Monday, September 30, 2019

Corrective Feedback Methods Used

Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher INTRODUCTION The importance and benefits of corrective feedback have been debated in many aspects in SLA field. Most of the teachers take correcting errors as their responsibility. There is no doubt that the first aim of corrective feedback is to make students aware of their mistakes so that they can correct.The way teachers carry out this progress may differ from eachother hence I dedicated this paper to find out differences or similarities in correcting feedback patterns of a native English teacher and a non-native English teacher lecturing at University of Kocaeli ELT Department. After observation , I asked them their opinions about students’ mistakes and corrective feedback so as to understand dynamics that effect the type and rate of Corrective feedback they give. LITERATURE REVIEW Corrective feedback is called any reaction from teachers to students’ â€Å"non-nativelike use of th e target language† indications. Kim, 2004)The approaches towards corrective feedback differ. Rezaei, Mozaffari&Hatef, 2011 summarize these approaches; some schools of thought like Behaviorism considered errors as taboos in their discourse and believed that theyshould be immediately corrected by the  teacher (Brown, 2007; Larsen-Freeman, 2000; Richards &Rodgers, 2001)while others claimed that error correction was not only unnecessary, but also harmful to language learning(Krashen, 1981a;1981b). With the emergence of communicative approaches, error correction underwent aradical shift (Nicholas, Lightbown, &Spada, 2001; Russell, 2009).CLT advocates created a balance betweenwhat Audiolinguists and Cognitistvists do and suggested that an error must be viewed as evidence of learners'linguistic development, not as a sin to be avoided. CLT advocates recognized the need for fluency and thisallows teachers to leave  some errors uncorrected. Nevertheless, currently SLA researchers st rongly believe in error correction and corrective feedback (Ellis,2006). While carrying out corrective feedback, different methods are implemented during the classroom period. Researchers have begun to focus on these different methods so as to find out which ones are more or less ffective. When it comes to practice in the class the methods may differ according to the students’ language level and type of error, teachers’ attitudes towards errors and also time for feedback. Types of Corrective Feedback:(Lyster, 1997; Lyster;Ranta, 1997). 1. Explicit correction: Clearly indicating that the student's utterance was incorrect, theteacher provides the correct form. â€Å"S:   Some diamonds  used to  decoration. T:Please say, ‘Diamonds  are used for  decoration’. ‘Don’t say,used to’. You must use a passive form of the present simple tense here. â€Å" 2.Recast: Without directly indicating that the student's utterance was incorrect, the teacher implicitly reformulates the student's error, or provides the correction. â€Å"S:   Some diamonds  used to  decoration. T: Some diamonds are used for decoration† 3. Clarification request: By using phrases like â€Å"Excuse me? † or â€Å"I don't understand,†the teacher indicates that the message has not been understood or that thestudent's utterance contained some kind of mistake and that a repetition or a reformulation is required. â€Å"S:   Some diamonds  used to  decoration. T: Excuse me? â€Å" 4. Metalinguistic clues.Withoutproviding the correct form, the teacher poses questions or provides comments or information related to the formation of the student's utterance . â€Å"S:   Some diamonds  used to  decoration. T: Do diamonds use something to decorate ? 5. Elicitation:The teacher directly elicits the correct form from the student by asking questions (1), by pausing to allow the student to complete the teacher's utterance (2) or by asking students to reformulate the utterance(3). Elicitation questions differ from questions that are defined as metalinguistic clues in that they require more than a yes/no response. â€Å"S:   Some diamonds  used to  decoration. – T: People used some diamonds, so †¦? 2- T: Some diamonds†¦? 3- T: Say that again. â€Å" 6. Repetition. The teacher repeats the student's error and adjusts intonation to draw student's attention to it. â€Å"S:   Some diamonds  used to  decoration. T: Some diamonds used to decoration â€Å" METHODOLOGY This research is conducted in Kocaeli University, English Language Department. I observed and voice recorded preparation class Listening course in which native English speaker teacher Ms. Costa lecturing and 1st year class Listening & Pronunciation course in which non-native teacher Mr. Kurtaran lecturing .I removed material listening parts of recordings from both and student to student discussions from Ms. Costaà ¢â‚¬â„¢s class. In that way I had 25minutes lasting data of student-teacher interactions. After transcribing and clarifying their corrective feedbacks, I interviewed with these teachers so as to understand the dynamics lying under the way and frequency they give corrective feedback. FINDINGS Corrective Feedback use by teachers are in the tables below: CORRECTIVE FEEDBACK TABLE OF NATIVE ENGLISH SPEAKER TEACHER| Recast| T: What did you do yesterday? S: I watched TV and I sleep, sleep, sleep. T: I slept, I slept, I slept. Okey. |Explicit Correction| T: What are the three things that you ate yesterday? S: I ate rice, meatballs and coke. T: Lets repeat, I ate rice, meatballs and coke. (Class repeats after the teacher for studying intonation) S: I guess you didn’t eat the coke, probably drink. Don’t eat your coke. | Recast with stress| T: What would you buy if you were rich? S: I want to buy.. T: I would buy S: I would buy a car and†¦. | Explicit Correction| T: Enver, where yould you go? S: I would go Dubai, Hon Khong, Paris. T: Okey, Dubai, Honkong and Paris. Umm, guys make sure you are using â€Å"to† go to, go to, everybody go to†¦( Class repeats after the teacher)|Recast & Explicit Correction| T: What would you buy if you were rich? S: Build a tall and big house T: You’d build a big and tall house, word order is like that. | Recast & Clarification Request| T: If you were rich, would you work? S: I think being rich and having a job is different things. Having a job you asked to a statu /statu/ in our life, it is important. T: Status /st? t? s/, is that what you mean? S: Yes, it is important. | CORRECTIVE FEEDBACK TABLE of NON-NATIVE TEACHER| Recast with stress| S: Is one road /r d/ to success / ’sakses/ better than another? T: Is one road / r d/ to success / s? k? es/ better than another ? | Recast| T: Of course here, the word â€Å"road† is used symbolicly, road is a methaphore, what does it actually suggest? S: Method, way.. T: Methodology, way, okey. | (1)Clarification Request & (2)Metalinguistic Clue| S: To be successful means that you can do whatever your aims are. T: What does it mean ‘to do an aim’? (1)Do we do an aim? Do we do an aim? Are the aims things to be done? What do we do the aims? (2) Ss: We achieve. | Repetation| T:What is your interpertation of success? S:Being able to reach the necessary knowledge. T: Reaching necessary knowledge? S: Requiring the necessary knowledge. (1)Repetation (2)Clarification request (3)Explicit Correction| S: My friend shatters†¦ brochures. T: Shatters? (1) What do you mean with shutters? (2) She shatters? You mean hands out, distrubutes? Shatter oyle dag? tmak degil. Darmadag? n etmek, an earthquacke shutters an area. (3)| Recast with stress| T: What is one skill or talent you wish you had? S: The leadership T: So you don’t think you have leadership skills. S: Uhmm, I have but not enough T: You wish you had more or bet ter leadership skills, okey. | Explicit Correction| T: I mean how do you think you could improve your communication skills?S: Going.. En.. T: Could ! Could! (clicks his fingers) I could do this, I could do that.. S: I could go to England†¦. | (1)Repetation (2)Metalinguistic Clue| T: Other suggestions please. S: Creator, idea creator in an commercial company. T: Idea creator,(1) that is not what they call it. Yarat? c?.. What do we call it in Turkish? (2) Ss: No idea. T: Advertising, lets call it advertising. | Explicit Correction| T: In what ways has the typical career part changed in the last few decades? S: In the past they climb the ladder but now they†¦ T: Nobody climbs no ladders. Is that what you are suggesting?S: No, they go to better job easily. One step to third step†¦Something like that. T: Something like that is not a sort. You mean; in the past, there was only one ladder to climb, the ladder you would climb, staying with one company but now, there are many opportinuties; many different jobs, companies, okey? That is it. | Corrective Feedback types and percentages given by two teachers’ are shown on the graphics below : It is seen that NT gives less CF during student talking time which is 2,24 times more than in NNT’s class. As it is seen in the graphic, NT uses Recast as a half of CF she gives.NNT teacher uses Recast, Explicit Correction and Repetation at the same level which are the mostly used first thee. Out of 8 CF; 4 Recast, 3 Explicit correction and 1 Clarification Request is used by NT. NNT uses more different types of CF. Out of 13 CF NNT uses; 3 of Recast, Explicit Correction and Repetation in addition to 2 of Metalinguistic clue and Clarification Request. Both teachers give more than one CF at a time. Native Teacher considers the students as language learners, Non-Native Teacher considers them as future teachers. Regarded to their consideration, their approaches to student’s mistakes differ.NNT thinks m aking mistakes is a part of progress but some mistakes of ELT students at that level are not acceptable. NT gives more importance to fluency and complexity hence she does not want to stop students speech so as not to make them feel uncomfortable. She thinks that she gives CF at a low rate than she should do as she focuses on meaning. NNT gives more importance to accuracy and thinks that they don’t have much time left as the students are about to become teachers, he tries any kind of Corrective Feedback so as to make sure that the students realise their mistakes and correct them.He thinks that he gives CF at a high rate than he should do as these classes are the last chances of the students to learn from their mistakes before they start teaching. According to the interview it could be concluded that being Native or Non-Native effect theachers’ expectations from students and these expectations effect the frequency and type of CF they give. References Kim, J. (2004). Issu es of corrective feedback in second language acquisition,Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics  4(2), 1. â€Å"Gass, S. (1997). Input, interaction, and the second language learner.Mahwah, NJ: Erlbaum. Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7† Lyster, R. &Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition,19, 37-66. Rezaei, S. , Mozaffari, F. , &Hatef, A. (2011). Corrective feedback in sla: Classroom practice and future directions,International Journal of English Linguistics,1(1), 1. Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher Betul Okcan Kocaeli University Reseach Skills A. P. Dogan Yuksel 2012

Sunday, September 29, 2019

Community Health Essay

Measels, also known as rubeola, is a viral respiratory illness. Although vaccination is available in developed countries, it remains one of the leading causes of death among children worldwide (CDC, 2013). The degree of contagiousness of measles contributes to this alarming statistic. The first sign of measles is often an extremely elevated temperature and lasts for approximately one week. Other signs and symptoms include cold-like symptoms such as cough, watery eyes, and a runny nose. Also, small white lesions are visible on the interior of the mouth. A hallmark indication of the measles respiratory virus is the rash presenting on the face and neck, which spreads with time to the limbs. There is no antiviral for the measles at present time. However, a definitive treatment has been identified. Vitamin A supplements, two doses given 24 hours apart, have been proven to reduce the number of deaths resulting from this virus by half (WHO, 2014). The deaths that do result from the measles virus are typically due to complications resulting from the virus. A2,3: Incidence: Because there is a vaccination for measles, it is rare in parts of the world where children are routinely vaccinated. Worldwide, there are approximately 20 million instances of measles (WHO, 2014). Mortality: There are over 100,000 deaths yearly contributed to measles. The majority of those deaths occurred in India (WHO, 2014). Prevalence: After the introduction of the measles vaccination, the prevalence of the virus has decreased dramatically. However, vaccinations that are easily accessible within the United States and other developed countries are not as readily available for other countries. Awareness: Immunization awareness is of utmost importance. Because deaths from this disease are easily preventable with a simple immunization, immunization programs are essential in protecting human lives.

Saturday, September 28, 2019

Poetry explication Essay Example | Topics and Well Written Essays - 750 words - 3

Poetry explication - Essay Example The speaker is lying alone on her bed, at midnight. She couldn’t sleep and she listens to the sound of the rain tapping on the window glass. She remembers her past loves and realizes that they aren’t really very significant as she doesn’t even remember the names of her past lovers. The feelings that she remembers are very generic and simple (as opposed to special). She compares herself to a â€Å"lonely tree† (9) during the winter time and contrasts summer in the next two lines. The message in the last two lines are quite sad (and lonely of course, as she is alone) because it echoes the fact that â€Å"summer sang† (13) and â€Å"sings no more† (14). There is sureness in the fact that something will not happen again; that something has ended. The poem pictures a lonely person trying to introspect into her love life. Trying to remember loves and loves lost; trying to evaluate if they were all worth it. Apparently there were a lot of lovers because she has forgotten the people, â€Å"the arms that lain under my head† (2) and the â€Å"lips my lips have kissed† (1), that she has experienced. That these are the â€Å"unremembered lads that not again will turn† (7) and that they will never happen again because that season of her life has ended, when she compared herself to a lonely tree in winter. The loneliness and sadness is very evident in the poem as it portrays a woman alone in bed in a dark, rainy and cold night, realizing that the past loves of her were shallow; probably thinking that all of those experiences are worthless as none of them were special. The last line of the poem, though, can be a bit vague in a sense that she compared herself to a tree in winter. Winter. Winter is a part of a season, and in this poem, the seasons is a metaphor for life. It is told that in life there is always a season for everything; that there is a time for everything. Now it’s also known that the seasons come and go. Now she is at the winter part of

Friday, September 27, 2019

The politics of mass consumption in postwar America by Lizabeth Cohen, Essay

The politics of mass consumption in postwar America by Lizabeth Cohen, - Essay Example Explain how the consumer economy, society, and culture during the World War II era affected women and African Americans and how consumerism in the wartime years provided opportunities for both of these groups to claim greater social and political power as â€Å"citizen consumers. Soon after the World War II, the American administration had adopted an effectuate strategy to reconstruct their economy by promoting and expanding mass consumption. Those who were at the helm of affairs took prosperity of Americans, as a central point of their plan. In their thoughts, the demand driven economy not only provide an opportunity for effective recovery but rekindled hopes in Americans for becoming part of an egalitarian society and to raise their heads being a true democratic nation. The idea of mass consumption provided American citizens to live in an ideal situation than before with equal footings with the neighbors (Cohen, 64). The above move was not accidental. It co relates with the histor ical era of 60s and 70s. At that time, the diversified segments of society comprised of African American origin, women, adults and the old citizens began to assess themselves within the ambit of identity politics. Here, the people’s affiliation with specific community defined their cultural awareness and motivation for a consolidated action. If we look back to the era of 60s, we find that those market managers, who failed to respond to the market demands in terms of innovative products, soon disappeared. Mr. Haley, Vice President and corporate researcher very rightly pointed out "it is easier to take advantage of market segments in vogue than to attempt to create new ones" (Cohen. 68) With the advent of new innovative deals and the ending of World War II, sizeable American Consumers got to know their rights as an individual consumer which was instrumental in promoting the generalized goods. In his book Cohen introduced mass consumption philosophy into four parts. In Part I, s he elaborately discussed the "Origins of the Postwar Consumers' Republic,† concerning 30s and 40s era, when a concept of citizen consumer was coined that emanates from women and African-Americans. The said categories accept it a way of life. They consider it  to be  a safer and equitable market place. In the second part namely "The Birth of a Consumers' Republic," wherein she specifically discussed the role of Consumers? She hailed the patriotism of American nation since they fulfilled their obligations by promoting consumerism as a safe passage to economic equality and the political independence. Cohen identifies how consumer related policies helped the consumers to underwrite in terms of GI Bill and the tax code, which benefited the white middle class males segment greatly at the cost of discriminating other stakeholders with particular reference to women and the African Americans origin (Cohen, 85). She also discussed in her book the existing gap between the promise and the reality with regard to the rights of Consumer, instrumental to ignite civil rights movement. The increasing demand of blacks for public accommodation, stores, theaters and restaurants against the backdrop of black access to house themselves in public accommodation e.g. downtown stores, movie theaters, and restaurants can not be ignored. Above mentioned sites of consumption, overshadowed by the privatized new commercial avenues that comes to surface in suburban America. In part III entitled "The Landscape of Mass Consumption," Cohen apprised its readers that how the suburban America queued racial and income lines in accordance with the study of New Jersey State. For him suburban shopping malls not inclined to adopt the model of urban downtowns. In the last part of discussion that drives out from â€Å"The Political Culture of Mass Consumption," shows how the market trend and the national politics could effectively be dealt with the issues of reinforcement and simplification to cope with after war trends.

Thursday, September 26, 2019

Separation and anxieties Essay Example | Topics and Well Written Essays - 500 words

Separation and anxieties - Essay Example Approximately four to five percent of the children in US suffer from this disorder. The disorder is not sex-specific meaning that it affects both males and females equally. The disorder usually wears off during the teens or puberty however a small percentage of people still retain it. Separation anxiety is a natural phenomenon in babies that are of the age group two to four since that is the time when they need their parents’ constant attention. However as the children grow up and start to become a little independent, this feeling dies off. In some cases, the anxiety persists and hence results in this so called separation anxiety disorder. There are many symptoms which may point towards the presence of this order. Some of the most common ones include not going to school or bed without the parents or a caretaker. Also there is a persistent fear in the minds of these children that something bad will happen to the guardian if they are separated from them which causes them to cry or act in a very hyper manner. Separation anxiety disorder has multiple origins. The most obvious being some mental distress or trauma that a child has gone through like an accident or a death in the family. However many a times the parents themselves are responsible for this condition. Sometimes the anxiety is mutual and a greater contribution comes from the side of the parents who refuse to let go of their children alone. Children whose parents are over protective have a greater likelihood of suffering from the separation anxiety disorder. The disorder is also thought to have genetic origins and it is said that parents who suffer or suffered from separation anxiety have a greater probability of having children who have to go through the same thing. During normal conditions the separation anxiety symptoms usually subside when the child gets assured that the parents

Wednesday, September 25, 2019

Economics of Energy and Environment Essay Example | Topics and Well Written Essays - 3750 words

Economics of Energy and Environment - Essay Example The remaining amount of fuel had been utilised for energy motives. It has been observed that the consumption of energy in the UK fell to its lowest level in the years2010 and 2011 compared to the year 1984. This decrease in energy has been conceived due to the reduction of 18% in the utilisation of gas. From the year 1970, there has been a change in the consumption of fuel from solid fuels to fuel mix from 46,120 million tonnes to 2,437 million tonnes of oil in the year 2011. The consumption of fuel has been substituted by gas which increased from 14,408 million tonnes to 42,378 million tonnes of oil equivalent from the year 1970 to 2011. The consumption of electricity is also observed to have increased by a considerable extent i.e. by 65% which is equivalent to 27,334 million tonnes of oil (Crown, â€Å"Energy Consumption in the United Kingdom: 2012†). The industrial sector is responsible for consuming around 40% of energy which amounted to around 62,333 thousand tonnes of oi l equivalent. On the other hand, the domestic sector and transport are perceived to be utilising nearly 24% and 18% respectively. Other users including public administration, agriculture and commerce are observed to be using 12% of energy. Furthermore, 7% of the energy was consumed for non-energy motives (Crown, â€Å"Energy Consumption in the United Kingdom: 2012†). Domestic Energy Consumption From The Year 1970 To 2011 Source: [1] (Crown, â€Å"Energy Consumption in the United Kingdom: 2012†) In the year 1990, it has been perceived that the industrial sector consumed around 24% of energy which signifies that there was fall in energy consumption in the industrial sector as compared to the period of 1970.... This essay stresses that the households are also required to adopt innovative and certified household electrical appliances and products with the intention of better utilisation of energy. Moreover, households are required to adopt latest products which are energy efficient with the motive of ascertaining that energy is consumed at a minimum level. The households are required to acquire technologies which emit carbon in a minimised manner. Furthermore, these innovative and low carbon emitting technologies will facilitate households with better power as well as money saving opportunities. The increased price of energy will initiate households to acquire more innovative technologies for producing renewable sources of energy. This paper makes a conclusion that it can be comprehended that the prices of energy is likely to increase for households, as the current market prices only pay for returns to existing energy production. By raising the regulation and costs of existing energy production, and providing grants and subsidies to encourage the adoption of new technology, the government is rebalancing the costs of energy consumption more in favour of low carbon technologies. In the long run, combined with technological developments making such technologies more affordable, and regulations requiring that they are used, there will be a shift toother non-renewable sources of energy in order to improve energy efficiency, preserve energy for future consumption, as well as reducing carbon emission.

Tuesday, September 24, 2019

Culture & Growth stages of Organizations Research Paper

Culture & Growth stages of Organizations - Research Paper Example The ethical and moral values of the people employed by the organization, their social background and their religious values define the culture of an organization. According to Schein (1992), organizational culture is determined by the shared assumptions and beliefs about the world, human nature and human relationships. Organizational culture includes the procedures, leadership styles, individuality, language and symbols used in the organization. The culture of an organization is shaped by values, beliefs and underlying assumption of the personnel of an organization. Values are the factors that represent the outlook of the culture of an organization. Values and beliefs of the people are prominent factors that are shaped by the underlying assumptions of the people. Underlying assumptions are the response of the environment in which the organization exists and these are unconsciously accepted by the people. The culture of an organization may be an obstacle in the way of achieving the mi ssion of the organization. If the mission of an organization and the culture of the organization are conflicting in nature, it might be difficult for the organization to achieve its objectives successfully. An organization must have complete support of the personnel in the organization in order to ensure successful implementation of the strategies set out by the organization to achieve its objectives. ... Leaders may use the style of communication in order to emphasize the need for change in the culture of an organization. Emotional outbursts also have positive impacts in case of bringing a change in the culture of an organization. In order to send a message to the personnel of an organization regarding a thing that is not important, a leader may choose to give no attention to that particular thing. In this manner, the perception of the organizational personnel regarding that thing would change and it would gradually be eliminated from the organization. A change in the culture of an organization can also be brought by the way the leader responds to the crisis. In the stages of growth of the organization, there are a number of things that require significant changes within an organization. An organization needs to acclimatize with its external environment. If the external environment of an organization changes the organization would also have to change. If the organization remains pers istent and does not bring any change, the organization would become vulnerable to a crisis. In this case, a leader plays an important role. In order to ensure that the change is supported throughout the organization, the leader might need to exaggerate the effect that the crisis might have on the organization. In such scenario, the leader may act as a savior and take some rigorous steps that have the potential to bring a change in the organization that would not have been possible otherwise. In order to tackle the change that must be brought in the culture of an organization at the time of growth in the organization, the leaders can bring the change by acting as a role model for others. Leaders can communicate their expectations through their own

Monday, September 23, 2019

Impact of Uninsured Population Project PART TWO & FINAL Essay

Impact of Uninsured Population Project PART TWO & FINAL - Essay Example With more and more states, Texas included, passing laws making it illegal for immigrants here without papers to receive benefits, medical insurance becomes unavailable for these individuals and their families. Illegal immigrants coming into Texas are young and healthy workers, but as years pass, these workers have children, and grow older. This makes illegal immigrants have the same medical needs as average Americans. However, because of their illegal status, many of these individuals put off routine health care. Wolf (2008) suggests â€Å"For many illegal immigrants, the fear of deportation outweighs the pain of illness or injury, so they live with their afflictions rather than seeking help until their health problems become critical.† An example would by high blood pressure. Most Americans go to the doctor and are placed on medication. An illegal immigrant will live with high blood pressure until they have a heart attack or stroke. Wolf (2008) explains â€Å"Illegal immigrants can get emergency care through Medicaid, the federal-state program for the poor and people with disabilities. But they cant get non-emergency care unless they pay. They are ineligible for most other public benefits.† Since medical care is so high, many immigrants can only receive care through the emergency room. The organization that will be affected by the uninsured Texas illegal immigrants would be the taxpayers of Texas first and foremost, but then the emergency rooms around the state taking these individuals in. Money does not grow on trees. If the state of Texas runs out of money allotted for medical expenses for the uninsured, or with the new legislation passed making it illegal to give undocumented immigrants benefits, the hospitals take up the slack. Then hard choices must be made. Wolf (2008) states â€Å"The University of Texas Medical Branch in Galveston is considering denying cancer care to

Sunday, September 22, 2019

Why study Chemical and Biological Engineering Essay Example for Free

Why study Chemical and Biological Engineering Essay Engineering combines quantitative analysis and synthesis to elucidate system design principles. Through the genomics revolution engineers can now begin to tackle biological problems using the same measure, model, and manipulate approach they have applied to physics and chemistry. Indeed, applying this system approach is widely recognised as essential not only for the development of innovative biotechnologies but also to yield fundamental scientific understanding of biological systems. As our ability to modify and control biological systems increases, biological processes will replace chemical and mechanical processes due to their inherent advantages of renewable resources, mild operation conditions and minimal waste problems. Early signs of the change are seen not only in the high-value pharmaceutical industry, but also in the production of bulk chemicals like lysine by fermentation and in bioleaching of copper and gold from mineral ore. Advances in our understanding of and ability to mimic biological systems are also inspiring completely new approaches such as nanotechnology and tissue engineering, which will form the foundation of new industries of the 21st century. Chemical biology is a scientific discipline spanning the fields of chemistry and biology. It involves the application of chemical techniques and tools, often compounds produced through synthetic chemistry, to the study and manipulation of biological systems. Chemical biologists attempt to use chemical principles to modulate systems to either investigate the underlying biology or create new function. Research done by chemical biologists is often closer related to that of cell biology than biochemistry. Biochemists study of the chemistry of biomolecules and regulation of biochemical pathways within cells and tissues, e. g. cAMP or cGMP, while chemical biologists deal with novel chemical compounds applied to biology. Pharmacology researches the effect of highly selective chemical compounds on cells, tissues, organs and organisms. Toxicology researches the adverse effect of highly selective chemical compounds on cells, tissues, organs and organisms. In the field of drug discovery, hit identification is the screening of chemical libraries of small molecules in biological systems such ascell lines or whole animals to identify compounds that cause a desirable change in phenotype. [1] This strategy which employsphenotypic screening to identify starting points for drug discovery is also known as classical pharmacology,[2] forward pharmacology,[3]or phenotypic drug discovery (PDD). [4] In ecology, you study the relationships among organisms. You look at past, present, and future environments. You examine factors such as population size, pollutants, rainfall, temperature, and altitude. You study various environments oceans, deserts, forests, and grasslands and the dynamics of each habitat. You learn about plants, animals, birds, fish, and humans. You also learn about natural predators and how species compete for food, water, and shelter. This program requires a broad background in the life and natural sciences. The study of ecology enables you to contribute to our understanding and preservation of the natural world. Some community colleges offer a two-year program in this field. With this preparation, you can work as a field crewmember, technical assistant, or lab technician. Pharmacology is the branch of medicine andbiology concerned with the study of drug action,[1] where a drug can be broadly defined as any man-made, natural, or endogenous (within the body) molecule which exerts a biochemical and/or physiological effect on the cell, tissue, organ, or organism. More specifically, it is the study of the interactions that occur between a living organism and chemi cals that affect normal or abnormal biochemical function. If substances have medicinalproperties, they are considered pharmaceuticals. Astronomy The natural world beyond the earth Astrophysics All physics required to understand astronomical phenomena (includes elements of nearly all fields of physics) Cosmology The universe: its origin, structure, and evolution on the largest possible scale Cosmogony The origin of the universe (and sometimes the solar system), is a subfield of cosmology Astrochemistry All chemistry required to understand astronomical phenomena (primarily the chemistry of the interstellar medium and protostellar accretion disks) Space Science The physics of the interplanetary medium Planetary Science The physics of planets, their formation, structure and evolution Astrology The purported relationships between the planetary positions at the time of a persons birth, that persons personality, and events in that persons life. A pseudoscience, has no scientific basis.

Saturday, September 21, 2019

Blue Crab Report Essay Example for Free

Blue Crab Report Essay The blue crab is named because of its sapphire – tinted claws. Its shell, orcarapace , is actually a mottled brownish color. Their scientific name, Callinectes sapidus, means â€Å"savory beautiful swimmer. † Large males can reach 9 inches in shell width. Crab claws are various shades of blue and mature females have red highlights on the tips of their pincers. These bottom-dwelling creatures have a prickly disposition and are quick to use their sharp front pinchers. Crabs can regrow pinchers or legs lost while fighting or protecting themselves. They feed on almost anything they can get hold of , including mussels, snails, fish, planets, and even smaller blue crabs. Blue crabs are also excellent swimmers, with hind appendages shaped like paddles. Blue crabs are found in brackish coastal lagoons and estuaries from Nova Scotia, through the salty waters of the Gulf of Mexico, Chesapeake Bay, and as far south as Uruguay. The blue crabs burrow in soft mud or hide in sea grass to lie in wait for prey or avoid predators. The blue crab migration pattern is closely connected to its lifecycle and really begins when the crabs mate and the female crabs release their eggs. It is hard to believe that female blue crabs mate only once in their lives and a males mate often. At 12 to 18 months, blue crabs have reached sexual maturity. Sexes can be identified by the abdominal flap or apron. In the male it is shaped like an inverted T, but in the female it is broader. Perhaps only one or two crabs survive to become adults. Blue crabs can live up to three years. Prized by humans for their sweet, tender, meat, these wide ranging, ten legged crustaceans are among the most heavily harvested creatures on the planet. Crabs are prepared and eaten as a dish in several different ways all over the world.