation and migration and are involved in tissue-injury repair (Itoh and Ornitz, 2004). The early FGFs, FGF1 and FGF2 (also known as acidic and basic FGF, respectively) were first discovered from bovine brain and pituitary extracts and identified for their mitogenic and angiogenic activities (Gospodarowicz et al., 1974). Additionally, a number of family members were found revealing a total of 22 FGFs in humans ranging from 17 to 34 kDa in molecular mass in vertebrates. The nomenclature extends to FGF23 but in humans FGF19 is the equivalent to mouse Fgf15 (Ornitz and Itoh, 2001). Also the FGFs have been organised into seven subfamilies based on sequence comparisons. FGFs show conservation through species, especially across the vertebrate species in gene structure and amino-acid sequence. FGF sequences are yet to be found in unicellular organisms such as yeast (Saccharomyces cerevisiae) and bacteria (Escherichia Coli) (Itoh and Ornitz, 2004). Interestingly, an Fgf-like gene has been encoded in the nuclear polyhedrosis virus genome (Ayres et al., 1994). In protostomes, there are far fewer FGFs in contrast to vertebrates, as two (let-756 and egl-17) have been found in Caenorhabditis elegans and three (branchless, pyramus and thisbe) in Drosophila (Mason, 2007). Most FGFs have amino-terminal signal peptides (Fig. 1 (a)) and are secreted from cells. FGFs 9, 16 and 20 lack this signal peptide but nevertheless are still secreted (Ornitz and Itoh, 2001). FGF1 and FGF2 lack these signal sequences and are secreted by non-canonical pathways, however they can be found on the cell surface and within the extracellular matrix. Golfarb (2005) suggests that FGFs 11-14 do not interact with FGF receptors (FGFRs) and are not secreted but instead localise to the cell nucleus. Fig. 1 (above) illustrates the structural features of the FGF polypeptide (a). A signal sequence (shaded grey) can be seen here within the amino terminus and is present in most FGFs. All FGFs contain a core region (Fig. 1 (a)) containing around 120 amino acids of which 6 are identical amino acids residues and 28 are highly conserved (Goldfarb, 1996). The black boxes (numbered 1 to 12) represent the location of ÃŽ ² strands within the core. The three dimensional structure of FGF2 (b) can also be seen where the heparin binding region (yellow) includes residues between ÃŽ ²1 and ÃŽ ²2 strands and in ÃŽ ²10 and ÃŽ ²11 strands. FGFs have a high affinity for heparan sulfate proteoglycans (HSPG) and require heparan sulphate to activate one of four transmembrane receptor tyrosine kinases (FGFR1-4) in all vertebrates. FGFR5 has been identified recently, however most action is mediated via FGFR1-4 (Powers et al., 2000). FGFRs are membrane associated class IV receptor tyrosine kinases (RTKs). The FGFR tyrosine kinase receptors (Fig. 2 B) include 3 immunoglobulin (Ig) domains and a heparin binding sequence which requires heparan sulphate to be activated (McKeehan et al., 1998). HSPG are low affinity receptors that are unable to transmit a biological signal but act as co-factors for activation and regulation of an interaction between FGFs and FGFRs. Fig. 2 (above) illustrates a two dimensional generic FGF (A) and a FGFR (B) protein. The structure of a FGF (A) coincides with that of Fig. 1, containing a signal sequence in the amino-terminus and the conserved core region containing HSPG and receptor-binding sites. The main features of FGFRs (B) include 3-Immunoglobulin domains, an acidic box (AB) which lies between IgI and IgII, heparin-binding domain, Cell Adhesion Molecule (CAM)-homology domain, transmembrane domain and a split tyrosine kinase enzyme domain for catalytic activity and binding of adaptor proteins. The Ig domains in the extracellular region of a FGFR are required for FGF binding and regulate binding affinity and ligand specificity. Multiple alternative splicing that generates a range of FGFR1-4 receptor isoforms with transformed ligand binding properties provides diversity (Olsen et al., 2006). For example, FGF2 interacts with all four receptors FGFR1-4 whereas FGF7 only interacts with the FGFR2 IIIb isoform (a splice variant of FGF2; expressed in epithelial cells). Ligand-receptor binding specificity is affected by alternative splicing particularly in the C-terminal region of the third immunoglobulin loop in FGFR1-3 which produces IIIb or IIIc isoforms (Mason, 2007). Table 1 (below) illustrates the specificity of the FGF ligands for particular FGFR isoforms. This table is useful yet evidence from in vitro may appear misleading as in vivo involves influence from co-factors such as HSPG (Mohammadi et al., 2005). Table 1 (above) shows there are seven FGFR isoforms (FGFR1b; FGFR1c; FGFR2b; FGFR2c; FGFR3b; FGFR3c and FGFR4) that FGF1 through to FGF23 variously bind. Alternative mRNA splicing of FGFR1-3, particularly in the carboxy-terminal half of the third extracellular immunoglobulin loop (Ig-domain III), derives the b and c isoforms. HSPGs are necessary co-factors in activation of FGFRs by FGFs and evidence has found the ternary complex to comprise of FGF-FGFR-HSPG in a 2:2:1 ratio (Mohammadi et al., 2005). The co-binding of HSPG prevents proteolysis and thermal denaturation (Itoh and Ornitz, 2004). HSPG binding of FGF induces dimerization of FGFR, followed by transphosphorylation of receptor subunits, initiating an intracellular signalling cascade. FGF signalling: Its a cellular game Following formation of the FGF-HSPG-FGFR complex several downstream signalling pathways are activated (Fig. 3 below). This includes three pathways, the Ras/Mitogen-activated protein kinase (MAPK) pathway, Phosphoinositide 3-kinase (PI3K)/ Akt pathway and phospholipase C- (PLC )/ Ca2+/ protein kinase C (PKC) pathway. These pathways are mediated via docking proteins (such as FGF receptor substrate (FRS) and Grb2 in the Ras/MAPK pathway) that recruit downstream enzymes. The Ras/MAPK pathway (Fig. 3) is initiated via Grb2 (a docking protein) where its SH2 domain binds to the tyrosine phosphorylated FRS2 in response to activation of the FGFR receptor (Kouhara et al., 1997). Grb2 binds to SOS (son of sevenless; a guanine nucleotide exchange factor) via a SH3 domain on the Grb2 molecule. This Grb2-SOS complex activates SOS which promotes the dissociation of GDP from Ras so it is able to bind GTP for its activation. Activated Ras activates RAF (MAPKKK) which is normally held in a closed conf ormation by the 14-3-3 protein. Once activated, RAF phosphorylates and activates mitogen-activated and extracellular signal-regulated kinase (MEK (MAPKK)) which in turn phosphorylates ERK1/2 (MAPK). MAPK then translocates into the nucleus to phosphorylate specific transcription factors of the Ets family which in turn activate expression of FGF target genes. In addition, it is also evident from Fig. 3 that active ERK itself can antagonise FRS activity. Activation of the PI3K/Akt pathway (Fig. 3) is by binding of Gab1 (Grb2-associated-binding protein 1) to FRS2 indirectly via Grb2. In the presence of Gab1, activation of PI3K stimulates the Akt pathway which suggests FGFs have anti-apoptotic effects in the developing nervous system (Mason, 2007). In addition, PI3K can bind to a phosphorylated tyrosine residue of FGFR directly. The third way in which the PI3K/Akt pathway is activated is by activated Ras inducing membrane localisation of the PI3K catalytic subunit. PLC- /Ca2+/PKC pathway is also activated when a tyrosine residue is autophosphorylated in the carboxy terminal of the FGFR. PLC- hydrolyses phosphatidylinositol to produce inositol trisphosphate (IP3) and diacylglycerol (DAG) which stimulates calcium release and activates PKC, respectively. PKC has also been found to activate the Ras/MAPK pathway independent of Ras but dependent on c-Raf (Ueda et al., 1996). Fig. 3 also indicated that the final activated components, of the three signalling pathways mentioned, translocate into the nucleus to activate specific transcription factors of the Ets family (particularly Ets1, Pea3, and Erm) which activate expression of FGF target genes and in turn these feedback (Fig, 4) to regulate intracellular signalling (Dailey et al., 2005). Most of the proteins produced function as feedback inhibitors (as seen in Fig. 4), including Sprouty (Spry), Sef and MAP Kinase phosphatase 3 (MKP3) which modulate particularly the Ras/Erk pathway at different levels (Mason, 2007). In contrast, stimulation of the fibronectin leucine-rich transmembrane type III (XFLRT3) protein causes FGF signalling to be positively regulated (Bà ¶ttcher et al., 2003). Sprouty (Spry) was one of the first identified feedback regulators of the FGF pathway. Thisse and Thisse (2005) found Spry to antagonise FGF Signalling by gain and/or loss of function experiments in mouse. Spry acts at the level of Raf and/or Grb2 (Fig. 4). Gain and/or loss of function experiments in zebrafish demonstrated that Sef antagonises FGF signalling (Fig. 4) acting at level of MEK and ERK (Tsang et al., 2002). Mouse studies have suggested that FGFR signalling is required for Dusp6 transcription which codes for MKP3 (Ekerot et al., 2008). From this study it was also found that MKP3 acts as a negative regulator of ERK activity (as seen in Fig. 4). Sef and XFLRT3 are located at the membrane (Fig. 4) and carry out antagonising actions with FGFR directly. FGF signalling can be regulated at different levels, from the membrane all the way down to the level of phosphorylation of MAPK and it is important also to know that FGFs have been detected in the nucleus (Mason, 2007). Most of the downstream target genes as described earlier are feedback inhibitors (Spry, Sef and MKP3) but FGF signals are also known to interact with many other important pathways such as transforming growth factor-ÃŽ ² (TGF-ÃŽ ²), Hedgehog (HH), Notch and Wnt (Gerhart, 1999). Therefore, in conjunction with these, FGFs are responsible for development of most organs of the vertebrate body. In the nervous system, FGFs have been implicated to play a role in early developmental processes, such as neural induction, patterning and proliferation (Umemori, 2009). Neural induction: The Default Model Spemann and Mangold (1924) pioneered the study of neural induction, which is defined as the process by which naive ectodermal cells aquire a neural fate. Their work involved demonstrating that tissue from the dorsal lip of the frog Xenopus laevis blastopore could induce a second ectopic nervous system (Fig. 5 above left) when implanted onto the ventral side of a host gastrula embryo. The second ectopic nervous system was host derived indicating that the graft was important in determining cell fate. This region, located on the dorsal side of an amphibian embryo, was named the Spemann organizer as it could direct the neighbouring ectodermal cells to form nervous system instead of epidermis. Although the organizer (group of dorsal mesodermal cells) was found to be present in many species (Hamburger, 1988) it was the Xenopus laevis which gave an insight into the molecular events involved in neural induction in vertebrates (Hemmati-Brivanlou et al., 1994). This was particularly because amphibians were found to be ideal experimental models for the study of neural induction as neurulation initiated within twelve hours after fertilisation (Weinstein and Hemmati-Brivanlou, 1997). It was implied that signals from the organizer provide instructions to the ectoderm to form neural tissue therefore for many decades the view was that the default state of the ectoderm was to produce epidermis. The first challenges to this model came from studies making use of dissociated cell cultures (Sato and Sargent, 1989). It was found that when animal caps were cultured intact that epidermis formed but neural tissue arose from animal caps that had been dissociated for prolonged periods (as seen in Fig. 6 below). This led to the idea that intact tissue may block the formation of neural tissue by presence of neural inhibitors which are diluted out when the tissue is dissociated. Recent research has found that the default nature of the ectoderm is to produce neural tissue that requires inhibition of a neural inhibitor from the ectoderm. Before considering the process of neural induction I would like to take a step back and describe the three germ layers of the embryo. Following fertilisation, the zygote undergoes stages of cleavage to eventually form a gastrula with three germ layers (in triploblastic animals) usually only visible in vertebrate animals. The Germ layers will eventually give rise to all of the animals organs through a process known as organogenesis. The three layers include, the ectoderm (outermost), endoderm (innermost) and mesoderm (which is between the ectoderm and endoderm) layers. The Endoderm gives rise to the lung, thyroid and pancreas. The mesoderm forms the skeleton, skeletal muscle, the urogenital system, heart and blood. The outermost layer, the ectoderm which is of concern here, gives rise to the epidermis and nervous system. It is at gastrulation that the vertebrate ectoderm is competent to differentiate into neural tissue or epidermis. Unless told otherwise, the default nature of the ect oderm is to produce neural tissue and this was outlined as the default model. The Default model of vertebrate neural induction, discovered over a decade ago in Xenopus, proposed that in the presence of bone morphogenetic protein (BMP), a signalling molecule of the TGF-ÃŽ ² superfamily, causes the ectoderm to give rise to an epidermal cell fate (Stern, 2006; Muà ±oz-Sanjuan and Brivanlou, 2002). In support of this model, consistent with the idea that BMP activity inhibits neural fates, animal caps which had been injected with RNA encoding effectors of BMP4 (Smad 1/5 or Msx1) neuralization did not occur. Conversely, it was found that inhibition of BMP activity in the ectoderm is essential for a neural fate which forms the basis of the default model of neural induction. Inhibition of BMP is achieved through direct binding of BMP antagonists emitted from the organizer (Wilson and Hemmati-Brivanlou, 1997). These BMP antagonists include chordin (Sasai et al., 1995), noggin (Lamb et al., 1993) and follistatin (Hemmati-Brivanlou et al., 1994) which bind to BMPs extra cellularly to prevent its interaction with its own receptor (Hemmati-Brivanlou and Melton, 1997). These molecules have direct neural activity which means they induce formation of neural tissue in the ectoderm without forming mesoderm. It was initially believed that these molecules acted as ligands to bring about neural tissue formation. Experiments found that there was conservation through species, identifying that chordin was homologous to the short gastrulation (sog) gene found in Drosophila which has been shown to antagonize the BMP homologue decapentaplegic (dpp) (Wharton et al., 1993), suggesting that these molecules might act as inhibitors rather than inducers and that these inhibitory mechanisms have been conserved from arthropods through to vertebrates. It was experiments (Fig. 6) showing that dissociated ectodermal explants would become neural tissue in absence of inducing signals from the organizer (Sato and Sargent, 1989). Evidence found that neural induction resulted from inhibition of the TGF-ÃŽ ² pathway as expression of dominant-negative activin receptor gave rise to neural fates in amphibian ectoderms (Hemmati-Brivanlou and Melton, 1994). It was found that chordin, noggin, follistatin and molecules such as Cerberus and Xnr3 (Xenopus nodal related 3) bound to BMP in the extracellular space inhibiting its action (Hemmati-Brivanlou and Melton, 1997) leading to the much debated default model of neural induction. Neural Induction: FGFs get it started Support for the default model still remains, mainly in Xenopus, but other work (especially in chick and mouse) suggests a more complex mechanism (Streit et al., 1998). It has been established that the BMP pathway is involved in determining ectodermal cell fate (Wilson and Hemmati-Brivanlou, 1997) but it still remains to be proved conclusive if BMP inhibition is required for neural induction alone or if other pathways act separately or with BMP inhibition. In the chick embryo it has been found that naive epiblast cells do not respond to BMP antagonists until previous exposure to organizer signals for five hours (Streit et al., 1998). Striet et al. (2000) grafted an organizer to observe the genes induced in the epiblast within this time period. A gene ERNI (early response to neural induction) was identified as a coiled coil domain with a tyrosine phosphorylation site and found to be expressed throughout the region that later contributes to the nervous system at pre-primitive streak stages (Hatada and Stern, 1994). Striet et al. (2000) findings made ERNI the earliest known marker after a response to organizer signals, prior to even Sox3 (induced by the node in 3 hours (Streit and Stern, 1999)). FGFs are becoming more evident that they have a major role in neural induction as it has been shown to begin before gastrulation, before BMP antagonists even appear (Wilson et al., 2000). In the chick, it has been found that FGFs have the role of blocking BMP signalling and promoting neural differentiation (Wilson et al., 2000). In ascidians, FGF signalling is the main mechanism of neural induction with BMP antagonism playing a role in later development (Lemaire et al., 2002). In frogs and fish, in contrast, FGFs do not have a certain role in neural induction and is believed their primary role is BMP inhibition (Pera et al., 2003). Exposure of the chick epiblast to an implanted organiser for around 5 hours induces Sox3 (an early neural plate marker) (Stern, 2005). After removal of the implanted organiser, chordin can be used to stabilise it (Striet et al., 1998) which implies that before the ectoderm can respond to BMP antagonists it must be exposed to 5 hours of signals from the organizer. During these 5 hours, several genes become activated such as, ERNI (early response to neural induction) which becomes active after 1 hour (Streit et al., 2000) and Churchill (Chch) after about 4 hours (Sheng et al., 2003). These are both induced by FGF and not BMP inhibition, indicating the importance of FGFs in early neural induction. Churchill which is expressed in the neural plate inhibits brachyury, a transcription factor, which as a result suppresses mesoderm formation by preventing cell ingression. In the chick, FGF8 is expressed in the hypoblast, prior to gastrulation before Hensens node appears (the chick equivalent to the organizer) indicating that neural induction is in fact able to begin before gastrulation. This is important because ERNI and Sox3 mark neural induction and require FGF signalling (Stern, 2005). Streit et al. (2000) found that FGF8 coated beads induce ERNI as efficiently as the node within 1-2 h without inducing brachury and also the expression of Sox3. These results indicate FGFs to be possible early signals in neural induction. It is FGF8 which has been identified as the best candidate because it is expressed in the anterior part of the str

The Female Reproductive System

Shakeeta Morgan For life to have an on-going process, there must be the process of creating new life. This process is called reproduction. Human beings reproduce in much the same way as other mammals. There is need for both male and female to be involved in the human reproductive process. The Female Reproductive System The female reproductive system consists of the fallopian tube, ovum,ovary, uterus, cervix and vagina. Ovary This is the name for the sex gland that is similar in function to the male testicle. They are two in number and are located on either side of the uterus (womb). Each ovary is coverd by a tough protective capsule and contains many follicles. A follicle-sound is an egg cell sourounded by one or more layers of follicle cells. It is estimated that about 400,000 eggs (ovum) are stored in eachovary at birth. However, only one egg becomes ripe each month, once puberty begins, and departs from the ovary and travels into the fallopian tubes (oviduct). They also manufacture the female hormones estrogen and progesterone which is instrumental in the onset of the menstrual cycle. Ovum(ova) egg cell A microscopic egg cell is released from one of the two ovaries at an average cycle of once every 28 days. When sperm cells encounter an ovum in the fallopian tube, they swarm around it like bees around honey. Once one sperm cell breaks through the outer membrane of the ovum by using hydrolitic enzymes, the egg immediately produces a wall that blocks a second sperm from entering. When fertilization of an ovum occurs, menstruation stops and no other ovum can be discharged until the fetus has left the uterus. Luteinizing hormone (LH)-sound This hormone is responsible for triggering the release of the ripe egg from the ovary. Corpus Luteum-sound After the ovum (egg) is released from the ovary, a small temporary gland forms in the ovary and begins to produce the hormone progesterone. Progesterone-sound Progesterone is secreted to help prepare the endometrium to receive a fertilized ovum. Once menstruation occurs, progesterone levels decrease and slowly rise again to form a new endometrium. Fallopian tube (oviduct)-sound The ovum is transported from the ovary to the uterus over a period of one to five days via the fallopian tube. They are two in number and lead directly to the uterus. As the egg travels down the tube, hair-like cillia move the egg toward the uterus by a swaying motion. If one fallopian tube becomes blocked and an egg attempts to travel down to the uterus through it, the egg will not be able to make contact with a sperm cell. Occasionally, an egg will implant on the fallopian tube wall. When this happens, the tube painfully ruptures as the egg matures into an embryo. The embryo is expelled from the body and the fertilization process must begin again. Fertilization (conception) Fertilization occurs when one sperm unites with an egg. This usually happens in the fallopian tubules of the female. Ovulation Ovulation is a period of time when a female becomes fertile and can conceive (when a sperm cell and an egg can unite). It usually occurs two weeks before the onset of the female menstrual cycle and lasts for one to five days; the amount of time it takes for an egg to travel down the fallopian tube. Blastula-sound The name for a zygote after the process of clevage, cell division. The blastula is a hollow ball of cells and travels down the fallopian tube to the uterus. During this stage the growing egg implants itself into the endomertium. Zygote-sound The fertilized ovum that can divide into a group of human tissue cells and becomes an embryo is called thezygote. A zygote usualy forms in the fallopian tubules. Menstruation-sound Two weeks, on the average, after ovulation, if the egg is not fertilized, it dies and the blood rich cells of the membrane of the uterus and the microscopic unfertilized ovum pass through the uterus out through the vagina in a process called menstruation.. Uterus (womb)-sound The uterus is an thick, muscular organ in the reproductive system shaped like an upside down pear located within the abdomen of a female. It is the place where the membrane lining of the uterus endometrium becomes thicker as it amasses blood and nutrients to accommodate the embryo which will develop and grow into a fetus. It is also the origin of the bloody discharge that usually occurs monthly during the reproductive years of a female. The unique arrangement of hte When it is time for the fetus to be born, the uterus will contract to expel its contents. Cervix An opening at the top end of the vagina leading to the uterus is called the cervix. After an embryo has favorably been implanted in the uterus, the cervix is sealed off to stop infection and allow amniotic fluid (the fluid that surrounds the fetus) to fill the uterus. During the first stage of labor, expulsion of the fetus from the uterus, the cervix dilates (increases in size) to form a passageway for the fetus into the vagina. Endometrium-sound This is the lining of the uterus that is prepared to receive the fertilized ovum. The rich endomerium is equipped with blood vessels which attach to the growing embryo and nourish it. Vagina-sound This tubular female sex organ serves many functions. It is the place where menstrual discharges pass out of the body. It also stretches to function as a birth canal when it is time for the fetus to be expelled from the uterus. It is the channel through which the sperm in the semen travel up toward the fallopian tube to fertilize an egg. Although its muscular tissue is much thinner than the uterus, the walls are strong enough to contract to hold a penis or allow passage of a babys head.