The Indispensable Get

The Indispensable Get The Indispensable Get The Indispensable Get By Maeve Maddox I’ve been amusing myself lately by eavesdropping on people, listening for the use of the word get. I’ve concluded that get is as necessary to English speakers as the verb to be. The most common synonyms for the verb get are receive, obtain, and buy: I get the daily paper. (receive) Next month I will get my first raise in salary. (obtain) He got a 45† television set at the auction. (bought) In his sonnet â€Å"The World is Too Much With Us† Wordsworth uses get in the sense of â€Å"to accumulate wealth†: The world is too much with us; late and soon, Getting and spending, we lay waste our powers; The verb get has so many additional meanings that I wonder how ESL learners sort them all out. For example, used with the preposition on, get can have at least four different meanings: How are you getting on with your studies? (managing, progressing) Sallie gets on with her mother-in-law. (has a good relationship) At 93, Mr. Biggs is really getting on. (becoming older) Stop obsessing about the past and get on with your life. (continue) Here are a few more uses of get: Don’t get so nervous when you have an interview. (become) How do you get to Carnegie Hall? (reach, arrive at) I can’t get used to your new hairdo. (become accustomed to) So he mispronounced your name; get over it. (forget it, let it go). Now that everyone is in town, let’s get together for dinner. (meet) I know that losing your best friend is difficult, but you’ll get through it. (survive, overcome) I want my neighbor to get rid of his vicious dog. (dispose of) She’s trapped in a dead-end job and wants to get out. (escape) We hope to get away this weekend. (travel, go somewhere else) I’ve tried and tried to master algebra, but I just don’t get it. (understand) Then there are the imperatives with get: Get busy! Get a move on! (Hurry up.) Get lost! (Stop bothering me and go away!) And these two, which have different meanings according to the context: Get out! Get out of here! These expressions can mean â€Å"go away, leave my presence,† as in â€Å"Get out! I never want to see you again,† or â€Å"Get out of here! The dam is about to burst.† Or they can be slang expressions of disbelief: â€Å"You pay only $600 a month for an apartment in Manhattan? Get out of here!† Listen for get in your own speech for a day. You may be surprised by how often you use it. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:70 Idioms with HeartWhat's a Male Mistress?Woof or Weft?

What you can learn from the 2017 Washington State teacher of the yearÂÂ

What you can learn from the 2017 Washington State teacher of the year   We all want our lives to be filled with purpose and to have a positive and lasting impact on the world around us. After all, having a life filled with meaning is a key component of a personally satisfying existence. This is not just a â€Å"nice to have† or something pleasant to daydream about when you’re going about your daily routine- according to a recent Psychology Today article, â€Å"the need for purpose is one the defining characteristics of human beings. Human beings crave purpose, and suffer serious psychological difficulties when we don’t have it.† The article goes on to declare that â€Å"†¦when we don’t have a sense of purpose in our lives†¦ it makes us more vulnerable to boredom,  anxiety, and depression.† Not a good recipe for happiness and success!Not only does having a sense of purpose, focus, and direction in life provide us with a baseline for happiness, it makes our lives less complicated and stressful and allow s us to get up each morning with an enhanced self-esteem and healthy focus and direction, empowering us to channel our mental and physical energies toward productive pursuits.Are you looking for guidance to find a sense of purpose in your life? All of us at one point or another have found ourselves at a point where we had to make decisions about the focus and direction we want our lives to take. When you’re at such a crossroads, it’s often a wise idea to look towards those who have blazed their own trail and found success, fulfillment, and a sense of purpose in their lives.One such intrepid trailblazer is Camille Jones, the 2017 Teacher of the Year in the state of Washington. Camille is a dedicated and focused professional who has dedicated her life to teaching students the core components of STEAM- science, technology, engineering, arts, and math. As of this writing, she works with children of varying ages and abilities at Pioneer Elementary in Quincy, a school with a pproximately 400 students in a small rural town in Central Washington.Camille found her path for success in life, and there’s a lot we can learn from her approach. Let’s take a closer look at the lessons this extraordinary teacher has provided us.Trust your instincts.Camille Jones defied conventional wisdom that a STEAM education is meant for older students and saw tremendous value and opportunity in introducing younger children to embrace science and technology at a young age. She trusted her instincts rather than following the crowd, and the students she has worked with have benefitted tremendously as a result. When you’re making decisions in your life, be sure to listen to your instincts.Preparing for the future.Camille recognized early on that students who are well-equipped at an early age with a multi-faceted education in science, technology, engineering, arts, and math are best positioned for future opportunities and success. If you’re searching for new opportunities in life, you’d be well-served to have a similarly nuanced and all-inclusive education.Discover your purpose.Camille saw a real problem in the world- students who were being ill-prepared for future competitiveness and success in the global job market. She recognized that dedicated and focused individuals were needed to address it and took on the challenge. This infused Camille with a sense of purpose and meaning that she has used to make a difference.Follow her lead- find a challenge to dedicate your life to and focus your time, energy, and efforts towards making a positive and lasting difference.Push yourself.Camille recognizes the importance of getting outside of your comfort zone and challenging yourself and others to reach their full potential. She does this every day with her students and says, â€Å"I’m looking for kids who would benefit from being pushed a little harder†¦ I see kids who are struggling to buy into the idea that they should try things that are hard. And kids who are succeeding become better advocates for challenging work. When you do something difficult and new, your brain grows. It changes your attitude and your perspective on the rest of your education.† Bottom line- don’t be afraid to push yourself to achieve new levels of success.Pay it forward.Camille knows that we are all working together towards a shared and common future, and empowering those around us benefits all of us. Jones has found great success in challenging and guiding young minds towards tackling the needs of the future, which will help create a brighter future. When trying to decide your life’s purpose and direction, don’t forget that making a positive and lasting impact on others is not only valuable and important, it’s also essential for our shared future.There you have it- strategies for finding your successful path in life from a real trailblazer. Use these strategies to find your purpose in lif e and achieve new levels of success and happiness. Good luck!

Strategy discourse and strategy's role in social responsibility Essay

Strategy discourse and strategy's role in social responsibility and sustainability - Essay Example The plan consists of sustainable procurement, reducing environmental impact stemming from the company’s business model, reducing waste, recycling and curbing over-consumption of energy; as well as reduction of the firm’s carbon footprint. Having defined the Sustainable Living Plan by Unilever, Polman did an excellent job of using discourse, this being narrative and storytelling, to ensure successful implementation of these objectives. Polman opened discourse with influential members of the Consumer Goods Forum to agree to abide by practices related to sustainable palm oil production, an issue that had deforested many regions. The company is also trying to change behaviours of millions of consumers worldwide, getting them to abide by being more proactive in water consumption by taking shorter showers. The Sustainable Living Plan will not be effective without contributions by vendors, competitors and even consumer markets, something that requires discourse and narrative to achieve effectively. Storytelling is an excellent forum for sharing norms and values that have been built from an organisation’s past experiences and also describe a desirable future. It is through this discourse that leadership is developed and provides opportunities to provide a compelling vision (Buckler and Zien 1996). It is through shared stories and narratives that understanding and organisational dedication is created, familiarising individuals with dominant and compelling narratives and anecdotes that assist in gaining commitment by others to adopt the norms and values described in such stories. Storytelling is also recognised as being a predictor of trust development in relationships. Such discourse provides opportunities for the storyteller to indicate his or her competencies and level of commitment toward a particular value or objective. The process of revealing personal narratives and

Questions on Foundations of normal labour Essay

Questions on Foundations of normal labour - Essay Example First stage of labour begins with uterine contractions that are regular and ends with complete dilatation of the cervix, i.e. 10 cm. This stage may be divided into early latent phase, an active phase and a transitional phase. During the latent phase, the uterine contractions are irregular and mild. The cervix begins to shorten and soften. The cervix is dilated 1-4cm. Contractions of the uterus may or may not be regular and may be associated with backache, abdominal cramps, show, rupture of membranes, mucoid vaginal discharge and passage of the mucus plug. Active phase begins when the cervix is 3-4 cm dilated. The dilatation rapidly increases and presenting fetal part descends. The uterine contractions are much stronger and last for longer period, approximately 40-45 seconds. They are also more frequent. Contractions may be accompanied by pain in this stage. The cervix is dilated upto 8cm. This phase is followed by the transitional stage. Cervix dilatation is 8-10cm. The contractions of the uterus are stronger and of longer duration, 50-60seconds. Other symptoms in this stage are discomfort, hiccups, irritable abdomen, behavioural changes, restlessness, nausea and vomiting, increased perspiration, heavy show that is profusely dark, rupture of membranes, low back ache and sensation of stretching in deep pelvis. The first stage of labour ends when the cervix is dilated at 10 cm. ... At term, cortisol production of fetus increases. This causes increase in the production of estrone and estradiol and decreased production of progesterone from placenta. This amounts to increase in uterine activity because, basically, while progesterone suppresses the activity of the uterus, estradiol increases it. Increased production of prostaglandins occurs which contribute to increased activity of the myometrium. All these changes amount to release of oxytocin and other hormones like CRH, activin A, follistatin, relaxin and hCG, which further increase myometrial activity (Fraser and Cooper, 2006). Towards term, softening of cervix occurs due to decrease in collagen and increase in proteolytic enzymes. This partly occurs due to increased production of hyaluronc acid which decreases the affinity between collagen and fibronectin. Due to affinity of hyaluronic acid towards water, the cervix gradually softens and ripens. Even cervix contracts from the point of dilatation of 3-4 cm. How ever, in the active phase of labour, dilatation of cervix mainly occurs due to passive stretching of contractions of the uterus (Fraser and Cooper, 2006). The uterine pressures in first stage of labour rise to 20-30mmHg during contraction. The contractions occur every 10-15 minutes and lasts for 30-40 seconds. The intensity of contractions increases to a maximum of 50mmHg. Pain develops when the amniotic pressures increase beyond 25mmHg. Uterine contractions cause dilatation and effacement of the cervix due to shortening of the fibers of the myometrium in the upper segment of the uterus. This is called retraction. The lower segment of the uterus

Challenges and Gaps Essay Example for Free

Challenges and Gaps Essay At the core of any discussion on the themes of globalization is education. The graduates or products of the institutions of learning, whether public or private, become responsible in carrying out research and development (R D) in the world systems – information and communication, science and technology, environment, economy, politics, intercultural understanding and cooperation. As such, academic institutions at all levels are responsible primarily in education that teaches the skills, knowledge, and technology of the current century. However, the characteristics of global education are quite varied although the basic elements are common to educators. Globalization, at the same time is a promise of interrelationships; it is also foreshadowing possible threats and risks. The challenges are many and costly depending on its relevance and on the priority needs of the country. Gaps within the different countries vary – some wider as it is between the developed countries and the developing ones; others are narrower among countries of the same categories. Nonetheless, one thing is certain in the uncertainties of the future of globalization. Global education as an inevitable consequence of globalization will have its micro and macro level characteristics, it is promising as well as threatening, its challenges are posed to the institutions of learning, and considerable gaps will continue to exist among nations. Global education has been defined in various ways but the commonalities and character are more or less explicit. The Association for Supervision and Curriculum Development (ASCD) in their 1991 Yearbook defined it as (Philosophy and Definition n. d. ): Global education involves learning about those problems and issues which cut across national boundaries and about the interconnectedness of systems – cultural, ecological, economic, political, and technological. Global education also involves learning to understand and appreciate our neighbors who have different cultural backgrounds from ours; to see the world through the eyes and minds of others; and to realize that other people of the world need and want much the same things. J. Michael Adams, during his stint as president of Fairleigh Dickinson University (2004) gave his insight on what global education is and he said: It is an education that ensures that students will be able to succeed in a world marked by interdependence, diversity and rapid change†¦one that provides knowledge and understanding of cultures, languages, geography and global perspectives. Most importantly, global education is one that enables students to understand their roles in a global community and teaches them how their actions can affect citizens throughout the world†¦that it demonstrates how events around the world can affect students in their own lives and therefore cannot be ignored. Scripps College (Strategy Two: Globalization n. d. ) looks at globalization as a complex and multidimensional phenomenon entailing both opportunities and risks for all the inhabitants of our planet, and it will provide its students with the conceptual tools, adaptive skills, and experiences necessary for fulfilling lives in an interconnected world characterized by rapid transformation and uncertainty. From these open-minded definitions, we are brought to a close of what global education can mean. It is dynamic because it is a process and it is not coming to a halt. It is about the interrelatedness, interconnectedness, and interdependence/cooperation of the people and nations of the world as one belonging to the global community/village that is constantly influenced by the rapid changes brought about by science and technology and man’s exploitation of the earth’s resources. It is altogether addressing the concerns of each and every nation such as poverty. It is a striving to understand each other’s differences, live in peace in diversity, while taking the subjective view of things from other cultures’ perceptions. It is educating the students and the young in general in the competitive skills to become aware of citizenship both at the local and at the world level and to be able to acquire the necessary tools as a survival kit. Globalization, while it poses opportunities and promises, are not bereft of the risks and dangers that simultaneously comes along with the numerous uncertainties brought about by it. Through the interrelatedness among nations, peoples, economies, and cultures, ideas and innovations are swiftly shared. Education is shared through various forms of exchanges around the globe. However, on the other hand, the risks of globalization cannot be underestimated. J. Michael Adams (2004) shares his opinion on the mutual dependencies of nations yet apprehensive that the useful outcomes of globalization are not mutually shared. Furthermore, borderlessness, which is a characteristic of globalization, can cause the increase of threats to mankind like ruin to the environment, the speedy spreading of contagious diseases, and violence in terrorism. To cite an example is the nagging problem where to dump and how to manage the devastating unimaginable volumes of garbage all over the continents and more so in the long run. In the case of pandemic diseases such as the current AH1N1 or commonly called the â€Å"swine flu† went â€Å"global† in no time at all because of the profusion of travels. Moreover, terrorism in different degrees occurs in many parts of the world. Globalization is in itself a challenge to every citizen of the world. Illiteracy has no place in globalization; it is in fact opposed to globalization. Science and technology, the cyberspace, and the information generation do not make meaning to the unschooled and neither do they benefit from it. Then, it is not just the unschooled that will be misplaced but including those students who will not strive, through their competent teachers and schools, to acquire the necessary skills to cope or adapt or survive in the borderless society. This brings us to the burden of responsibilities of the learning institutions charged with the (global) education of the young. Because of the uncertainties in globalization, the latter creates challenges that must be intellectually addressed by the academic community. For one, countries have been categorized as Developed Countries and Developing or Underdeveloped, First World and Third World. The discussion in Philosophy and Definition (n. d. ) is a very good starting point. First, the concept of global education is an initiative proposed from the end of the United States and the other developed countries in the Euro-West. As such it comes almost naturally to them as a matter of a natural course of action in the â€Å"shrinking of the world† as a global village. Different institutions have a range of approaches to global education. Take the case of the University of California Approaching the 21st Century (n. d. ) as it addresses a range of issues with appropriate and corresponding initiatives. The issues, specifically referring to inculcate to the undergraduate students address cultural diversity, skills needed in the continuing sophistication of technology, research, collaborations, and the finance to distribute for sharing the knowledge. These issues are pointing to some of the perceived aims of globalization – to learn to accept and live in coexistence in harmony with a wide variety of people of different cultures and races; to learn the lifelong skills to competitively make a living in this technologically-driven era; to further encourage research to dynamically cope with changes and development; that any effort geared at globalization is every citizen’s look out not just in the community but in the community of nations; and whatever knowledge gained must be shared. The case of Scripps College â€Å"Strategies and Initiatives† (n. d. ) is similarly facing the challenges by preparing its (all women) students for tomorrow’s globalization. Accordingly, it aims to understand the complexities of globalization and to be approached across the disciplines by considering such things as broadening the curriculum in a particular discipline while incorporating the issues of globalization. Scripps emphasizes of women issues and their active participation in all spheres of the society. To adapt to the rapid changes taking place, giant companies like Cisco, Intel and Microsoft (January 2009) make a resounding call for the private sectors to join hands with the public institutions because even governments are facing reduction in resources. Collaborating, the three companies spearhead the assessment research and development by assessing globally the outcomes of the skills of the students to enable them to join or qualify in the future workforce. From the same source, it is gathered that â€Å"In the global economy, it is the world’s best performing education systems, not simply improvement by national standards that have become the yardstick for educational success. † As countries take steps in approaching global education, gaps are created in the process. Third World countries, when it comes to the issue of global education, they are in a quandary between their domestic concerns as stipulated in their respective philosophies of education and quite the comparison, what is called for in global education. There is no doubt that the developing countries understand the concepts of global education and its accompanying elements. However, Third World countries in spite of their awareness of the existence of the movements in many countries, they are preoccupied with their priorities taking into consideration their own relevant needs at the domestic level such as nation-building. Necessarily, they log behind the First World. Secondly, finances to address globalization are an important matter that Third World countries are not able to cope with competitively. For instance, the report of the Research Universities UNESCO Forum on Higher Education, Research and Knowledge (2006) presents statistics that explains financial constraints responsible for the considerable gaps. Developed countries on average spend 2. 5 percent of the gross domestic product on R D. While India allocates 1. 2 percent; Brazil, 0. 91 percent; China, 0. 69 percent, most developing nations devote less than 0. 5 percent of GDP to research and development. The figures, quite representative of the Third World, imply many things to global education in the context of developing nations. While developed countries excel in R D, developing countries lag too far behind. How to close these gaps is an effort to address such as the position advanced earlier by Cisco, Intel and Microsoft (2009). Much coping has to be undertaken by the developing countries while simultaneously addressing their own domestic priorities. Thirdly, Tony Wagner in his â€Å"The Global Achievement Gap† (2008) observes (supported by statistics) that â€Å"even our best schools don’t teach the new survival skills our children need†¦Ã¢â‚¬  and that â€Å"generally school educators do not have a sense of urgency of change because they are being busy attempting to increase the number of standardized tests and lose vision for the change. † Under what he believes is the present unfortunate scenario in the educational system, he has proposed what he calls the seven survival strategies to close the gaps or remove the â€Å"educational obstacles. † Addressing the achievement gap he is referring to, Wagner cited samples of schools that teach hands-on and project-based learnings where students â€Å"think, plan, organize, and work in a team† while teachers act as classroom facilitators and coaches only. More than ever, the present time attests to the common saying that the only thing constant in this world is change. Every forthcoming change is almost uncertain. The educational system, entrusted with the knowledge and skills acquisition of the young must be keen to the clues of the changes in the environment from which the philosophies of education are culled. A very important component thus, of the learning system in addition to critical and analytical thinking, is problem-solving. Equipped with problem-solving tools along with the basics of education, the future citizenry are well prepared for any changes and uncertainties. Underlying all these efforts is a sure move towards the ideal in globalization that is, peaceful and positively developing the world without compromising nature while carefully addressing terrorism on the other through active intercultural understanding. The challenges of the uncertain future must be the shared responsibility of the public and private sector because every citizen’s being will be affected by the changes brought about by globalization. Gaps must not widen through the concerted effort of the haves and the have-nots. As globalization must go on beyond anyone or any nation’s control, every individual has a stake in it. Globalization is a promise of a better world although the risks may be dangerous to mankind if not averted; the challenges are high and costly but the world can make it work through cooperation; gaps can be narrowed through generous sharing. Works Cited Adams, J. Michael. â€Å"What is Global Education? † Farleigh Dickinson University President’s Update. 7 October 2004. 21 June 2009. http://www. fdu. edu/newpubs/presupdates/041007. html â€Å"Cisco, Intel and Microsoft Lead Collaboration to Improve Global Education Assessments. † Learning and Technology World Forum. 12-14 January 2009. 21 June 2009. http://www. latwf. org/latest_news-3. html â€Å"Philosophy and Definition. † Issues in Global Education – Global Education: A Worldwide Movement, Newsletter of the American Forum for Global Education. n. d. 21 June 2009. http://www. globaled. org/issues/150/c. html Scripps College: Globalization. Strategies and Initiatives, Strategy Two: Globalization. 21 June 2009 http://www. scrippscollege. edu/about/strategic-plan/globalization. php â€Å"The University of California Approaching the 21st Century† n. d. 21 June 2009. http://www. ucop. edu/ucophome/pres/WhitePaper/21stwp. html â€Å"UNESCO Forum on Higher Education, Research and Knowledge: Universities as Centers of Research and Knowledge Creation: An Endangered Species † United Nations University Institute of Advanced Studies Research Universities in the 21st Century: Global Challenges and Local Implications. 29 November to 1 December 2006. 21 June 2009. http://www. ias. unu. edu/sub_page. aspx? catID=35ddIID=181 Wagner, Tony. â€Å"The Global Achievement Gap. † Education Review. Rev. Brenda L. H. Marina and Hsiu-Lien Lu. 21 June 2009. 5 April 2009. http://www. asu. edu/reviews/rev788. htm Frost, Robert. North of Boston. 1915. Project Bartleby. Ed. Steven van Leeuwen. 1999. 29 October 1999 http://www. bartleby. com/118/index. html.

Ruby Bridges :: essays research papers

Thanks to her good grades, Ruby is chosen to be a pioneer in breaking down the walls of segregation. Through her entire first school year with white children, this brave little black girl is escorted by four federal marshals through a crowd of angry white protestors in front of the school. Miss Henry, Ruby’s teacher from Boston, works with Ruby since none of the regular teachers will have anything to do with her. Through the hard work of the people who told Ruby to attend the white school and through the determination of Ruby, Miss Henry, and Mr. and Mrs. Bridges, Ruby overcame discrimination, racism, prejudice, stereotyping, and educational equalities. The discrimination Ruby faced went entering the schools everyday was horrible. The protesters yelled mean and very hurtful things at her. Discrimination is motivated by prejudice. The protesters used the discrimination of blacks to try and deny Ruby the right to go to a white school. Racism was a huge factor in the protesters’ decisions to yell nasty things at Ruby. The white people thought they were superior to black people; therefore, not allowing to let Ruby into â€Å"their† school. The prejudice shown toward Ruby was uncalled for. The white people showed massive amounts of prejudice toward Ruby even though the people don’t know Ruby. They don’t understand the kind hearted, well behaved little girl Ruby is. When the protesters look at Ruby all they see is the color of her skin. Ruby was stereotyped by the people standing outside the school. The hurtful things they shouted at her were driven by stereotypical ideas. They based their opinions about Ruby without understanding with full knowledge and open minds what Ruby was all about. Instead, they made an inaccurate judgment based on the color of her skin. This movie is a perfect example of educational inequalities in the 1960s.

Why Harry Potter Should Be Taught in School

Grace Farrow Scott English 1301. 18 October 31, 2012 Why Harry Potter should be read in college classes. â€Å"Happiness can be found in the most darkest of places, if only one remembers to turn on the light. † – Albus Dumbledore. (Harry Potter and the Prisoner of Azkaban). The most dynamic series of books and movies of all time is Harry Potter. I, like many other students, am taking both high school and college classes at the same time. In doing so I have a lot of homework.The one book I have found that I and many others read in the very little spare time we have, is Harry Potter. Many people say that Harry Potter is â€Å"bad† because it has witchcraft throughout the story line. Many say that it is a series written for younger adults. Many people say that the settings, characters, and plot lines in Harry Potter are unrealistic and childish. Many books such as The Hobbit, several works of Shakespeare, and the classics such as Dracula, Frankenstein, and Gulliver' s Travels are unrealistic but are required reading in many college classes.Harry Potter covers much of the same ground as the classical stories, and the students would be more interested in reading the story instead of just the Sparknotes. Harry Potter is one of the most read and talked about series of all time. Harry Potter and the Deathly Hallows alone had 8. 3 million copies sold the first day of its release, not including the pre-orders. Mine was pre-ordered so it was not counted in that figure. Four hundred and fifty million dollars, is the amount of money the books have made just from their respective release dates put together.Harry Potter is a major world wide phenomenon. From 2001 to the present day researchers have found that â€Å"Children who had previously read short chapter books were suddenly plowing through more than 700 pages in a matter of days. †, (moviefone. com). Harry Potter has been beneficial to my generation as we have grown up. Now many colleges are incorporating the Harry Potter books into their lessons. This is helping many students understand more of what they learn in class because the topics are interesting.Also â€Å"Colleges and University professors from all over have begun teaching the literature of J. K. Rowling’s Harry Potter series in the classroom. And for those who grew up reading the seven book series, professors are finding that students are able to better understand and appreciate the classic literature of Charles Dickens,† (Mugglenet. com) according to a Washington and Lee University English professor. A generation that enjoys reading long books, talking about books with other students, and better appreciating classical English Literature with the likes of Shakespeare and Charles Dickens.While it is interesting that college students themselves are still reading the books, what is most surprising is how readily universities are embracing the books and incorporating them into courses. I know that i f my college professors decided to incorporate Harry Potter into the literature that my class reads, I would be more apt to read and interact with discussions in class because it is fun and interesting. Right now English classes read books like Beowulf, Hamlet, and Macbeth, these books are classics and should be read but not only these books should be read in the classroom.Books such as Harry Potter, Twilight, and The Hunger Games are books that interest young adults, and should at least be incorporated so the students will want to participate. Many students in both high school and college say that Harry Potter brings them a nice break from all of the books they have to read for school. The students still like the fantasy elements in Harry Potter. High school and college students can understand the challenges that Harry had to go through during his school years.Even though the books have very unrealistic angles, like magic and wizardry, young adults can still understand what he is g oing through. The loss of his parents, the hidden love between Ron and Hermione, and the teachers that Harry does not like, and then the ones that do not like Harry. The unrealistic magical way that Harry gets through his problems offer an escape for those people reading the book, who are going through the same problems as Harry. Harry Potter has no age limit- my parents read them, my sister read them, and my niece is reading them.If you have not already read them, do so. Harry Potter offers romance, action, and magic, it is the book for all audiences. The next time you find yourself in a book store just pick the first one up. They are amazing. And who knows you might find it in your literature classes next semester. Rowling J. K. Harry Potter and the Prisoner of Askaban New York: Scholastic, 1999. Print. â€Å"Harry Potter Numbers Trivia. † Moviefone. com. 13 July 2007. Web. â€Å"Harry Potter in Literature. † Mugglenet. com. 02 February 2012. Web. Why Harry Potter Should Be Taught in School Grace Farrow Scott English 1301. 18 October 31, 2012 Why Harry Potter should be read in college classes. â€Å"Happiness can be found in the most darkest of places, if only one remembers to turn on the light. † – Albus Dumbledore. (Harry Potter and the Prisoner of Azkaban). The most dynamic series of books and movies of all time is Harry Potter. I, like many other students, am taking both high school and college classes at the same time. In doing so I have a lot of homework.The one book I have found that I and many others read in the very little spare time we have, is Harry Potter. Many people say that Harry Potter is â€Å"bad† because it has witchcraft throughout the story line. Many say that it is a series written for younger adults. Many people say that the settings, characters, and plot lines in Harry Potter are unrealistic and childish. Many books such as The Hobbit, several works of Shakespeare, and the classics such as Dracula, Frankenstein, and Gulliver' s Travels are unrealistic but are required reading in many college classes.Harry Potter covers much of the same ground as the classical stories, and the students would be more interested in reading the story instead of just the Sparknotes. Harry Potter is one of the most read and talked about series of all time. Harry Potter and the Deathly Hallows alone had 8. 3 million copies sold the first day of its release, not including the pre-orders. Mine was pre-ordered so it was not counted in that figure. Four hundred and fifty million dollars, is the amount of money the books have made just from their respective release dates put together.Harry Potter is a major world wide phenomenon. From 2001 to the present day researchers have found that â€Å"Children who had previously read short chapter books were suddenly plowing through more than 700 pages in a matter of days. †, (moviefone. com). Harry Potter has been beneficial to my generation as we have grown up. Now many colleges are incorporating the Harry Potter books into their lessons. This is helping many students understand more of what they learn in class because the topics are interesting.Also â€Å"Colleges and University professors from all over have begun teaching the literature of J. K. Rowling’s Harry Potter series in the classroom. And for those who grew up reading the seven book series, professors are finding that students are able to better understand and appreciate the classic literature of Charles Dickens,† (Mugglenet. com) according to a Washington and Lee University English professor. A generation that enjoys reading long books, talking about books with other students, and better appreciating classical English Literature with the likes of Shakespeare and Charles Dickens.While it is interesting that college students themselves are still reading the books, what is most surprising is how readily universities are embracing the books and incorporating them into courses. I know that i f my college professors decided to incorporate Harry Potter into the literature that my class reads, I would be more apt to read and interact with discussions in class because it is fun and interesting. Right now English classes read books like Beowulf, Hamlet, and Macbeth, these books are classics and should be read but not only these books should be read in the classroom.Books such as Harry Potter, Twilight, and The Hunger Games are books that interest young adults, and should at least be incorporated so the students will want to participate. Many students in both high school and college say that Harry Potter brings them a nice break from all of the books they have to read for school. The students still like the fantasy elements in Harry Potter. High school and college students can understand the challenges that Harry had to go through during his school years.Even though the books have very unrealistic angles, like magic and wizardry, young adults can still understand what he is g oing through. The loss of his parents, the hidden love between Ron and Hermione, and the teachers that Harry does not like, and then the ones that do not like Harry. The unrealistic magical way that Harry gets through his problems offer an escape for those people reading the book, who are going through the same problems as Harry. Harry Potter has no age limit- my parents read them, my sister read them, and my niece is reading them.If you have not already read them, do so. Harry Potter offers romance, action, and magic, it is the book for all audiences. The next time you find yourself in a book store just pick the first one up. They are amazing. And who knows you might find it in your literature classes next semester. Rowling J. K. Harry Potter and the Prisoner of Askaban New York: Scholastic, 1999. Print. â€Å"Harry Potter Numbers Trivia. † Moviefone. com. 13 July 2007. Web. â€Å"Harry Potter in Literature. † Mugglenet. com. 02 February 2012. Web.

Organic vs. Non-organic Food Essay

Bottom line, going green can cultivate envy. The public is constantly bombarded with the idea that organic products are better. Perhaps this is true, but maybe it is brilliant marketing simply selling a status symbol. Envy can come from a neighbor’s luscious, organically grown front yard to the hybrid vehicle a co-worker drives, to the organic foods that consumers in a higher financial echelon seem to be able to only afford. Is this envy justifiable or is the notion of organics and its superiority a tactic of propaganda to boost the already $30-plus billion industry even higher, according to Farm and Dairy’s April, 2012 article â€Å"Organic Food Sales†? Although proponents of organic food insist it is healthier than conventional food, non-organic foods are extremely comparable to its organic counterpart, possibly even more necessary. The United States has evolved into a powerful nation; one that boasts of freedoms, luxuries and an overabundance of practically everything. The United States is also a country which has a population that grows greater and greater each year. Reasons including the number of births outnumbering the number of deaths, as well as the number of immigrants coming to live the â€Å"American Dream. † According to the Census Bureau End-of-2011 estimate, â€Å"the United States will enter 2012 with a population of roughly 312. 8 million people† (Schlesinger, 2011, para, 1). This statistic takes into account one birth approximately every 8 seconds, one death every 12 seconds as well as one new migrant entering the country approximately every 46 seconds. As cited by Schlesinger (2011), this ends up with a population increase of over two million in 2012. This is a staggering number and would only increase over time. In his article â€Å"Point: Industrial Agriculture has Improved Farming for Hundreds of Years,† George Wright (2011) explains how the use of biotechnology and techniques such as caging animals used to increase the profits of agricultural industry is not a contemporary idea. Wright (2011, para. 7) states how â€Å"the use of biotechnology to produce food has been around for over 8000 years. † He gives examples such as enzymes being used to make foods like baked goods and dairy products. Wright also asserts that â€Å"biotechnology is expected to help agriculture by improving quality, nutrition, safety and the processing of raw crops,† (Wright, 2011, para. 7). Biotechnology is not a process that is new to the agriculture industry. Finally, Wright’s article (2011, para. 12) concludes that â€Å"with the world’s population at six billion and heading higher, there is no practical alternative to ‘industrial agriculture’. † He also points out that â€Å"agricultural innovations from industries such as biotechnology are advancing agricultural production,† (Wright, 2011, para. 13). In addition, Avery’s article â€Å"‘Frontline’ Perpetuates Pesticide Myths† (1993), Avert adds that â€Å"it is believed that if the world converts to organic systems of farming, by 2050 this system of farming will not be able to supply enough food for the population and will be responsible for massive amounts of deaths due to starvation. Another organic misnomer claims that organic livestock and plants are free from chemicals and unnecessary medications, unlike their non-organic counterparts. According to Nancy Sprague’s 2011 article, â€Å"Counterpoint: Organic Food is Unnecessary & the Current Food Supply is Safe†, there are a myths about organic food that are debunked. She discusses how organic foods are actually prepared and while comparing and contrasting it to the process non-organic foods go through prior to arriving at the grocery shelves. When discussing about the use (or lack thereof) of pesticides, Sprague (2011, para. 4) notes that â€Å"organic farmers can use pesticides from an approved list,† which contradicts the consumer’s belief that organic foods have not come into contact with any pesticides. Sprague goes further to state the toxins that the organic industry supposedly takes pride into avoiding are contaminants that actually cannot be avoided. Nitrates, chemicals and antibiotics are now found naturally within the environment due to â€Å"broad contamination of the earth’s natural resources† (Sprague, 2011, para. 4). The organic industry also asserts that the levels of hormones in non-organic meats are extremely high and in-turn dangerous to the consumers’ health. In fact, in Lester Aldrich’s (2006) article, â€Å"Consumers Eat Up Organic Beef Despite Costs, Unproven Benefits†, he finds quite the opposite conclusion. Aldrich discusses the results of a study by Gary Smith, professor of meat sciences at the Center for Red Meat Safety. This study analyzed and compared the levels of hormones found in two-3 ounce steaks, one each from an organic animal and one from a non-organic animal. The results were shocking. Smith’s compare/contrast analysis showed that there was an almost incomprehensible difference (on a nanogram scale) between the hormone levels from both the organic and non-organic samples,† (Aldrich, 2006, para. 29). Aldrich (2006) then compared these results to the levels of these same hormones to a typical birth control pill that is voluntarily consumed. The results showed â€Å"the average birth-control pill provides 35,000 nanograms of estrogen daily† whereas â€Å"a non-pregnant woman produces about 480,000 nanograms of estrogen, 240,000 nanograms of testosterone and 10. 1 million nanograms of progesterone daily,† (Aldrich, 2006, para. 30). The comparison is astounding and should put any worries about added hormones in our food to rest. Prior to pasteurization of food, people would die young due to food-borne illnesses. Avery (2002) opens his article â€Å"The Hidden Dangers In Organic Food† with â€Å"Products most people think are purer than other foods are making people seriously ill. † Avery’s (2002) article mentions how the invention of the refrigerator as well as simple procedures such as food refrigeration and washing ones hands before eating or making food would eventually keep food-borne illness to a minimum in the United States, although those individuals who were quite ill or weak would die if exposed to food-borne bacteria. Unfortunately, with all the claims of health, organic food is becoming more notorious for being served on a plate with food-borne illnesses such as salmonella, and now more recently, E. coli. Avery (2002, para. 1) cites the U. S. Centers for Disease Control stating â€Å"people who eat organic and natural foods are eight times likely as the rest of the population to be attacked by a deadly new strain of E. coli bacteria,† salmonella or fungus. According to Avery (2002), USDA offered organic famers a method that did not require either pesticides or pasteurization to protect the crops; irradiation. This process used low levels of gamma radiation to kill bacteria while maintaining the freshness of the food. Unfortunately, organic farmers were outraged and more than 200,000 protesters opposed the idea therefore the USDA removed this process from the final organic food standard (Avery, 2002). This has not been beneficial for public safety, as cited in Sprague’s (2011) where she points out that there have been several infections caused by E. coli in the United States during 2009 alone. Organic farming does have one huge positive aspect: it strives for self-sustainability and leaves a small carbon footprint in the environment. With that said, organic farms, regardless of whether or not its food can be proven to be healthier than conventional food, requires a much larger area of land mass to produce the same amount of food than that of a conventional farm. According to Avery (2002), â€Å"agriculture already takes up 36 percent of the world’s land surface. † Avery (2002) translates this to mean that by year 2050, short of a worldwide cataclysm, the world will need 2. 5 times more food output than what is needed today. Wilcox (2011, para. 26) states in her article â€Å"Mythbusting 101: Organic Farming > Conventional Agriculture† that until organic farming can contend with the output of conventional farming due to space needed without the ecological costs involved, the need for more space will be severely detrimental to the environment. † Organic farms help the environment on small, local levels. Unfortunately they do not produce the same amount of food that a conventional farm can; between 20%-50% below what a conventional farm of the same size will produce (Wilcox, 2011). Wilcox (2011) also emphasizes that with more advanced technology, organic farming may eventually be able to keep up with conventional food production, however, if more areas of the planet become transformed into organic farmland in the meantime, the planet’s natural habitats will begin to quickly deplete. Conventionally farmed foods and organic foods both have positive and negative aspects to their individual philosophies. Organic farming does not necessarily produce healthier food. Hormone levels in organic and non-organic foods are extremely similar and the lack of pesticides in organic food contributes to a higher frequency of food-borne illnesses. As much as this is true, the organic farm leaves a smaller carbon footprint than a conventional farm, which, in the long run will allow for the environment to sustain itself and be able to continue producing more food. With that being said, when going to the store to buy food, the consumer should make the conscious choice to purchase organic foods when it is affordable, in order to support and promote self-sustainable/organic farming. If the choice is made to buy conventional foods, the consumer should not feel guilty or worried the food is substandard to organic. There should be confidence knowing that USDA regulations are being followed by conventional farms to produce the highest quality food possible. ? References Aldrich, L. (2006, July 12). Consumers eat up organic beef despite costs, unproven benefits. Wall Street Journal. Retrieved from htttp://search. proquest. com. proxy. devry. edu/business/docprintview/398944062/abstract/137 Avery, D. T. (1993, Apr 01). ‘Frontline’ perpetuates pesticide myths. Wall Street Journal. Retrieved from http://search. proquest. com. proxy. devry. edu/business/docprintview/398370529/Record/1371 Avery, D. T. (2002, June 25). The hidden dangers in organic food. Retrieved from http://www. cgfi. org/2002/06/the-hidden-dangers-in-organic-food/ Sprague, N. (2011). Counterpoint: Organic food is unnecessary & the current food supply is safe. Points Of View: Organic Food, 3. Retrieved from http://search. ebscohost. com/login. aspx? direct=trye&db=pwh&AN=43286301&site=pov-line Schlesinger, R. (2011, Dec 30). U. S.population 2012: nearly 313 million people. U. S. News and World Report, Retrieved from http://www. usnews. com/opinion/blogs/robert-schlesinger/2011/12/30/us-population-2012-nearly-313-million-people Wilcox, C. (2011, July 18). Mythbusting 101: organic farming > conventional agriculture. Scientific American, Retrieved from http://blogs. scientificamerican. com/science-sushi/2011/07/18/mythbusting-101-organic-farming-conventional-agriculture/ Wright, G. (2011). Point: Industrial agriculture has improved farming for hundreds of years. Points Of View: Factory Farming, 2.

About CAD and BIM Software for Architects

About CAD and BIM Software for Architects The letters CAD stand for computer-aided design. BIM is an acronym for Building Information Modeling. These applications are the software tools of architects, drafters, engineers, and builders. Various types of software can create plans, construction drawings, precise lists of building materials, and even instructions on how and when to put together the parts. The first two letters of each acronym define the software and their derivatives - CA- is Computer-Aided software for many design projects, including computer-aided engineering (CAE), computer-aided design and manufacturing (CADAM), and computer-aided three-dimensional interactive application (CATIA); BI- is all about Building Information. CAD and BIM are usually pronounced like words. Before the art of papermaking made its way from China to Europe, structures were built with no written plans or documentation - a process that no doubt introduced the change order. Hundreds of years ago, before the age of computers, drawings and blueprints were drafted by hand. Today, every architecture studio is filled with computers, as well as paper. Lines are still drawn to represent the length and width of walls and openings, but the information about the lines is also kept by computer programs. For constructing and designing things, CAD and BIM are more efficient than paper and pencil because the application records lines as vectors based on mathematical equations. Using algorithms or sets of directions, software programs allow designers to twist, stretch, and move portions of a drawing, testing a design under a variety of conditions and circumstances. The digital lines automatically adjust in 2D (height and width), 3D (height, width, and depth), and 4D (3D plus time). What is called 4D BIM brings efficiency to the construction process by adding the element of time  - sequencing events in the architecture process. About CAD The idea of designing with the help of computers began in the 1960s with the growth of automobile and aerospace companies. The CAD industry became firmly established in the 1970s with software and hardware sold together in very expensive, dedicated machines. It wasnt until the 1980s that personal computing (PC) was possible and affordable, with the goal of having a PC on every desk in the office. CAD is also known as CADD, which stands for Computer-Aided Design Drafting. Patrick Hanratty is the name you hear most as the developer of a usable drafting software system. CAD software let the designer become more efficient, and in business time is money. With CAD a designer could switch between two-dimensional (2D) and three-dimensional (3D) views; zoom in and out for close-up and distant views; rotate images to view them from different perspectives; manipulate the shape of images; and  change the scale of images  - when one value changed, related values automatically adjust. About BIM Many building and design professionals have moved from CAD to BIM or Building Information Modeling applications for many reasons, including its advanced capabilities for parametric modeling. All components of built structures have information. For example, imagine a 2-by-4. You visualize the component because of its information. A computer can do this for thousands of components, so an architect can easily change a design model by changing the information that makes up the design. This flexibility without redrawing can produce interesting and daring designs that can be tested without risk and at little cost.   The construction process is integrated with the design process. After a design is complete, the BIM application lists the component parts for the builder to put together. BIM software not only digitally represents the physical, but also the functional aspects of a building. Combined with file-sharing and collaboration software (cloud computing), BIM files can be tweaked and updated across all parties in the project - sectors of the Architecture, Engineering and Construction (AEC) Industry.  BIM keeps track of the nuts and bolts of design, literally. Some call this aspect of the process 4D BIM. In addition to the length, width, and depth dimensions, the fourth dimension (4D) is time. BIM software can track a project through time as well as the three spacial dimensions. Its clash detection abilities red-flag system conflicts before construction begins. BIM software doesnt do anything that architects and designers havent been doing all along - the integrated databases of information simply improve a projects productivity and safety. Another dimension that can be manipulated is pricing of labor and cost of materials - sometimes called 5D BIM. What if the windows and doors are different? or the bay window is prefabricated? or the tile comes from Italy? Integrated budgeting can lessen cost overruns - theoretically. Some call BIM CAD on steroids, because it can do what 3D CAD can do and more. Its most common use is in commercial construction. If a project is very complicated, more complicated software is often used in order to save money in the form of time and effort. So, why doesnt BIM always save money for the consumer? Dollars saved on design can be moved into more expensive construction materials (why not use marble?) or overtime pay to hurry the pace of construction. It can also line the pockets and coffers of other projects, but thats another story. BIM Has Changed the Way We Work As architectural firms have made the change in software, BIM use has also demonstrates a philosophical change in doing business - from paper-based, proprietary ways (the CAD approach) to collaborative, information-based operations (the BIM approach). Construction law attorneys have addressed many of the legal concerns surrounding an inclusive, shared process of design and construction. Issues of risk and liability should be clearly defined in any contract where information is shared and design drawings can be freely manipulated. Who owns all of this information when the project is complete? Sometimes called 6D BIM, the operations and maintenance manual collated from a projects information can be an invaluable byproduct for any owner of a new building. CAD and BIM Programs Popular CAD programs used by architects, engineers, builders and home designers include:AutoCAD by autoDeskMicrostation PowerDraft by BentleyArchitectural Home Design Software by Chief ArchitectSketchup by Trimble.Simplified versions of CAD tools can be found in home design software tailored for nonprofessionals. Home Designer  by Chief Architect is one such product line.Popular BIM programs used by architects, engineers, and builders include:Revit by AutodeskAECOsim Building Designer from Bentley SystemsARCHICAD by GraphisoftVectorworks Architect  from Nemetschek Vectorworks CAD and BIM Standards in the United States The National Institute of Building Sciences buildingSMART allianceâ„ ¢ develops and publishes consensus-based standards for both CAD and BIM. Standards help the many groups involved in building projects to more easily share information. They are The United States National CAD Standard (NCS) and The National BIM Standard - United Statesâ„ ¢ (NBIMS-USâ„ ¢). Help Deciding Change is difficult. It was laborious for the ancient Greeks to write down their temple plans. It was frightening for human drafting machines to sit next to the first personal computer. It was awkward for the CAD specialists to learn BIM from the intern right out of architecture school. Many companies make changes during construction slowdowns, when billable hours are few and far between. But everyone knows this: many commercial projects begin with a competition put out to bid, and a competitive edge becomes more difficult without change.   Computer software is complicated even for the technically savvy architect. Private companies have grown up around these complications, with the aim of helping small businesses and corporations buy the appropriate software for their needs. Companies like the online Capterra will help you find the right software for your business -   for free by using a business model similar to travel agents helping you for free. Capterra is free for users because vendors pay us when they receive web traffic and sales opportunities. Capterra directories list all vendors- not just those that pay us- so that you can make the best-informed purchase decision possible. A good deal, if you trust and respect your consultant and know what youre getting into. The Capterra.list of Architecture Software is a good start.

What Is the Endoplasmic Reticulum What Does It Do

What Is the Endoplasmic Reticulum What Does It Do SAT / ACT Prep Online Guides and Tips If you’re getting ready for the AP Biology exam, then you’re probably spending quite a bit of time studying cell structure. But keeping all the structures straight and understanding each one’s function can be confusing! That’s why we’re breaking down cell structures for you, starting with the endoplasmic reticulum, or ER. In this article, we’ll teach you everything you need to know about the endoplasmic reticulum, including how it functions in a cell. We’ll even break down the differences between the rough endoplasmic reticulum and the smooth endoplasmic reticulum! Ready? Then let’s get started! A Quick Introduction to Cell Structure The endoplasmic reticulum is an essential part of a cell. In your biology class, you probably learned that cells are the building blocks of all life...including humans! Obviously, that makes cells super important, which is why it’s also important to understand how they function. Because plants and animals are complex creatures, the structure of a cell is complex, too. Each cell is made up of many individual parts, each of which has a job within the cell itself! Some help keep everything in one place (like the cell membrane), some produce energy to power the cell (the mitochondria), and there are even parts that help keep the cell clean (lysosomes)! These different structures found within cells are called organelles. The endoplasmic reticulum is an organelle that can be found in both eukaryotic (animal) and prokaryotic (plant) cells. Just keep in mind that not all cells have endoplasmic reticulum! For example, red blood cells don’t have endoplasmic reticuli, even though they’re an important part of animal biology! Endoplasmic Reticulum Definition The endoplasmic reticulum is defined as an organelle that is made up of a series of phospholipid membranes. In fact, the membranes that make up the endoplasmic reticulum can account for half of a cell’s total membrane structure in animal cells! These membranes are called cisternae, are shaped like tubes or sacs, and are continuous with the outer membrane of the cell’s nucleus. That’s a fancy way of saying that the endoplasmic reticulum is attached to the nucleus itself. Endoplasmic Reticulum Function Now let’s talk a little bit more about how an endoplasmic reticulum functions. In general, the endoplasmic reticulum helps with the synthesis, folding, modification, and transport of proteins and lipids. The endoplasmic reticulum does this through ribosomes that are attached to its membrane walls. (We’ll talk more about how this works a little later). The endoplasmic reticulum also stores calcium and releases it when the cell needs it. In fact, many of the proteins and lipids made by the endoplasmic reticulum are used by other organelles in the cell. One of the best ways to understand- and remember!- what the endoplasmic reticulum does is to think of it like a factory. In a manufacturing plant, people take raw materials and make it into something new and usable, which they then ship to other stores, manufacturers, and suppliers around the world. Just like a real-world factory, the endoplasmic reticulum builds the â€Å"products† a cell needs to function, then â€Å"ships† them to where they need to go, when they need to go there. CFCF/WikimediaCommons Endoplasmic Reticulum Appearance So what does the endoplasmic reticulum look like, exactly? Well, do you remember the mazes that you could find in coloring books when you were a kid? The endoplasmic reticulum looks a lot like that! The cisternae stretch out and away from the cell nucleus in a series of folds and tubes, and they extend throughout the cell almost like a highway system. So when you’re looking at a cell diagram, look for the maze-like structure that’s attached to the cell nucleus. That’s the endoplasmic reticulum! You might notice that cell diagrams often picture some areas of the endoplasmic reticulum with bumps, while other sections look smooth. That’s because endoplasmic reticulum is actually comprised of two pieces: the rough endoplasmic reticulum and the smooth endoplasmic reticulum. Knowing how these different areas work is important to understanding the function of the endoplasmic reticulum as a whole. CFCF/Wikimedia Commons Rough Endoplasmic Reticulum The rough endoplasmic reticulum, or RER, gets its name from the ribosomes embedded in its surface...which make it look rough! The rough endoplasmic reticulum is situated closest to the nucleus- in fact, it’s attached to the nuclear envelope- so that molecules can move directly between the membranes. The ribosomes that are attached to the walls of the rough endoplasmic reticulum function just like free ribosomes would. That means that they synthesize proteins, which provide the energy needed for a cell to operate. The process of creating proteins is called translation. One the ribosomes have synthesized a protein, they are â€Å"labeled† with a specific final destination. Some proteins are sent to the Golgi apparatus, while others are secreted into the cell exterior or kept within the membrane of the rough endoplasmic reticulum itself. There are certain proteins that are sent into the space within the rough endoplasmic reticulum. This space, which is also called the lumen, is where certain proteins are folded, modified, and assembled. Some of these proteins will have sugar groups added to them to form glycoproteins. Likewise, some of these new proteins will be transported out of the endoplasmic reticulum, while others will stay inside the endoplasmic reticulum to perform functions there. The lumen is also where the endoplasmic reticulum does its â€Å"quality control.† When misfolded or otherwise incorrect proteins accumulate in the lumen, the unfolded protein response (or UPR) is triggered. This tells the cell to reduce the amount of protein its producing while enhancing the endoplasmic reticulum’s protein-folding ability. If the problem doesn’t correct itself, it triggers apoptosis, or programmed cell death. One super cool note: the ribosomes of the rough endoplasmic reticulum aren’t permanently attached to the membrane itself. That means that new ribosomes can detach and attach depending on the proteins the cell needs! CFCF/Wikimedia Commons Smooth Endoplasmic Reticulum Unlike the rough endoplasmic reticulum, the smooth endoplasmic reticulum doesn’t have any ribosomes attached to it. That makes it look smooth- which is how it gets its name! The smooth endoplasmic reticulum’s function is almost exclusively to make lipids, like phospholipids and cholesterol. How these lipids are used depends on the cell type. Lipids can be used to create new cell membranes, create hormones, and store energy. The smooth endoplasmic reticulum also helps detoxify the cell by converting toxic organic chemicals into safer, water soluble products. Fun fact: when there are lots of toxins present, the smooth endoplasmic reticulum can double its surface area to help clear them out. It will then return to normal size after the toxins have been removed. Liver cells have large amounts of smooth endoplasmic reticulum for this very purpose! Finally, there’s a type of specialized smooth endoplasmic reticulum called the sarcoplasmic reticulum. The sarcoplasmic reticulum is found in muscle cells and is used to store calcium ions that muscles need to function. When muscles experience sustained activity, the sarcoplasmic reticulum can release the stored calcium ions to help the muscles function. Additional Resources If you’ve read through this guide and still would like to know more about how the endoplasmic reticulum works, here are a few other resources that you can check out. Khan Academy Khan Academy has tons of free resources on all sorts of topics including cell structure. Their video on the endoplasmic reticulum is really helpful, and they have articles about it on their website, too. The British Society for Cell Biology The British Society for Cell Biology is a British non-profit organization dedicated to advancing cell biology research, which includes sharing knowledge and information. One of the ways they do this is through educational material, which they share on their website. Their softCell e-Learning portal has tons of good information about all the organelles of a cell, including the endoplasmic reticulum. CrashCourse Who said studying has to be boring? The CrashCourse channel on YouTube- hosted by none other than John and Hank Green of VlogBrothers fame- is all about creating fun and informational educational content. Hank’s series on animal cells is a great resource, and the fourth video in the series (Eukaryopolis!) gives you an overview of the endoplasmic reticulum. What’s Next? Need to brush up on more than just the endoplasmic reticulum before tackling the AP Biology exam? Grabbing a workbook or textbook might be your best bet. Here’s a curated list of the best AP Biology books to help you study harder and smarter. If you’re feeling overwhelmed by the AP Biology exam, you’re not alone. There are lots of students who find this test tricky! That’s why we’ve put together a complete AP Biology review guide. It breaks down all of the topics that might appear on the exam, so you can figure out exactly what you need to study. (It also includes some great study tips, too!) The best way to figure out if you’re prepared for the AP Biology test is to take a practice exam. Here’s a list of every AP Biology practice test available. And the best news? They’re free!

Mass Media- TV Show Essay Example | Topics and Well Written Essays - 500 words

Mass Media- TV Show - Essay Example Castle falls under the genre of a crime comedy. The show follows the unorthodox way that Richard Castle, the titular character observing female detective Kate Beckett on the job, solves cases using movie plots, hilarious dialogues, and physical comedy. The show mostly focuses on the incompetence of criminals which leads to comedic situations or punchlines. Although Castle is regarded as one of the top crime comedies of our decade, it was not the first nor the trendsetter of the genre on television. The true trendsetter of the crime comedy is 1982s show Remington Steele, from which Castle constantly borrows story plots and dialogue from. Therefore, Castle is the copycat in this situation. Poor copycat that is. What made Remington Steele memorable for its viewers was the fact that although it dealt with serious cases, they never took the story and the situations too seriously. Which is the exact opposite of Castle, whose take on murder often borders on the dark side. The dialogue as written by the able and talented writers of Remington Steele was witty, timeless, and snappy. Castle on the other hand have writers that have a limited imagination and as such, sprinkle the comedic dialogue on the show so far between. Castle does however represent all the American races, from Latino to Asian, in their show. Their main cast is composed of a mix of African Americans and Latinos strewn into the mix with the Whites. Every so often, an Asian or other ethnicity guest will pop in on the show to stir things up for comedic effect. And, they never box a certain ethnic character into any situation that the race is known for. Rather, the writers often work to show the best of the race being represented. To be more specific, the main characters Kate Beckett and Richard Castle are clearly White, coroner Lanie Parish and Capt. Gates are both portrayed as strong willed and successful African Americans, Det. Esposito represents the