Informative Speech Upgrading Football Equipment

Persuasive Speech Outline Tameka Hannon Topic: Upgrading football equipment is a necessity. General Purpose: To persuade. Specific Purpose: At the end of my speech my audience will know the importance of upgrading football equipment and why it is a necessity. Thesis Statement: Upgraded football equipment will be safer and more effective. Organizational Pattern: Problem-Solution Introduction I. Attention Getter: Have you ever watched a football game and seen a player get hit, and you thought you could practically feel the hit yourself? II. Thesis Statement: Upgraded football equipment will be safer and more effective. III. Relevance: Protecting your love ones should be a number one priority in your life. Even if you have no one in your family currently playing football, this change will help generations to come. IV. Credibility Statement: Recently I have researched this topic with the aid of various academic journals, magazines, books, and newspapers. V. Preview: Today I will talk to you about: A. Physical injuries B. Mental injuries C. Long-term effects, life after football. [Transition: Football is America’s most popular sport. Some 2.5 million kids play the game. College football brings in more than 3 billion a year; the NFL rakes in more than 9 billion (Shotz).] 1. The physical injuries contribute to the leading cause of why football equipment needs an upgrade. As stated before, the profit of the sport should allow aShow MoreRelatedExploring Corporate Strategy - Case164366 Words   |  658 Pages– how can small players survive changing markets? Amazon (B) – latest developments in a successful dot.com. Formula One – developing the capabilities for competitive success in a hi-tech industry. Manchester United – clash of expectations in the football world. Salvation Army – strategic challenges for a global not-for-profit organisation with a mission. Bayer MS – corporate social responsibility in the international development of a German company. Eurotunnel – clash of cultures threatens to derailRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesmanagement textbook, it is important that you understand its distinctive learner-focused features especially the five-step learning mode l: Skill Assessment, Skill Learning, Skill Analysis, Skill Practice, and Skill Application. You’ll also find informative research on how much managers’ actions impact individual and organizational performance, and the characteristics of effective managers. †¢ Thoughtfully complete the Skill Assessment surveys in each chapter. These diagnostic tools are designed toRead MoreOrganisational Theory230255 Words   |  922 PagesSimultaneously, theories specify when and where this effect may (or may not) happen, thereby limiting the scope or applicability of the theory to particular circumstances. For instance, the recent relatively poor performance of the Scottish international football team in various competitions might be explained by there being too many foreign players in the top teams that play in the Scottish Premiership League. The hypothesized causal link or reason presented by this theory suggests that Scottish players

The Return Midnight Chapter 11 Free Essays

string(69) " horizon and the blood-red light never varied unless it was raining\." When M. le Princess Jessalyn D’Aubigne had drunk her fil of Damon’s blood – and she was thirsty for such a fragile thing – it was Damon’s turn. He forced himself to remain patient when Jessalyn flinched and frowned at the sight of his ironwood knife. We will write a custom essay sample on The Return: Midnight Chapter 11 or any similar topic only for you Order Now But Damon teased her and joked with her and played chasing games up and down the enormous bed, and when he final y caught her, she scarcely felt the knife’s sting at her throat. Damon, though, had his mouth on the dark red blood that wel ed out immediately. Everything he’d done, from pouring Black Magic for Bonnie to pouring out the star bal ‘s liquid at the four corners of the Gate to making his way through the defenses of this tiny gem of a castle had been for this. For this moment, when his human palate could savor the nectar that was vampire blood. And it was†¦heavenly! This was only the second time in his life that he’d tasted it as a human. Katerina – Katherine, as he thought of her in English – had been the first, of course. And how she could have crept off after that and gone, wearing just her short muslin shift, to the wide-eyed, inexperienced little boy who was his brother, he would never understand. His disquiet was spreading to Jessalyn. That mustn’t happen. She had to stay calm and tranquil as he took as much as he could of her blood. It wouldn’t hurt her at al , and it meant al the difference to him. Forcing his consciousness away from the sheer elemental pleasure of what he was doing, he began, very careful y, very delicately, to infiltrate her mind. It wasn’t difficult to get to the nub of it. Whoever had wrenched this delicate, fragile-boned girl from the human world and had endowed her with a vampire’s nature hadn’t done her any favors. It wasn’t that she had any moral objections to vampirism. She’d taken to the life easily, enjoying it. She would have made a good huntress in the wild. But in this castle? With these servants? It was like having a hundred snooty waiters and two hundred condescending sommeliers staring her down as soon as she opened her mouth to give an order. This room, for instance. She had wanted some color in it – just a splash of violet here, a little mauve there – natural y, she realized, a vampire princess’s bedchamber had to be mostly black. But when she’d timidly mentioned the subject of colors to one of the parlor maids, the girl had sniffed and looked down her nostrils at Jessalyn as if she’d asked for an elephant to be instal ed just beside her bed. The princess had not had the courage to bring up the matter with the housekeeper, but within a week three baskets ful of black-and-off-black throw pil ows had arrived. There was her â€Å"color.†And in the future would her highness be so good as to consult her housekeeper before querying the staff as to her household whims? She actually said that about my â€Å"whims,† Jessalyn thought as she arched her neck back and ran sharp fingernails through Damon’s thick soft hair. And – oh, it’s no good. I’m no good. I’m a vampire princess, and I can look the part, but I can’t play it. You’re every bit a princess, your highness, Damon soothed. You just need someone to enforce your orders. Someone who has no doubts about your superiority. Are your servants slaves? No, they’re all free. Well, that makes it a little trickier, but you can always yell louder at them. Damon felt swol en with vampire blood. Two more days of this and he would be, if not his old self, then at least almost his old self: a ful vampire, free to walk about the city as he liked. And with the Power and status of a vampire prince. It was almost enough to balance out the horrors he’d gone through in the last couple of days. At least, he could tel himself that and try to believe it. â€Å"Listen,†he said abruptly, letting go of Jessalyn’s slight body, the better to look her in the eye. â€Å"Your glorious highness, let me do one favor for you before I die of love or you have me kil ed for impudence. Let me bring you ‘color’ – and then let me stand beside you if any of your menials grumble about it.† Jessalyn wasn’t used to this kind of sudden decision, but couldn’t help but be carried along with Damon’s fiery excitement. She arched her head back again. When he final y left the bijoux palace, Damon went out the front door. He had with him a little of the money left over from pawning the gems, but this was more than enough for the purpose he had in mind. He was quite certain that the next time he went out, it would be from the flying portico. He stopped at a dozen shops and spent until his last coin was gone. He’d meant to sneak in a visit to Bonnie as wel while doing his errands, but the market was in the opposite direction from the inn where he’d left her, and in the end there just wasn’t time. He didn’t worry much as he walked back to the bijoux castle. Bonnie, soft and fragile as she seemed, had a wiry core that he was sure would keep her inside the room for three days. She could take it. Damon knew she could. He banged on the little castle’s gate until a surly guard opened it. â€Å"What do you want?†the guard spat. Bonnie was bored out of her mind. It had only been a day since Damon had left her – a day she could only count by the number of meals brought to her, since the enormous red sun stood forever on the horizon and the blood-red light never varied unless it was raining. You read "The Return: Midnight Chapter 11" in category "Essay examples" Bonnie wished it was raining. She wished it was snowing, or that there would be a fire or a hurricane or a smal tsunami. She had given one of the star bal s a try, and found it a ridiculous soap opera that she couldn’t understand in the least. She wished, now, that she had never tried to stop Damon from coming here. She wished that he had pried her off before they had both fal en into the hole. She wished that she had grabbed Meredith’s hand and just let go of Damon. And this was only the first day. Damon smiled at the surly guard. â€Å"What do I want? Only what I already have. An open gate.†He didn’t go inside, however. He asked what M. le Princess was doing and heard that she was at a luncheon. On a donor. Perfect. Soon there came a deferential knock at the gate, which Damon demanded be opened wider. The guards clearly didn’t like him; they had properly put together the disappearance of what turned out to be their captain of guard and the intrusion of this strange human. But there was something menacing about him even in this menacing world. They obeyed him. Soon after that there came another quiet knock and then another, and another and so on until twelve men and women with arms ful of damp and fragrant brown paper had quietly fol owed Damon up the stairs and into M. le Princess’s black bedchamber. Jessalyn, meanwhile, had had a long and stuffy post-luncheon meeting, entertaining some of her financial advisors, who both seemed very old to her, although they had been changed in their twenties. Their muscles were soft with lack of use, she found herself thinking. And, natural y, they were dressed in ful -sleeved, wide-legged black except for a fril at their throats, white inside by gaslight, scarlet outside by the eternal blood-red sun. The princess had just seen them bow out of her presence when she inquired, rather irritably, where the human Damon was. Several servants with malice behind their smiles explained that he had gone with a dozen†¦humans†¦up to her bedchamber. Jessalyn almost flew to the stairs and climbed very quickly with the gliding motion that she knew was expected of proper female vampires. She reached the Gothic doors, and heard the hushed sounds of indignant spite as her ladies-in-waiting al whispered together. But before the princess could even ask what was going on, she was engulfed in a great warm wave of scent. Not the luscious and life-sustaining scent of blood, but something lighter, sweeter, and at the moment, while her bloodlust was sated, even headier and more dizzying. She pushed open the double doors. She took a step into her bedchamber and then stopped in astonishment. The cathedral-like black room was ful of flowers. There were banks of lilies, vases ful of roses, tulips in every color and shade, and riots of daffodils and narcissus, while fragrant honeysuckle and freesia lay in bowers. The flower peddlers had converted the gloomy, conventional black room into this fanciful extravaganza. The wiser and more farsighted of M. le Princess’s retainers were actively helping them by bringing in large, ornate urns. Damon, upon seeing Jessalyn enter the room, immediately went to kneel at her feet. â€Å"You were gone when I woke!†the princess said crossly, and Damon smiled, very faintly. â€Å"Forgive me, your highness. But since I am dying anyway, I thought that I should be up and securing these flowers for you. Are the colors and scents satisfactory?† â€Å"The scents?†Jessalyn’s whole body seemed to melt. â€Å"It’s†¦ like†¦an orchestra for my nose! And the colors are like nothing I’ve ever seen!†She burst into laughter, her green eyes lightening, her straight red hair a waterfal around her shoulders. Then she began to stalk Damon back into the gloom in one corner. Damon had to control himself or he would have laughed; it was so much like a kitten stalking an autumn leaf. But once they got into the corner, tangled in the black hangings and nowhere near a window, Jessalyn assumed a deadly serious expression. â€Å"I’m going to have a dress made, just the color of those deep, dark purple carnations,†she whispered. â€Å"Not black.† â€Å"Your highness wil look wonderful in it,†Damon whispered in her ear. â€Å"So striking, so daring – â€Å" â€Å"I may even wear my corsets on the inside of my dress.†She looked up at him through heavy lashes. â€Å"Or – would that be too much?† â€Å"Nothing is too much for you, my princess,†Damon whispered back. He stopped a moment to think seriously. â€Å"The corsets – would they match the dress or be black?† Jessalyn considered. â€Å"Same color?†she ventured. Damon nodded, pleased. He himself wouldn’t be caught dead in any color other than black, but he was wil ing to put up with – even encourage – Jessalyn’s oddities. They might get him made a vampire faster. â€Å"I want your blood,†the princess whispered, as if to prove him right. â€Å"Here? Now?†Damon whispered back. â€Å"In front of al your servants?† Jessalyn surprised him then. She, who had been so timid before, stepped out of the curtains and clapped her hands for silence. It fel immediately. â€Å"Everyone out!†she said peremptorily. â€Å"You have made me a beautiful garden in my room, and I am grateful. The steward† – she nodded toward a young man who was dressed in black, but who had wisely placed a dark red rose in his buttonhole – â€Å"wil see to it that you’re al given food – and drink – before you go!†At this there was a murmur of praise that made the princess blush. â€Å"I’l ring the bel pul when I need you† – to the steward. In fact, it wasn’t until two days later that she reached up and, a little reluctantly, rang the bel pul . And that was merely to give the order that a uniform be made for Damon as quickly as possible. The uniform of captain of her guard. By the second day, Bonnie had to turn to the star bal s as her only source of entertainment. After going through her twenty-eight orbs she found that twenty-five of them were soap operas from beginning to end, and two were ful of experiences so frightening and hideous that she labeled them in her own mind as Never Ever. The last one was cal ed Five Hundred Stories for Young Ones, and Bonnie quickly found that these immersion stories could be useful, for they specified the names of things a person would find around the house and the city. The sphere’s connecting thread was a series about a family of werewolves named the Dz-Aht-Bhi’iens. Bonnie promptly christened them the Dustbins. The series consisted of episodes showing how the family lived each day: how they bought a new slave at the market to replace one who had died, and where they went to hunt human prey, and how Mers Dustbin played in an important bashik tournament at school. Today the last story was almost providential. It showed little Marit Dustbin walking to a Sweetmeat Shop and getting a sugarplum. The candy cost exactly five soli. Bonnie got to experience eating part of it with Marit, and it was good. After reading the story, Bonnie very careful y peeked through the edge of the window blind and saw a sign on a shop below that she’d often watched. Then she held the star bal to her temple. Yes! Exactly the same kind of sign. And she knew not only what she wanted, but how much it should cost. She was dying to get out of her tiny room and try what she had just learned. But before her eyes, the lights in the sweetshop went dark. It must be closing time. Bonnie threw the star bal across the room. She turned the gas lamp down to just the faintest glow, and then flung herself on her rush-fil ed bed, pul ed the covers up†¦and discovered that she couldn’t sleep. Groping in ruby twilight, she found the star bal with her fingers and put it to her temple again. Interspersed with clusters of stories about the Dustbin family’s daily adventures were fairy tales. Most of them were so gruesome that Bonnie couldn’t experience them al the way through, and when it was time to sleep, she lay shivering on her pal et. But this time the story seemed different. After the title, The Gatehouse of the Seven Kitsune Treasures, she heard a little rhyme: Amid a plain of snow and ice There lies kitsune paradise. And close beside, forbidden pleasure: Six gates more of kitsune treasure. The very word kitsune was frightening. But, Bonnie thought, the story might prove relevant somehow. I can do this, she thought and put the star bal to her temple. The story didn’t start with anything gruesome. It was about a young girl and boy kitsune who went on a quest to find the most sacred and secret of the â€Å"seven kitsune treasures,†the kitsune paradise. A treasure, Bonnie learned, could be something as smal as a single gem or as large as an entire world. This one, going by the story, was in the middle range, because a â€Å"paradise†was a kind of garden, with exotic flowers blooming everywhere, and little streams bubbling down smal waterfal s into clear, deep pools. It was al wonderful, Bonnie thought, experiencing the story as if she were watching a movie al around her, but a movie that included the sensations of touch, taste, and smel . The paradise was a bit like Warm Springs, where they sometimes had picnics back at home. In the story, the boy and girl kitsune had to go to â€Å"the top of the world†where there was some kind of fracture in the crust of the highest Dark Dimension – the one Bonnie was in right now. They managed somehow to travel down, and even farther down, and passed through various tests of courage and wit before they got into the next lowest dimension, the Nether World. The Nether World was completely different from the Dark Dimension. It was a world of ice and slippery snow, of glaciers and rifts, al bathed in a blue twilight from three moons that shone from above. The kitsune children almost starved in the Nether World because there was so little for a fox to hunt. They made do with the tiny animals of the cold: mice and smal white voles, and the occasional insect (Oh, yuck, Bonnie thought). They survived until, through the fog and mist, they saw a towering black wal . They fol owed the wal until final y they came to a Gatehouse with tal spires hidden in the clouds. Written above the door in an old language they could hardly read were the words: The Seven Gates. They entered a room in which there were eight doorways or exits. One was the door through which they had just entered. And as they watched, each door brightened so they could see that the other seven doors led to seven different worlds, one of which was the kitsune paradise. Yet another gate led to a field of magical flowers, and another showed butterflies flittering around a splashing fountain. Another dropped to a dark cavern fil ed with bottles of the mystical wine Clarion Loess Black Magic. One gate led to a deep mine, with jewels the size of a fist. And then there was a gate which showed the prize of al flowers: the Royal Radhika. It changed its shape from moment to moment, from a rose to a cluster of carnations to an orchid. Through the last door they could see only a gigantic tree, but the final treasure was rumored to be an immense star bal . Now the boy and girl forgot al about the kitsune paradise. Each of them wanted something from another of the gates, but they couldn’t agree on what. The rule was that any party or group who reached the gates could enter one and then return. But while the girl wanted a sprig of the Royal Radhika, to show that they’d completed their quest, the boy wanted some Black Magic wine, to sustain them on the way back. No matter how they argued they couldn’t reach an agreement. So final y they decided to cheat. They would simultaneously open a door and jump through, snatch what they wanted, and then jump back out and be out of the Gatehouse before they could be caught. Just as they were about to do so, a voice warned them against it, saying, â€Å"One gate alone may you twain enter, and then return from whence you came.† But the boy and the girl chose to ignore the voice. Immediately, the boy entered the door that led to the bottles of Black Magic wine and at the same instant the girl stepped into the Royal Radhika door. But when each turned around there was no longer any sign of a door or gate behind them. The boy had plenty to drink but he was left forever in the dark and cold and his tears froze upon his cheeks. The girl had the beautiful flower to look at but nothing to eat or drink and so under the glowing yel ow sun she wasted away. Bonnie shivered, the delicious shiver of a reader who had gotten what she expected. The fairy tale, with its moral of â€Å"don’t be greedy†was like the stories she’d heard from the Red and the Blue Fairy Books when she was a child sitting on her grandmother’s lap. She missed Elena and Meredith, badly. She had a story to tel , but no one to tel it to. How to cite The Return: Midnight Chapter 11, Essay examples

The Reproductive System Outline free essay sample

The Reproductive system The gonads or primary sex organs: testes in men, and ovaries in women. a. Produce sex cells or gametes, and secrete sex hormones Male and female reproductive systems are different. Sex hormones play vital roles both in the development and function of the reproductive organs. Anatomy of the male reproductive system A. Testes Plum-sized and approx. 4cm long and 2. 5cm wide Fibrous connective tissue capsules, te tunica albuginea surrounds each testis. Each lobule contains one to four tightly coiled seminiferous tubules. . The seminiferous tubules of each lobe empty sperm into another set of tubules, the rete testis, located at one side of the testis. Sperm travel through the rete testis to enter the first part of the duct system, the epididymis, which hugs the external surface of the testis. The interstitial cells produce androgens-the most important of which testosterone. Thus sperm-producing and hormone producing functions of the testes are carried out by compl etely different cell populations. B. Duct System a. Epididymis 1. The cup shaped epididymis is a highly coiled tube about 6m long that caps the superior part of the testis and then runs down its posterolateral side. 2. It’s the first part of the male duct system and provides a temporary home for immature sperm. 3. The sperm travel this long tube that takes about 20 days to mature, gaining the ablility to swim. 4. When the male is sexually stimulated, he ejaculates, the walls of the epididymis contract to expel the sperm into the next part of the duct system, the ductus deferens. b. Ductus Deferens 1. This is also often referred to as the vas deferens. . It runs upward from the epididymis through the inguinal canal to the pelvic cavity and arches over the superior aspect of the urinary bladder. It then loops medially over the ureter and descends along the posterior bladder wall. 3. This tube is enclosed, along with blood vessels and nerves, in a connective tissue sheath called the spermatic cord. a. This travels upward through the inguinal ca nal. 4. The end of the ductus deferens expands at the apulla and then empties into the ejaculatory duct. b. The ejaculatory duct passes through the prostate gland to merge with the urethra. . The main function is to propel live sperm from their storage sites, epididymis and distal part of the ductus deferens into the urethra. 6. When ejaculation occurs, the thick layers of smooth muscle in its walls create peristaltic waves that rapidly squeeze sperm forward. 7. Part of the ductus deferens lies in the scrotum, which hangs outside the body. c. Urethra 1. It extends from the base of the urinary bladder to the tip of the penis, is the terminal part of the male duct system. 2. 3 named regions: prostatic urethra, membranous, spongy (penile) urethra. 3. The male urethra carries both sperm and urine to the body exterior. * ? Urine and sperm never pass at the same time. C. Accessory Glands and Semen d. Seminal Vesicles 1. Located at the base of the bladder, produce about 60% of seminal fluid, the fluid volume of semen. 2. Their thick, yellowish secretion is rich in sugar, vitamin C, prostaglandins, and other substances, which nourish and activate the sperm passing through the tract. 3. Sperm and seminal fluid enter the urethra together during ejaculation. * b. Prostate 1. A single doughnut shaped gland about the size of a peach pit. . Prostate gland secretion is a milky fluid that plays a role in activating sperm. 3. During ejaculation, the fluid enters the urethra though several small ducts. * c. Bulbourethral Glands 1. Tiny pea-sized glands inferior to the prostate gland 2. They produce a thick, clear mucous that drains into the penile urethra. a. This secretion is the first to pass down the urethra when a man becomes sexually excit ed. It cleanses the urethra, and serves as a lubricant during sexual intercourse. * d. Semen 1. A milky white, somewhat sticky mix of sperm and accessory gland secretions. 2. It acts as a transport medium for nutrients chemicals that protect sperm aid their movement. 3. The alkalinity of the semen helps neutralize the acidic environment of the female’s vagina, protecting the sperm. 4. It also contains seminalplasmin- an antibiotic chemical that destroys certain bacteria- the hormone relaxin, certain enzymes that enhance sperm motility, and substances that inhibit an immune response in the female reproductive tract. 5. During ejaculation 2-5 ml of semen are released, but there are between 50-150 million sperm in each ml. * D. External Genitalia 1. Includes: scrotum, and the penis . The scrotum is a divided sac of skin that hangs outside the abdominal cavity, between the legs and at the root of the penis. 3. Provides testes with a temp that is below body temp. a. Viable sperm cannot be produced at normal body temp. 4. The penis is designed to deliver sperm into the female reproductive tract. 5. The skin covered penis consists of a shaft, which ends in an enlarged tip, the glands penis. 6. The skin covering the penis is loose, and it folds downward to form a cuff of skin, the prepuce, or foreskin. 7. Erectile tissue: a spongy tissue that fills with blood during sexual excitement. . Causes penis to become larger and rigid. c. This event is called an erection, helps the penis serve as a penetrating organ to deliver the semen into the female’s reproductive tract. Male Reproductive Functions * 1. The chief role is to produce sperm and the hormone testosterone. A. Spermatogenesis 1. The production of sperm a. It begins at puberty and continues throughout life. 2. The process is begun by primitive stem cells called Spermatogonia. b. They go through rapid mitotic divisions to build up the stem cell line. 3. During puberty, follicle stimulating hormone is secreted in increasing mounts by the anterior pituitary gland. 4. In spermatogenesis, the gametes are called spermatids 5. The last stage of sperm development is called Spermi ogenesis. 6. The head of the sperm contains the DNA 7. Anterior to the helmet-like acrosome, which is produced by the Golgi apparatus and is similar to a large lysosome. 8. The entire process of spermatogenesis, from the formation of primary spermatocyte to release of immature sperm in the tubule lumen, takes 64 to 72 days. B. Testosterone 1. The most important hormonal product of the testes. 2. The interstitial cells are being activated by luteinizing hormone (LH) 3. It stimulates the adolescent growth spurt, prods his reproductive organs to develop to their adult size, underlies the sex drive, and causes the secondary male sex characteristics to appear. 4. Secondary sex characteristics: features introduced in nonreproductive organs by sex hormones. Ex: deepening of voice, increased hair growth, more muscle mass. Anatomy of the Female Reproductive System * 1. Ovaries: the primary female reproductive organs. * 2. The other organs of the reproductive system serve as accessory structures to transport, nurture, or otherwise serve the needs of the reproductive cells and/or the developing fetus. A. Ovaries 1. The paired ovaries are shaped like almonds but are nearly twice as large. 2. The many tiny sac like structures inside are called ovarian follicles. 3. Oocyte: an immature egg cell 4. As the egg begins to develop within the follicle enlarges and develops a fluid filled central region called an antrum. 5. In the event of ovulation the egg is released from the follicle. 6. Ovulation usually occurs every 28 days, but it could occur more or less frequently. 7. The ovaries are secured to the lateral walls of the pelvis by the suspensory ligaments. B. Duct system 1. The uterine tubes, uterus, and vagina form the duct system. * a. Uterine (fallopian) tubes 1. Initial point of the duct system. 2. They receive the ovulated oocyte and provide a site for fertilization. 3. About 10cm long, and extends medially from an ovary to empty into the superior region of the uterus. 4. The distal end of each uterine tube expands as the funnel-shaped infundibulum, which has finger like projections called fimbriae. 5. The fimbriae wave to create fluid currents that act to carry the oocyte into the uterine tube, where it begins the journey toward the uterus. . Because the journey to the uterus takes 3 to 4 days and the oocyte is viable for up to 24 hours after ovulation. 7. The usual site for fertilization * b. Uterus 1. Located in the pelvis between the urinary bladder and the rectum 2. A hollow organ that functions to receive, retain, and nourish a fertilized egg. 3. The major portion of the uterus is referred to as the body. The superior rounded region above the entrance of the uterine tubes is the fundus, and its narrow outlet, which protrudes into the vagina below, is the cervix. 4. There are 3 layers: endometrium, myometrium, and the perimetrium. * c. Vagina 1. A thin walled tube 8 to 10 cm long. Lies between the bladder and the rectum and extends from the cervix to the body exterior. 2. It receives the penis during sexual intercourse 3. The distal end of the vagina is partially closed by a thin fold of the mucosa called the hymen. a. The hymen is usually ruptured during penetration for the first time and it usually bleeds. b. Sometimes it will break before during sports, tampon use, or a physical examination. c. In some rare cases it has to be cut surgically. C. External Genitalia (vulva) 1. Includes: mons pubis, labia, clitoris, urethral and vaginal orifices, and greater vestibular glands. 2. The mons pubis is a fatty, rounded area overlying the pubic symphasis. b. After puberty this area is covered in hair. 1. The labia majora: two elongated hair-covered skin folds that enclose two delicate, hair-free folds, the labia minora. 2. The greater vestibular glands are mucous producing glands that flan the vagina. 3. The clitoris is a small, protruding structure that corresponds to the male penis. Female Reproductive Functions and Cycles A. Oogenesis and the ovarian cycle 1. The period in which a women’s reproductive capability gradually declines and then finally ends is called menopause. 2. Oogenesis: the process in which gametes are produced. 3. In the developing female fetus, oogonia, the female stem cells, multiply rapidly to increase their number, and then their daughter cells, primary oocytes. 4. The ovarian cycle is the changes that occur monthly in the ovary 5. At puberty there may be around 250,000 oocytes and each month one should be released but in some women more are released. . The larger cell is a secondary oocyte and the tiny cell is a polar body. 7. When ovulation occurs some women experience low abdomen pain; cramps. 8. If the ovulated secondary oocyte is penetrated by a sperm in one of the uterine tubes, the oocyte undergoes the second meiotic division that produces another polar body and an ovum. B. Uterine (menstrual) cycle 1. The events of this changes that the endometrium, or mucosa of th e uterus, goes through month after month as it responds to changes in the levels of ovarian hormones in the blood. 2. There are three stages of the menstrual cycle a. Day 1-5: Menstrual phase b. Day 6-14: Proliferative phase c. Day 15-28: Secretory phase 3. Some menstrual cycles can be as short as 21 days and as long as 40 day Events of Embryonic and fetal development 1. An oocyte is fertilizable for up to 24 hours after release; sperm are viable within the female reproductive tract for up to 48 hours. Hundreds of sperm must release their acrosomal enzymes to break down the egg’s plasma membrane 2. The early stage of embryonic development when the cell is dividing is called cleavage. . Cleavage provides a large number of cells to serve as building blocks for constructing the embryo. 4. The chorionic villi combine to form the placenta. a. Once the placenta has formed, the plate-like embryonic body, now surrounded by a fluid-filled sac called the amnion, is attached to the placenta by a blood vessel-containing stalk of tissue, the umbilical cord. b. The placenta serves respiratory, nutritive, a nd excretory needs of the embryo and produces hormones of pregnancy. 5. At week 9 the embryo is now referred to as a fetus 6. By approx. 70 days after fertilization the fetus is said to be full term and is ready to be born. 7. A pregnant woman has increased respiratory, circulatory, and urinary demands placed on her system by the developing fetus. Good nutrition is necessary to produce a healthy baby. 8. Childbirth (parturition) includes a series of events called labor. It is initiated by several but most importantly by rising levels of oxytocin and prostaglandins, which promote vigorous uterine contractions. 9. There are 3 stages of labor are dilation, expulsion, and placental. Developmental Aspects of the Reproductive System . Puberty: the period of life generally between ages of 10 and 15 2. Reproductive system structures of males and females are identical during early development. a. Gonads begin to develop in the 8th week. b. The presence or absence of testosterone determines w hether male or female accessory reproductive organs are formed. 3. Important congenital defects result from abnormal separation of sex chromosomes during sex cell formation. 4. The reproductive system is inactive during childhood. c. Reproductive organs mature and become functional for childbearing at puberty. . The first menstrual period, called menarche, usually occurs about 2years later. 6. Common reproductive problems during young adulthood are infections of the reproductive tract. d. Females: neoplasms of breast and cervix are major threats e. Males: prostate cancer is the most common reproductive system cancer seen in men. 7. During menopause, female reproductive capabilities end, and reproductive organs begin to atrophy. f. Hot flashes and mood changes may occur. g. Reproductive capacity does not appear to decline significantly in aging men.

Lords Of Flies Essays - Allegory, Lord Of The Flies,

Lords Of Flies The story is about a group of English schoolboys who are plane-wrecked on a deserted island. At first, the stranded boys cooperate, attempting to gather food, make shelters, and maintain signal fires. Later Ralph, he started to act up and boss people around thinking he's the king of the island. Piggy, Ralph's over weighted, sidekick who pretty much the only one that listens to Ralph. When Ralph tries to order people around. The boys would rather swim, play, or hunt the island's wild pig population. Soon Ralph's rules are being ignored or don't even notice Ralph existed. Ralph's competition is Jack, the redheaded leader of the pig hunters, who manages to lure away many of the boys to join him. The situation changes when Ralph discovers that instead of being hunters, he and Piggy have become the ones being hunted. The novel tells about competition between two different groups and who will become the leader at the end. Overall, the story was pretty good. However it was confusing to start, I got used to reading it as I went along, which took a while. I like the style when I got use to it. I think the writing really related to what were studying in American History. It explains how society was made, it starts with people, they make rules and form an economy, and there are leaders and followers, the ones that think and ones that work. Like in US history, something happens and society falls apart, like the great depression. It is interesting to see how a group of boys can go from being so orderly to turn into competition against each other. This has a lot of suspense in it, lots of detail, and didn't feel like some fairy tale. The book contained great amounts of violence to kids fighting against each other. When I read the book, it made me think of the shootings that happened lately. When the media said that the kids were influenced by violent video games, music and Hitler to the shootings, I would say this book has the same effect. The book is like the games and music. The only difference of the book, it's not visual and hands on. Of course words in a book can't be the same as watching TV. My experience reading the book and later watching the movie, I felt I can absorb more detail and had a better understanding of it. I would say the author is also talking about too much democracy. I think he is trying to show, if a country ended up with people making up there own rules, it would cause trouble. Like everyone wants to be a leader and the weaker one will get picked on. Also it shows that kids can't live by themselves. Kids need an adult to settle the differences and give them rules to follow. Overall, it's a great book, short, lots of action and simple.

SAT and TOEFL What You Need to Know About Each Test

SAT and TOEFL What You Need to Know About Each Test SAT / ACT Prep Online Guides and Tips Is English your second (or third or fourth) language? If it’s anything but your first, then you may have to take the TOEFL to get into universityin the United States. The TOEFL is an English language test that shows you have the language skills to succeed in college. As another admissions test, the TOEFLshares some similarities with the more ubiqutous SAT. This guide will compare the two tests, as well as give you some tips for preparing for both. If you’re a non-native English speaker planning to apply to a U.S. college, then read on to learn the ins and outs of your testing requirements. What Tests Do Colleges Require? Most four-year colleges require that all applicants, domestic and international alike, take the SAT or ACT. Forthis article, we’ll focus on the SAT as your admissions test of choice. You should note, though, that either test is fine, and colleges consider both equally. You should choose the one on which you can gain higher scores for your college applications. If English isn’t your first language, then you’ll likelyalso have to take the TOEFL to apply to college. Colleges want youto show that you have the English language skills to succeed at the college level. By the way, you also have some choice when it comes to the TOEFL. Most colleges will equally accept the IELTS or PTE too. The TOEFL is the most popular option, though, so we’ll focus on that for now. Good to know you always have options! So who should take the TOEFL? Pretty much any student for whom English isn’t his/herfirst language. For students who are fluent, this TOEFL requirement can get a little murky. Usually, if you’ve taken at least one ESL class in high school, then colleges want you to take the TOEFL. A few colleges, however, won’t require this test if you’ve been in English classes for the past two or three years. There’s one other circumstance when a college would waive its TOEFL requirement. If you score highly enough on the verbal section of the SAT or ACT, then you might not have to take the TOEFL. Since colleges vary in their policies, how can you find out more about your testing requirements? Get out your trenchcoat, magnifying glass, and deerstalkercap. It's time to do some detective work. How Can You Find Your Colleges' Testing Requirements? While many colleges share the same requirements, some have their own additional policies, especially when it comes to the SAT and TOEFL for international students. To ensure that you understand exactly what you need, I highly recommend researching the stances of eachcollege that you’re interested in. You should be able to find this information on each college’s admission website, specifically in a section for international applicants. Even if you’re a U.S.citizen, this section is usually the one that contains instructions for ESL speakers. For instance, Tufts has a page called The Admissions Process for International Students with the following information: â€Å"Students for whom English is not the primary language, or not the language of instruction in their secondary school, should take the Test of English as a Foreign Language (TOEFL) in addition to the options listed above. A minimum TOEFL score of 100 on the Internet-based test is recommended.† As you research your colleges’ requirements, remember that each college is unique, so each college’s admissions website is too. Some are easier to navigate than others, so if you can’t find the information you’re looking for, you shouldn’t hesitate to contact the admissions office. Since prepping for and taking the SAT and TOEFL takes several months, if not years, you’d be best served to start this research early. Once you find the international applicants section of your prospective college’s admissions site, what specifically should you look for? Bring it in, team. What score do we need to win this college admission game? What You Need to Know About TOEFL and SAT Requirements There are three main pieces of information that you should seek as you research your school’s testing requirements. 1. What Tests Are Required? Of course, the first piece of information you’ll look for is what tests you need in order to apply. Most websites will have step-by-step application instructions and/or a checklist of application requirements. They'll also tell you the school code to use in order to add it as a score recipient through your College Board (administers the SAT) or ETS (administers the TOEFL) account. Check to see whether your school requires applicants to send SAT scores, TOEFL scores, or both. 2. Does Your School Have a TOEFL Cutoff? If your school requires the TOEFL, check to see if it posts a cutoff score, like Tufts did above. Most schools don’t publicize a minimum SAT score, but they do have a minimum for TOEFL. Northeastern, for example, requires a score on the TOEFL iBT of 79-80, while more selective schools like NYU, American University, and Harvard require a minimum of 100. Once you know the cutoff, you can set your target score about tenpointshigher to be a competitive candidate. 3. Will High SAT Scores Get You Out Ofthe TOEFL? Finally, the third question you should ask during your research is whether your school waives the TOEFL if you achieve a certain score on the SAT verbal. In previous years, students wouldn’t have to take the TOEFL if they achieved a certain score on the Critical Reading section. Since the Critical Reading required such a strong understanding of vocabulary and reading comprehension, it could replace the TOEFL as a demonstration of English language skills. For example,Columbia and Brown didn'trequire the students to take the SAT if they achieved a 650 or higher on SAT Critical Reading. Johns Hopkins set the bar even higher, requiring a minimum of 670. There werea few schoolswith lower requirements, like the University of Massachusetts system with a 450 and American University with a 530. With the redesigned SAT, the Reading and Writing sections are now combined into one Evidence-based Reading and Writing score. While colleges haven’t updated their policies yet, you can estimate that the minimum EBRW score needed to waive the TOEFL will be similar to the one for Critical Reading in past years. Just as you should feel free to contact admissions offices for more information, you might ask them over the next few months whether they’ve reframedthis minimum score in terms of the new SAT scoring system. Some schools link your performance on SAT verbal with TOEFL because it shows your English language skills, but the two tests still have a lot of differences. Let’s take a closer look at these two exams, along with what skills they test and how. You’ll notice that they’re distinct enough to require their own unique prep methods and materials. First, let’s examine the TOEFL. How's your vocabulary? The TOEFL is all about your English language skills. The TOEFL: Structure, Content, and Prep The TOEFL is a test of your English language skills. In most countries, it’s given on the computer. There’s also a paper-based test, but it’s being phased out and is only offered in countries where testing online isn’t available. Unless you’re taking the TOEFL by paper, you’ll want to look for your college’s TOEFL iBT (Internet-based test) cutoff. Let’s take a closer look at how the TOEFLtests your English level, starting with its overall format. TOEFL Structure: What the Test Looks Like The TOEFL has four sections: Reading, Listening, Speaking, and Writing, in that order. The Reading and Listening sections can actually vary in length, depending on whether or not you get an exam that features extra questions. Not to worry - these extra questions will be unscored. Unfortunately, they will also be unidentified. In other words, if you get experimental questions, you won’t know which ones they are. This chart shows the length of and number of questions ineach TOEFL section, along with a brief description of tasks. Experimental questions, you’ll notice, can make the Reading and Listening sections significantly longer than normal. Order Section Time Limit Questions Tasks 1 Reading 60–80 minutes 36–56 questions Read 3 or 4 passages from academic texts and answer questions. 2 Listening 60–90 minutes 34–51 questions Listen to lectures, classroom discussions and conversations, then answer questions. Break 10 minutes - - 3 Speaking 20 minutes 6 tasks Express an opinion on a familiar topic; speak based on reading and listening tasks. 4 Writing 50 minutes 2 tasks Write essay responses based on reading and listening tasks; support an opinion in writing. Total: 3 hours, 20 min - 4 hours, 10 min (break included) Source: ETS Each of the four sections on the TOEFL is scored between 0 and 30 points. Your overall scores reflect the sum of your section scores and will fall at or between 0 and 120 points. Now that you have a sense of the test’s overall format, let’s take a closer look at exactly how it tests your Reading, Listening, Speaking, and Writing skills. Bookworms rejoice! The first section on the TOEFL's all about reading. TOEFL Content: Questions and Skills As you see in the chart above, the TOEFL tests your English language level across all important skill areas: reading, writing, listening, and speaking. Read on for a closer look at what you’ll be expected to demonstrate in each section, starting with Reading. You can find the examples in their entirety on the TOEFL iBT practice questions provided by ETS. TOEFL Reading The Reading section contains 3 or 4 passages, usually selected from college-level textbooks. The passages may be expository, argument-based, or historical. Each is followed by multiple choice questions that ask you about elements like themain point, important details, relationships between ideas, and vocabulary. The following examples, which are based on a passage, ask about a supporting detail and a vocabulary word in context: According to paragraph 3, how did scientists determine that a large meteorite had impacted Earth? A. They discovered a large crater in the Yucatn region of Mexico.B. They found a unique layer of sediment worldwide.C. They were alerted by archaeologists who had been excavating in the Yucatn region.D. They located a meteorite with a mass of over a trillion tons. The word â€Å"excavating† on line 25 is closest in meaning to A. digging outB. extendingC. destroyingD. covering up In addition to these multiple choice, there are a few "sentence insertion" questions that ask you to add a sentence into the text where it would fit best. The following is an example of a sentence insertion question. Look at the four letters (A, B, C, and D) that indicate where the following sentence could be added to the passage in paragraph 6. This is the criterion emphasized by Darwin’s theory of evolution by natural selection. Where would the above sentence best fit? Impacts by meteorites represent one mechanism that could cause global catastrophes and seriously influence the evolution of life all over the planet.(A) According to some estimates, the majority of all extinctions of species may be due to such impacts. (B) Such a perspective fundamentally changes our view of biological evolution. (C) The standard criterion for the survival of a species is its success in competing with other species and adapting to slowly changing environments. (D) Yet an equally important criterion is the ability of a species to survive random global ecological catastrophes due to impacts. Choose the place where the sentence fits best. Option A Option B Option C Option D There are also a few â€Å"Reading to Learn† questions that contain several correct answers. To answer these, you must sort the information into a chart, often placing each piece of information into a category or chronological order. Since these questions are more involved than other types, they’re often worth several points andhave the potential for partial credit. The following is an example of a Reading to Learn question on the Reading section of the TOEFL. An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points. Write your answer choices in the spaces where they belong. You can write in the number of the answer choice or the whole sentence. Scientists have linked the mass extinction at the end of the Cretaceous with a meteorite impact on Earth. Scientists had believed for centuries that meteorite activity influenced evolution on Earth. The site of the large meteorite impact at the end of the Cretaceous period was identified in 1990. There have also been large meteorite impacts on the surface of the Moon, leaving craters like Tycho. An iridium-enriched sediment layer and a large impact crater in the Yucatn provide evidence that a large meteorite struck Earth about 65 million years ago. Large meteorite impacts, such as one at the end of the Cretaceous period, can seriously affect climate, ecological niches, plants, and animals. Meteorite impacts can be advantageous for some species, which thrive, and disastrous for other species, which become extinct. As you’ll see below, the multiple choice questions that ask you to interpret the main point, details, and vocab words in a passage resemble the Reading questions on the SAT. The sentence insertion questions share some similarity with certain SAT Writing questions. Reading to Learn questions, though, are unique to the TOEFL. Now that you have a sense of how the TOEFL tests your reading skills, let’s take a closer look at how it tests your English listening comprehension. TOEFL Listening The Listening section asks you to listen to academic lectures and/or conversations between students or a professionaland a student. You can take notes as you listen to prepare for the questions that follow. Some of these questions will be straightforward multiple choice, on which you’ll choose one answer that best describes the main point or important details of the listening. For instance, this is a straightforward listening question about the main point of a conversation between a student and her basketball coach: What are the speakers mainly discussing? A. How the woman should prepare for the next gameB. The woman’s responsibilities as team captainC. Things that happened while the woman was awayD. The style of the new team uniforms Other multiple choice questions ask you to choose two correct answersout of four choices. Like in the Reading section, there are a few questions that ask you to list events in a process or place answers into certain categories. These various question types test your basic comprehension of the listening. They also want to make sure you understand the speaker’s purpose, sometimes even asking how certain he/she is about what he/she’s saying. Questions may ask about cause and effect or the organization of ideas in a lecture. All of these questions are meant to ensure that you’d be able to comprehend a lecture or class discussion in a university setting. After Listening, you’ll get a ten-minute break to stretch and regroup. Then it’s on to Speaking. For the third section, beprepared to speak. You'll actually be speaking into a computer, as your graders willprobably be somewhere in New Jersey. TOEFL Speaking The Speaking section is much shorter than the previous two at only 20 minutes. You’ll get two â€Å"independent speaking† tasks and four â€Å"integrated speaking† tasks. Questions 1 and 2 are independent speakingtasks. They'llask you to speak for 45 seconds on familiar topics. You can talk about your own ideas, opinions, observations, or experiences. You’ll have 15 seconds to prepare your answer. Here’s an example of an independent speaking question: Question: Some people enjoy taking risks and trying new things. Others are not adventurous; they are cautious and prefer to avoid danger. Which behavior do you think is better? Explain why. Questions 3 and 4 are integrated speaking tasks. They'll ask you both to read a short passage and listen to a related lecture or conversation. Then you’ll speak for 45 seconds using information from both sources. You’ll have 30 seconds to prepare. Questions 5 and 6 are similar, but they only involve a listening, no reading. You’ll prepare your response for 20 seconds and speak for 60 seconds. This example is based on a conversation between two students about their calculus class. Question: Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation. As you can see, the Speaking section tests your ability to speak on your own opinions and experiences, as well as your ability to summarize information and main ideas from readings and listenings. These Speaking tasks are unique to the TOEFL; you won’t find them on the SAT. Finally, you’ll round out your demonstration of English language skills on the TOEFL Writing section. Unlike the handwritten SAT essay, you'll type your responses on the Writing section of the TOEFL iBT. TOEFL Writing You’ve read, listened, and spoken your way through this challenging exam. Now it’s time to write! You’ll get two prompts, one that’s calledan integrated writing task and the other labeled as an independent writing task. Like with the integrated speaking task, the integrated writing task asks you to read a short passage and listen to a lecture or conversation. Then you’ll get a question that asks you to summarize the main points of what you read and heard and perhaps compare or contrast the two. You’ll get 20 minutes, and your response should be 150 to 225 words. The integrated writing task often looks like this: Question: Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage. The independent writing taskresembles the independent speaking task in that it asks you to express your personal opinion and support it with examples. Your essay should be at least 300 words, and you’ll have 30 minutes to write it. Here’s one example of an independent writing task: Question: Do you agree or disagree with the following statement? A teacher’s ability to relate well with students is more important than excellent knowledge of the subject being taught. Use specific reasons and examples to support your answer. Since you’re typing on the computer, there will be a counter below the text box for both tasks that tells you your total word count. Both essays are initiallygraded between 0 and 5, and you can consult the rubric to see what you need to accomplish to score at each level. A strong grasp of grammar, word choice, and organization is important for doing well on the Writing section. Once you’ve finished the Writing section, you’re all done with the TOEFL. You’ll get your scores online about ten days after you take the test. Before moving onto the SAT so you can compare the two tests, let’s briefly discuss the importance of test prep for succeeding on this challenging exam. You'll need to practice saying your responses, not just writing them. Sadly, there are no bonus points for singing them. Prepping for the TOEFL Even if you have an advanced level of English, you’ll need to prep to do well on the TOEFL. It’s a unique test with strict time limits, and anyone who’s taken it will tell you that you should show up equipped with knowledge of the question types and strategies for time management. The Speakingsection is especially atypical with its oral essays. While 45 to 60 seconds may not sound like a lot, it’s actually a big challenge for most students. Learning to structure your oral responses with an introduction, supporting details, and a conclusion just like you would a written essay is an unusual task that requires serious preparation. It’s a good idea to give yourself several months to prep for the TOEFL. You might start with a timed practice test to diagnose your starting level. Then you can analyze your results, find your weaknesses, and figure out what you most need to study from there. The test-makers recommend that you’ve studied English for at least two years before taking the test. Since the readings are taken from university textbooks, most students need to be at a high intermediate or advanced level to do well on this test. You can find several TOEFL preparation books online, but make sure to incorporate official questions from the testmakers into your prep, as these will be the best representation of the actual test. You can find sample questions on the TOEFL website, as well as official ETS TOEFL books and an online prep program. Just like with the SAT, you should start several months before your test date. If possible, you might also leave two or more available test dates after your first one in case you want to retake the TOEFL to improve your scores. Now that you have some insight into the TOEFL, let’s take a closer look at the SAT. Beyond this overview, you can learn more about the SAT by exploring our articles on test content, strategies, and preparation, including a full overview of its 2016 redesign. As you read about each section, pay attention to the ways in which it’s similar to the TOEFL and the ways in which it's different. While the TOEFL's all about your English language level, the SAT is more concerned with your reasoning and problem-solving skills. SAT: Structure, Skills, and Prep While the TOEFL tests your English language skills, the SAT is concerned with testing your reasoning and problem-solving skills. It’s scored based on two main areas: Evidence-based Reading and Writing and Math. You also have the option of taking an essay section, which is scored separately. Students should take the essay section if their prospective colleges want to see it. Read on to learn more about the overall structure of the SAT. SAT Structure: What the Test Looks Like The SAT, which is scored on a scale from 400 to 1600, has four sections, Reading, Writing and Language, Math No Calculator, and Math with Calculator, in that order. If you choose to take the SAT with Essay, then the essay will be your fifth section. This chart gives an overview of the test’s structure: Order Section Time in Minutes # of Questions 1 Reading 65 52 2 Writing and Language 35 44 3 Math No Calculator 25 20 4 Math Calculator 55 38 5 Essay (optional) 50 1 Total: 3 hours, 50 minutes (3 hours without essay) 154 (+ 1 essay prompt) You’ll get a five-minute break after about every hour of testing. That means you’ll have a short break after Reading, after Math No Calculator, and, if you choose to take it, before the Essay. We have several comprehensive guides that dig deeply into the content and question types of each section. For the purposes of this article, let’s briefly review the content and skills of each section. The SAT doesn't just ask about reading and writing. It tests you on a lot of math, too. SAT Content: Questions and Skills The SAT is half verbal and half math. The verbal sections include a Reading and a Writing and Language section, and the math is split into a calculator prohibited and a calculator permitted section. Below, you can read more about what skills each section tests and the question types it uses to do so. You can also find the sample questions in College Board's official SAT practice tests. SAT Reading SAT Reading shares some similarities with TOEFL Reading. You’ll also have to read passages and answer multiple choice questions about their main idea, supporting details, and vocabulary. On the SAT, you’ll get five passages, one from literature, two based on history/social studies, and two from science. While you won’t get any prose selections on the TOEFL, you will get one on the SAT Reading. The questions will test your comprehension, and because it’s strictly timed, you’ll mostly need to skim the passages for important details. Some of the questions will be evidence-based, meaning they’ll ask you to locate evidence in the text that serves as the reason for your answer to a previous question. For instance, here’s a detail-oriented comprehension question followed by an evidence-based question: 1. The passage indicates that, after a long day of work, the narrator sometimes found his living quarters to be A) treacherous. B) dreary. C) predictable. D) intolerable. 2. Which choice provides the best evidence for the answer to the previous question? A) Lines 17-21 (â€Å"I should... scenes†) B) Lines 21-23 (â€Å"I should... lodgings†) C) Lines 64-67 (â€Å"Thoughts... phrases†) D) Lines 68-74 (â€Å"I walked... gleam†) All of the questions will be multiple choice with four answer choices. A few of the questions will ask you to interpret a graphic, like a chart or table, often asking how it relates to the text in the passage. Your Reading performance will be combined with your Writing and Language performance to give you one Evidence-based Reading and Writing score between 200 and 800. Read on to learn how the Writing and Language section, which will be your second section on the SAT, differs from Reading. SAT Writing and Language The SAT Writing and Language, often referred to as just SAT Writing, tests your knowledge of English grammar, punctuation, and sentence structure. It also asks about theorganization of ideas and paragraph structure. The entire section is multiple choice, and every question is passage-based. Writing questions ask you to be an editor. They’ll ask whether or not a word, detail, or organization scheme is correct, and, if not, it asks you to choose a better option. You’ll basically work to improve the grammar, punctuation, style, and structure of a paragraph. These next few questions, for example,ask about grammar (subject-verb agreement) and inserting a sentence to clarify meaning: There are a few questions in the TOEFL Reading section that ask you to insert a sentence in a passage to improve its meaning. As you see in the example above, SAT Writing asks similar questions. It also goes one step further by asking you why you would insert a sentence into a passage. For students whose native language is not English, the Writing section, along with the Reading section, can be especially challenging. Once you finish up this section, you’ll move immediately onto a math section. For this 25-minute section, you’re not allowed to use a calculator. For one of the two SAT math sections, you'll have to keep your calculator packed away in your bag. SAT Math No Calculator The math sections are where the SAT completely diverges from the TOEFL. These sections are meant to ensure that students have the conceptual and problem solving skills to do well in college. Most of the questions are based on algebra, but there are a few that incorporate geometry, trigonometry, and complex numbers. International students often have an easier time on the math sections since they don’t have as much emphasis on advanced English language skills. The redesigned SAT, however, incorporates several word problems. Some reading comprehension, therefore, is still important on the math section, as you can see in this sample SAT word problem: A musician has a new song available for downloading or streaming. The musician earns $0.09 each time the song is downloaded and $0.002 each time the song is streamed. Which of the following expressions represents the amount, in dollars, that the musician earns if the song is downloaded d times and streamed s times. 0.002d + 0.09s 0.002d - 0.09s 0.09d + 0.002s 0.09d - 0.002s On this shorter math section, you can’t use a calculator. Most questions won’t require complex calculations. Rather, they’ll test your conceptual understanding. You’ll find more questions that call for calculations on the next math section. SAT Math with Calculator You’re allowed to use a calculator on the longer of the two SAT math sections. Not all problems, however, will necessarily require one. It’s your job to figure out when a calculator’s useful and when it would just slow you down. Like the other math section, the Math with Calculator asks a lot of algebra questions, along with a few geometry and trigonometry. It also has a strong emphasis on Problem Solving and Data Analysis questions, which ask you to work with rates, ratios, percentages, and data from graphs and tables. Here’s one example of a Problem Solving and Data Analysis question on the SAT Math with Calculator: Number of hours Tony plans to read the novel per day 3 Number of parts in the novel 8 Number of chapters in the novel 239 Number of words Tony reads per minute 250 Number of pages in the novel 1,078 Number of words in the novel 349,168 Tony is planning to read a novel. The table above shows information about the novel, Tony’s reading speed, and the amount of time he plans to spend reading the novel each day. If Tony reads at the rates given in the table, which of the following is closest to the number of days it would take Tony to read the entire novel? 6 8 23 324 Unlike the TOEFL, math is an important part of prepping for and taking the SAT. In fact, your performance on math will make up half of your total SAT score. As mentioned above, the Essay section is optional, and as such, it won't count toward your total score. Let's briefly review the SAT Essay section. Make sure to notice how much it differs from TOEFL Writing. The (optional) SAT essay asks you to unfold an author's argument and analyzeexactly how she puts it together. SAT Essay The SAT essay is 50 minutes and asks you to analyze an argument presented in a passage. While some of the TOEFL promptsallow you to draw on personal experience, the SAT essay does not. It wants you to present a thesis-driven analysis of the techniques and devices an author uses to present his/her argument. The following is an example of an SAT prompt. If you want to check out the passage to which it refers, you can find it at College Board. Write an essay in which you explain how Dana Gioia builds an argument to persuade his audience that the decline of reading in America will have a negative effect on society. In your essay, analyze how Gioia uses one or more of the features in the directions that precede the passage (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with Gioia’s claims, but rather explain how Gioia builds an argument to persuade his audience. The SAT essay prompt resembles the analytical essays that many students write in English class. It differs from the TOEFL essays, which tend to ask more for a summary or opinion. Your writing skills, especially grammar, word choice, and structure, are important for doing well on both tests. As with the TOEFL, the SAT requiressignificant preparation to achieve your target scores. Luckily, there are lots of practice materials that can help you succeed. Prepping for the SAT The SAT is a challenging test for all students, including native English speakers. Developing strong English language skills is an important part of doing well, as is familiarizing yourself with the test content, question types, and strategies for answering questions and managing your time. An important first step is getting to know the structure and format of the test. You should explore the types of question that will pop up in the Reading, Writing, Math, and, if applicable, Essay sections. Using high-quality practice materials is also key. Make sure yours review exactly what will appear on the test and pair content review with realistic practice questions. Just like the TOEFL, you might start your prep with a diagnostic practice test. Root out your weak spots, and target them with your studying. Non-native English speakers might especially focus on strategies for reading the passages in Reading and Writing and studying rules of grammar, usage, punctuation, and structure. ESL students should also practice word problems in math. A third important area to study is the data interpretation questions that will show up on all four sections of the SAT. How long you prep for the SAT depends on your starting level, and you should define your target scores by researching your prospective colleges’ expectations. It’s best to start several months before your first test and to leave yourself additional testing dates in case you want to retake it and improve. Many colleges will take your highest section scores and recombine them into the best possible total score, so taking the SAT more than once, if possible, is usually in your best interest. Now that you have a sense of both tests, let’sreview their similarities and differences. Comparing the SAT and TOEFL reveals some similarities, but in other ways, it's like comparing apples and oranges. SAT vsTOEFL: Similarities and Differences The TOEFL and SAT are largely different tests, but there are a few areas in which they overlap. For one thing, they’re both required for international or (some) ESL students applying to college in the US. As admissions tests, they demand a good deal of preparation and planning. Before even preparing to take the tests, you need to understand their scoring scales and what scores you need to get into college. Since both tests require an advanced level of English, any preparation you do for one will help you to some extent on the other. The Reading sections especially have some overlap, requiring you to read college-level passages and comprehend their main idea and details. Both tests also ask you to edit the structure, flow, and meaning of a passage. As you read above, this commonality means that some colleges will waive the TOEFL requirement if students can demonstrate their English language skills by scoring highly on SAT verbal. The TOEFL is especially unique due to its Listening and Speaking sections. These two sections are specifically geared to measure the English language level of test-takers. While the TOEFL is all about the English language, the SAT is half math. It wants to make sure you meet certain benchmarks as a math student and can demonstrate your problem-solving skills. Both the SAT and TOEFL are fast-paced, timed admissions tests that are essential to realizing your college goals. For the most part, you should treat them as separate exams that call for their own study plan and test-taking strategies. In closing, let’s review the main points that non-native English speakers should remember about these two important exams. The SAT and TOEFL take a lot of prep and planning, but in the end, they're your passport to the college of your choice! What to Remember Aboutthe SAT and TOEFL Most non-native English speakers applying to college in the U.S.will be required to take the TOEFL and the SAT (or ACT, if you prefer). The TOEFL shows that you have the English language skills to succeed at the college level. The SAT is meant to test all students on an equal playing field and evaluate their reasoning and problem-solving skills. Since the SAT requires advanced English language skills, it may be cause to waive the TOEFL requirement. You should check with your prospective colleges early in the college planning process to learn about their policies. Unless you’re scoring very highly on SAT practice tests, I wouldn’t suggest ignoring the TOEFL on the assumption that you won’t have to take it. You wouldn’t want to put it off and then run out of time to prep or test dates to improve your scores. Even though you probably won’t apply to college until senior year, you should start preparing for and taking the SAT and TOEFL much earlier. By readying these components of your application early and achieving your target scores, you’ll have a huge number of options when it comes time to apply to college. What’s Next? Are you an international student applying to college in the US? Checkout our complete guide on how to apply to college as an international student, step by step (coming soon). Are you wondering where to apply? This article will help you research colleges and find the ones that are the best fit for you. Another key factor in planning your tests and other parts of your application are college deadlines. This article discusses the important college deadlines you can’t miss. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Behavior and Classroom Management in Special Education

Behavior and Classroom Management in Special Education Behavior is one of the greatest challenges a special education teacher faces. This is especially true when students receiving special education services are in inclusive classrooms. There are a number of strategies that teachers- both special and general education- can employ to help with these situations. We will begin by looking at ways to provide structure, move on to addressing behavior in general, and look at structured interventions as prescribed by federal law. Classroom Management The most effective way to deal with difficult behavior is to prevent it. It really is as simple as that, but thats also sometimes easier to say than to put into practice in real life. Preventing bad behavior means creating a classroom environment that reinforces positive behavior. At the same time, you want to stimulate attention and imagination  and make your expectations clear to the students. To start, you can create a comprehensive classroom management plan. Beyond establishing rules, this plan will help you institute classroom routines, develop strategies to keep students organized and implement Positive Behavior Support systems. Behavior Management Strategies Before you have to put a Functional Behavior Analysis (FBA)  and Behavior Intervention Plan (BIP) in place, there are other strategies you can try. These will help refocus behavior and avoid those higher, and more official, levels of intervention. First of all, as a teacher, its important that you understand the potential behavioral and emotional disorders children in your classroom may be dealing with. These may include psychiatric disorders or behavioral disabilities and each student will come to class with their own needs. Then, we also need to define what inappropriate behavior is. This helps us understand why a student may be acting out the way she has in the past. It also gives us guidance in properly confronting these actions. With this background, behavior management becomes part of classroom management. Here, you can begin to implement strategies to support a positive learning environment. This may include behavior contracts between yourself, the student, and their parents. It could also involve rewards for positive behavior. For example, many teachers use interactive tools like the Token Economy to recognize good behavior in the classroom. These point systems can be customized to fit the individual needs of your students and classroom. Applied Behavior Analysis (ABA) Applied Behavior Analysis (ABA) is a research-based therapeutic system based on Behaviorism (the science of behavior), which was first defined by B.F. Skinner. It has been proven to be successful in managing and changing problematic behavior. ABA also provides instruction in functional and life skills, as well as academic programming. Individual Education Plans (IEP) An Individual Education Plan (IEP) is a way to organize your thoughts in a formal manner regarding a childs behavior. This can be shared with the IEP team, parents, other teachers, and school administration. The goals outlined in an IEP should be specific, measurable, achievable, relevant, and have a timeframe (SMART). All of this helps keep everyone on track and gives your student a very detailed sense of what is expected of them. If the IEP is not working, then you might need to resort to the formal FBA or BIP. Yet, teachers often find that with earlier intervention, the right combination of tools, and a positive classroom environment, these measures can be avoided.

Do Students lose more than they gain in online writing classes Essay

Do Students lose more than they gain in online writing classes - Essay Example In the chapter text, Keifer writes, â€Å"questions about the efficacy of online education have been ignored in the face of pressures† (Keifer, 2007, p. 142). I am in agreement with the author’s statement that the schools, confronted by rising intake of students and governmental pressure, have been under pressure to embrace online learning. However, such efforts, to provide alternative models of learning, should be guided by efficiency and not by the current boom in student populations. Globally, few learning institutions with online learning programs have integrated efficiency of content delivery in their e-learning approach. Kiefer identified three deficits in the online writing system that makes it a less desirable learning platform. One of these deficits is the nature of the classroom software. It feels that the author has overly criticized the role of software in a classroom. A good quote is, â€Å"We have all had moments when we question why technology, especiall y software seems to distract energy away from the focus of our work as writers and teachers† (Keifer, 2007, p. 148). The author sees that technology disguises the interest of students in coursework and that through an online platform; students can pretend to be engaged in the learning process. Kiefer also critiques software used in online writing, citing that such software is not developed with the writing teachers in mind and does not provide for interaction between the students. While this may have been true when the article was written.