Effects of Powerpoint Presentation in the Academic Performance

Impact of PowerPoint Presentation in the Academic Achievement of the Senior Students of Madapdap Rest. Secondary School in Physics In halfway satisfaction of the prerequisite for the subject Elective 2 Current Trends and Researches in Science Teaching Submitted by: Jeffrey R. Yumang MAEd-General Science Submitted to: Dr. Jacqueline V. Bagunu Acknowledgment Foremost, I might want to offer my sincerest thanks to our Professor Dr. Jacqueline V. Bagunu for her understanding, inspiration, excitement, and colossal knowledge.Her direction helped me in all the hour of composing this activity research. My genuine thanks likewise goes to the staff of PAC library for permitting me to get their diaries and books in particularly in the field of insights. I thank my individual MAEd General Science understudies for their consolation and bolster they have appeared in doing this activity research. Last yet not the least; I might want to thank my family: my folks, my young lady seared May Ann Tayson f or the comprehension during the days that I lost quality opportunity to her in finishing this difficult requirement.And most importantly, to our compelling God †the wellspring of information and astuteness. Theoretical as of late, the employments of PowerPoint (a type of sight and sound) introductions in homeroom guidance have essentially expanded internationally without assessment of their consequences for understudies learning. This activity research explored the â€Å"Effects of PowerPoint Presentation in the Academic Achievement of The Senior Students In Physics†. The specialist directed a trial, which incorporates a treatment-control plan, in a homeroom setting inside the principal quarter of the year.The respondents were isolated into two gatherings. In bunch A, customary framework was utilized while Group B PowerPoint Presentation was used as the conveyance framework. The outcomes show that PowerPoint introduction may improve students’ scholastic accomplish ment by 4% over the utilization of custom technique for showing More along these lines, there is a critical contrast in the utilization of PowerPoint Presentation over the conventional strategy for educating. Chapter by chapter list Page Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Acknowledgement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ii List of tables †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦iii Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Statement Of The Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Scope And Delimitation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Review Of Related Literatures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Examination Design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Instrumentation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Time line†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Results and Discussions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 Conclusions and Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 14 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18 List of tables Page Table 1 Summary of the modules in Physic s†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Table 2Mean and Proficiency Level of gathering A (control group)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Table 3 Mean and Proficiency Level of gathering B (exploratory group)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Table 4 Summary of discoveries (A comparison)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Table 5 Summary of Analysis of test in theory 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Presentation Nowadays, one of the most across the board instruments that is utilized in the PC supported instruction is PowerPoint introductions which give to transmit the cou rse settings outwardly to the understudies (Atkins-Sayre et. al. 1998: 3). Initially PowerPoint was created for business and business purposes by Microsoft before around 20 years.However it has immediately entered the logical and instructive circles also (Szabo and Hastings 2000: 176). Microsoft gauges that 1. 25 million PowerPoint introductions happen each hour (Levasseur and Sawyer 2006: 101). In the customary training situations, the obligation of the understudies is to follow the instruction exercises as a uninvolved recipient and retain the substance of the exercise (Surmeli 2007: 30). PowerPoint introductions make all the more impressive tangible cautions when contrasted and the conventional training materials (chalkboard, overhead projections, and so forth. While giving the exercises with PowerPoint introductions, the substance of the exercise remains the equivalent, however the type of transmitting the exercise to the understudy changes. The PowerPoint introductions which ar e set up for exercises have the favorable circumstances, for example, having solid hues, progressive structure of text, basic movement of graphs, offices for basic altering and refreshing (Lowry 1999:19). In this manner it very well may be referenced t

Sinking of the Lusitania - World War I

Sinking of the Lusitania - World War I Sinking of the Lusitania - Conflict Dates: RMS Lusitania was torpedoed on May 7, 1915, during World War I (1914-1918). Sinking of the Lusitania - Background: Propelled in 1906, by John Brown Co. Ltd. of Clydebank, RMS Lusitania was an extravagance liner worked for the popular Cunard Line. Cruising on the trans-Atlantic course, the boat increased a notoriety for speed and won the Blue Riband for the quickest eastward intersection in October 1907. Similarly as with numerous boats of its sort, Lusitania was mostly financed by an administration sponsorship conspire which required the boat to be changed over for use as a furnished cruiser during wartime. While the basic necessities for such a change were fused into Lusitanias configuration, firearm mounts were added to the boats bow during a redesign in 1913. To conceal these from travelers, the mounts were secured with loops of substantial docking lines during journeys. With the flare-up of World War I in August 1914, Cunard was allowed to hold Lusitania in business administration as the Royal Navy concluded that enormous liners expended a lot of coal and required groups too huge to be in any way compelling plunderers. Other Cunard ships were not as fortunate as Mauritania and Aquitania were drafted into military assistance. In spite of the fact that it stayed in traveler administration, Lusitania experienced a few wartime adjustments including the option of a few extra compass stages and cranes, just as the work of art dark of its particular red channels. With an end goal to decrease costs, Lusitania started working on a month to month cruising timetable and Boiler Room #4 was closed down. This last move decreased the boats top speed to around 21 bunches, which despite everything made it the quickest liner working in the Atlantic. It likewise permitted Lusitania to be ten bunches quicker than German u-vessels. Sinking of Lusitania - Warnings: On February 4, 1915, the German government pronounced the oceans around the British Isles to be a combat area and that starting February 18, Allied ships in the territory would be sunk all of a sudden. As Lusitania was booked to arrive at Liverpool on March 6, the Admiralty gave Captain Daniel Dow guidelines on the most proficient method to maintain a strategic distance from submarines. With the liner drawing closer, two destroyers were dispatched to accompany Lusitania into port. Uncertain whether the moving toward warships were British or German, Dow evaded them and arrived at Liverpool all alone. The next month, Lusitania left for New York on April 17, with Captain William Thomas Turner in order. The commodore of the Cunard armada, Turner was an accomplished sailor and arrived at New York on the 24th. During this time, a few concerned German-American residents moved toward the German consulate with an end goal to maintain a strategic distance from debate should the liner be assaulted by a u-pontoon. Acknowledging their interests, the international safe haven set advertisements in fifty American papers on April 22 notice that nonpartisan voyagers on board British-hailed vessels in transit to the combat area cruised at their own hazard. Generally printed close to Lusitanias cruising declaration, the German admonition caused some disturbance in the press and worry among the boats travelers. Refering to that the boats speed made it almost insusceptible to assault, Turner and his officials attempted to quiet those on board. Cruising on May 1 as booked, Lusitania withdrew Pier 54 and started its arrival journey. While the liner was crossing the Atlantic, U-20, instructed by Captain Lieutenant Walther Schwieger, was working off the west and south banks of Ireland. Between May 5 and 6, Schwieger sank three shipper vessels. Sinking of the Lusitania - Loss: His action drove the Admiralty, who was following his developments by means of captures, to give submarine alerts for the south shoreline of Ireland. Turner twice got this message on May 6 and played it safe including shutting watertight entryways, swinging out the rafts, multiplying the posts, and passing out the boat. Believing the boats speed, he didn't start following a zi-cross course as suggested by the Admiralty. After getting another notice around 11:00 AM on May 7, he turned upper east towards the coast, erroneously accepting that submarines would almost certainly keep to the vast ocean. Having just three torpedoes and low on fuel, Schwieger had chosen to come back to base when a vessel was spotted around 1:00 PM. Jumping, U-20 moved to explore. Experiencing haze, Turner eased back to 18 bunches as the liner guided for Queenstown (Cosh), Ireland. As Lusitania crossed his bow, Schwieger started shooting at 2:10 PM. His torpedo hit the liner underneath the scaffold on the starboard side. It was immediately trailed by a second blast in the starboard bow. While numerous speculations have been advanced, the second was no doubt brought about by an inward steam blast. Quickly sending a SOS, Turner took a stab at guiding the boat towards the coast with the objective of grounding it, yet the directing neglected to react. Posting at 15 degrees, the motors pushed the boat forward, driving more water into the structure. Six minutes after the hit, the bow snuck by the water, which alongside the undeniably list, seriously hampered endeavors to dispatch the rafts. As confusion cleared the liners decks, numerous rafts were lost because of the boats speed or spilled their travelers as they were brought down. Around 2:28, eighteen minutes after the torpedo hit, Lusitania slipped underneath the waves roughly eight miles off the Old Head of Kinsale. Sinking of the Lusitania - Aftermath: The sinking killed 1,198 of Lusitanias travelers and team, with just 761 enduring. Among the dead were 128 American residents. Promptly actuating worldwide shock, the sinking immediately turned general assessment against Germany and its partners. The German government endeavored to legitimize the sinking by expressing that Lusitania was delegated a helper cruiser and was conveying military load. They were in fact right on the two tallies, as Lusitania was compelled to slam u-pontoons and its payload incorporated a shipment of slugs, 3-inch shells, and wires. Shocked at the demise of American residents, numerous in the United States called for President Woodrow Wilson to proclaim war on Germany. While empowered by the British, Wilson can't and asked limitation. Giving three discretionary notes in May, June, and July, Wilson insisted the privileges of US residents to travel securely adrift and cautioned that future sinkings would be seen as purposely disagreeable. Following the sinking of the liner SS Arabic in August, American weight proved to be fruitful as the Germans offered a reimbursement and gave orders denying their authorities from shock assaults on dealer vessels. That September, the Germans ended their crusade of unhindered submarine fighting. Its resumption, alongside other provocative acts, for example, the Zimmermann Telegram, would at last maneuver the United States into the contention. Chosen Sources PBS: Lost Liners - LusitaniaFirst World War: Sinking of the LusitaniaThe Lusitania

Variable-Ratio Schedules Characteristics

Variable-Ratio Schedules Characteristics Theories Behavioral Psychology Print Variable-Ratio Schedules Characteristics By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on October 07, 2019 More in Theories Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology In operant conditioning, a variable-ratio schedule is a schedule of reinforcement where a response is reinforced after an unpredictable number of responses. This schedule creates a steady, high rate of responding. Gambling and lottery games are good examples of a reward based on a variable ratio schedule. Schedules of reinforcement play a central role in the operant conditioning process. The frequency with which a behavior is reinforced can help determine how quickly a response is learned as well as how strong the response might be. Each schedule of reinforcement has its own unique set of characteristics. Illustration by Brianna Gilmartin, Verywell Characteristics   There are three common, well-known factors: Leads to a high, steady response rateResults in only a brief pause after reinforcementRewards are provided after an unpredictable number of responses When identifying different schedules of reinforcement, it can be very helpful to start by looking at the name of the individual schedule itself. In the case of variable-ratio schedules, the term variable indicates that reinforcement is delivered after an unpredictable number of responses. Ratio suggests that the reinforcement is given after a set number of responses. So together, the term means that reinforcement is delivered after a varied number of responses. It might also be helpful to contrast the variable-ratio schedule of reinforcement with the fixed-ratio schedule of reinforcement. In a fixed-ratio schedule, reinforcement is provided after a set number of responses. So, for example, in a variable-ratio schedule with a VR 5 schedule, an animal might receive a reward for every five response, on average. This means that sometimes the reward can come after three responses, sometimes after seven responses, sometimes after five responses, and so on. The reinforcement schedule will average out to be rewarded for every five response, but the actual delivery schedule will remain completely unpredictable. In a fixed-ratio schedule, on the other hand, the reinforcement schedule might be set at a FR 5. This would mean that for every five responses, a reward is presented. Where the variable-ratio schedule is unpredictable, the fixed-ratio schedule is set at a fixed rate. Variable-Ratio Schedule Reinforcement provided after varying set of responses Delivery schedule unpredictable Examples include slot machines, door-to-door sales, video games Fixed-Ratio Schedule Reinforcement provided after a set number of responses Delivery schedule predictable Examples include production line work, grade card rewards, sales commissions Examples Slot machines: Players have no way of knowing how many times they have to play before they win. All they know is that eventually, a play will win. This is why slot machines are so effective, and players are often reluctant to quit. There is always the possibility that the next coin they put in will be the winning one.Sales bonuses: Call centers often offer random bonuses to employees. Workers never know how many calls they need to make to receive the bonus, but they know that they increase their chances the more calls or sales they make.Door-to-door sales: The salesperson travels from house to house, but never knows when they are going to find an interested buyer. It could be the next house, or it might take multiple stops to find a new customer.Video games: In some games, players collect tokens or other items in order to receive a reward or reach the next level. The player may not know how many tokens they need in order to receive a reward or even what that reward will be.

Every citizen can get involved in politics. - 800 Words

Every citizen can get involved in politics. People are needed to serve at the local, regional, and national level. Many people think that people can only get involved at a regional and national level since when one thinks of politics they think of the president, the House of Representatives, U.S. Governors etc. Politics are not only regional and nationally, politics are locally as well. It is not only adults who can become involved in politics; young citizens like teenagers can become involved in politics too! Good dedicated leaders are needed at all levels, local, regional and national. There are several ways that one as a young citizen can become involved in politics. Young citizens may be able to help at a local level, in helping†¦show more content†¦If a debate team is offered at school they should take advantage of it. This simple action will give the young citizen the opportunity to become involved in politics locally. Other ways a young citizen can become involved in politics is to attend school board meetings, as well as town or city hall meetings. At these meetings you will be able to find out about the needs and issues of the town, as well as the political happenings. The local newspaper gives one the opportunity to learn where and when all these meetings are held. An organization that is politically active is 4-H. This organization holds state wide meetings where members of their team get together to discuss the needs and issues of the organization. 4-H dedicates itself to many different things. The focus that I acknowledge in 4-H is the branch Youth Advocates for Health. This branch of 4-H dedicates itself to promote healthy life styles to children. To reach their goals this organization holds weekly meetings where the officers of the organization and the members attend. The team of officers is made up of the president, the vice president, the secretary and the treasurer. In these meetings the team discusses ways that they could use to promote healthy life styles to children. They also discuss ways that they can engage children in physical activities such as playing games, dancing etc. They meet every week inShow MoreRelatedEssay on The Role of Youth in Politics1291 Words   |  6 Pagespeople have always played a crucial role in politics. The famous writer Srirangam Srinivas wrote, â€Å"Our country is not in the hands of lazy and corrupted old politicians, this country is ours i.e. youth†. Young people between the ages 18 to 25 are the future of this country and its political system. The young people of America have a responsibility to be involved with politics and with their civic duties. The youth in America must be involved in politics to ensure that America stays a country of freedomRead MorePolitics in theUnited States834 Words   |  3 PagesPolitics are something that affects our lives forever. 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Revenons ànos moutons - French Expression

Expression: Revenons à   nos moutons. Pronunciation: [reu veu no(n) ah no moo to(n)] Meaning: Lets get back to the subject at hand. Literal translation:  Lets come back to our sheep Register: normal Variations:  revenons-en à   nos moutons, retournons à   nos moutons Etymology The French expression revenons à   nos moutons, which is a common expression, is from La Farce de Maà ®tre Pathelin, a medieval play written by an unknown author. The eponymous protagonist of this 15th-century comedy deliberately misleads a judge by bringing two cases before him — one relating to sheep and the other to sheets. The judge is very confused and attempts to get back to the case about sheep by repeatedly saying mais revenons à   nos moutons. Since then, (mais) revenons à   nos moutons has meant lets get back on track / back to the subject at hand/back on topic. Example   Ã‚  Ã‚  Nous pouvons parler de à §a demain  ; pour le moment, revenons à   nos moutons.  Ã‚  Ã‚  We can talk about that tomorrow; for right now, lets get back to the subject at hand.

Year-Round Schooling Free Essays

Year-round school presents a very controversial issue that school districts struggle with every year. The same arguments, facts, and statistics are presented annually, and somehow a conclusion is never reached. Many people believe that year-round school would be a step in the right direction. We will write a custom essay sample on Year-Round Schooling or any similar topic only for you Order Now Although there are many positive innovations to year-round school, the advantages do not outweigh the disadvantages of cost, breaks, vacations, employment, and scheduling. The traditional school calendar as been the same since the 1800s. This calendar is the traditional 180-day system with a two month break for summer. It was not operated on the year-round system way back when because farmers needed their children in the summertime to help tend the farms. Many people believe that this traditional style should change because it is outdated, but why should we change the schedule that our ancestors made if it still works without any flaws? Year-round school operates on a 180-day system, the same as the traditional calendar. The main difference between the two systems is the amount of time on break. There are many forms of the year-round calendar, as each individual school district may choose whichever plan they believe will fit their schools the best. The most popular examples of these schedules include: 45-15, 60-20, and 90-30 (Kelly). These represent the number of days attending school to the number of days off. These schedules would repeat over and over year-round, so the students would only get small breaks periodically throughout the year. Although these periodic breaks would add up to the same amount of days students would get off during a summer break, research says it would not help the academic achievement of the students. In other words, it is not how long the kids are in the classroom, it is how engaged in learning they are while there are there (Morin). Another example of why year-round schooling would not be a good idea is because it would separate American families that are used to traditional summer vacations. Families have always been accustomed to planning summer activities like vacations, reunions, and summer camps. If students were in school for the greater part of the summer, it would make it very difficult for families to plan these activities and typical childhood memories would get lost in the shuffle of year-round school. It is very important for children’s development to spend quality time with family and friends and with year-round schooling, this simply would not happen. Not only would it make hurt your average family during the summer, it would also hurt the school’s employees. Year-round school would put more demand on school staff such as cafeteria, custodial and maintenance services because they would have to make special accommodations for events such as graduation and dances. Also, teachers who would usually continue their own educational careers during the summertime would have to find alternate forms of education due to their now unusable schedule (Vandewater). Along with significant disadvantages, there are also distinct advantages associated with year-round schooling. Some year-round school advocates suggest that a shift in the time designated for teaching and learning will help students achieve more by minimalizing summer learning loss, allowing for innovation and implementation of creative programs, and by providing the time needed to assist children who need extra help (Lynch). By having breaks that are more consistent, some say that shorter vacations might also help students retain information they would’ve forgot over a two-month break. Basically, shortening breaks will improve student achievement. Another pro would be how year-round schooling could replace summer school, which many districts have cancelled due to budget cuts. For students that traditionally attend summer school because they need remediation, year-round school allows remediation to be addressed throughout the year. In conclusion, schools shouldn’t convert to year-round schooling because it wouldn’t help any with learning loss over summer break, it would separate families by discontinuing the traditional childhood summer, and it would hurt the schools’ employees. Although year-round schooling sounds as if it might have some potential, there are too many flaws involved with it right now to confirm that it would making schooling better. How to cite Year-Round Schooling, Papers

Cloning Research Essay Example For Students

Cloning Research Essay Cloning ResearchTo be or not to be In the last fifty years new forms of technology have been the center of attention for every human being. It seems that every day scientists come up with some new, perhaps even controversial, and exciting ways to improve the quality of life. These new technologies affect every aspect of life, as we know it. One such technology is the research being done in the area of cloning. Cloning is the production of one or more cells, individual plants, or animals that are genetically identical to another cell, plant or animal. Although the first steps forward in cloning have brought a storm of protest, the experimental research should be studied to prolong the existence of human life. In February 1997, the Roslin Institute in Scotland, a farm animal research facility, announced that it had succeeded in cloning a sheep from an adult cell. The cloned sheep, Dolly, made headlines around that world and launched a fierce debate over the potential uses for this technology. The breakthrough showed for the first time that genetic information encoded in the DNA of an adult cell could be reset and made young again. Once reset, the cell with rejuvenated DNA could produce all of the cells needed to grow a complete organism. Since Dolly, much has happened. In the United States, the National Bioethics Advisory Commission issued a report calling for federal legislation to ban human cloning for three to five years because of the moral dangers of cloning. President Clinton imposed a ban on all federally funded cloning research. Other European countries also adopted a similar ban. The misconceptions of cloning have risen from the lack of knowledge about the discoveries. Most people do not understand the basic principles of cloning, and are likely to make rash generalizations about whether cloning is natural or not. Other misconceptions focus on the societal problems resulting from cloning. Many of these misconceptions are only valid in a society without regulations or laws of any kind. People tend to forget that along with new technological developments come rules and guidelines to prevent the nightmarish scenarios that many believe will come true. Each of these misconceptions results from a distortion of the truth. Yet Congress seems hell-bent on stopping the medical advances that cloning can make possible. Congress is responding to the polls that show most Americans are opposed to cloning. But carelessly crafted legislation would restrict not only research leading to the birth of a cloned human but the research leading to cures for cancer, genetic disease treatments, and more successful organ transplantations. The treatment for Leukemia, a cancer in which the bone marrow overproduces white blood cells, could be revolutionized. Today, one of the more successful treatments involves the destruction of a patients bone marrow through chemotherapy and the transplantation of healthy marrow cells taken from a closely matched donor. The problem is that many leukemia patients die because they cant find appropriate donors. With cloning, healthy marrow cells that are perfect genetic matches for patients could be created from the patients own cells. Doctors could take a skin cell nucleus and impla nt it in an enucleated human egg, resetting the cells DNA. Once reset, the cell could become an embryonic stem (ES) cell. After the ES cells begin to divide, they could be treated with hormones that would cause them to develop into marrow cells, which could then be returned to the patients. Dame Anne McLaren, head of the Wellcome Institute of Cancer and Developmental Biology at Cambridge, says that if successful, the technique could be extended to other patients suffering from rare disorders where currently bone marrow transplants offer the only hope of a cure. .u666db2be71d4869995ba072d9154386f , .u666db2be71d4869995ba072d9154386f .postImageUrl , .u666db2be71d4869995ba072d9154386f .centered-text-area { min-height: 80px; position: relative; } .u666db2be71d4869995ba072d9154386f , .u666db2be71d4869995ba072d9154386f:hover , .u666db2be71d4869995ba072d9154386f:visited , .u666db2be71d4869995ba072d9154386f:active { border:0!important; } .u666db2be71d4869995ba072d9154386f .clearfix:after { content: ""; display: table; clear: both; } .u666db2be71d4869995ba072d9154386f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u666db2be71d4869995ba072d9154386f:active , .u666db2be71d4869995ba072d9154386f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u666db2be71d4869995ba072d9154386f .centered-text-area { width: 100%; position: relative ; } .u666db2be71d4869995ba072d9154386f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u666db2be71d4869995ba072d9154386f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u666db2be71d4869995ba072d9154386f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u666db2be71d4869995ba072d9154386f:hover .ctaButton { background-color: #34495E!important; } .u666db2be71d4869995ba072d9154386f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u666db2be71d4869995ba072d9154386f .u666db2be71d4869995ba072d9154386f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u666db2be71d4869995ba072d9154386f:after { content: ""; display: block; clear: both; } READ: Lifetime Parental Support EssayAnother strong supportive argument for cloning research is in the area of genetic disease treatments. Doctors at the Roslin Institute have discovered that by introducing human genes into other organisms, such as pigs or sheep, these transgenic animals can produce human proteins. A transgenic animal is an animal whose hereditary traits have been permanently altered by genetic engineering techniques leading to an incorporation of new genes or inactivation of gene sequences. Cloned animals and transgenic animals as such have nothing to do with each other. However, by combining genetic engineering and cloning techniques it is possible to make the initial genetic engineering experiments in cell culture and then later use the cloning technology to make the transgenic animal. This way cloning may allow a safer production of transgenic animals with a greater certainty of a positive result, and with the use of fewer animals. The reason for this is that the initial genetic engineering (application of transgenic technology) may be applied to cell cultures not to living animals and that cloning then would be the tool to bring the results into living animals. These animals can be used as drug factories, producing human proteins in its milk. Sheep have been altered to produce alpha-1-antitrypsin, a drug that is used to treat cystic fibrosis. Insulin, which is used to treat diabetes, is another product that can be produced by such animals. Cloning research will not only be able to treat genetic diseases, it may one day prevent it. Through cloning, organ transplantion may become a more successful process. Although organ transplantation is a common occurrence, a global shortage of human organs for transplantations has led to escalating waiting lists for life saving transplants of hearts, kidneys, livers and other organs. In the US, for example, more than 62,000 patients are now waiting to receive donated organs. A new name is added to the list every 16 minutes and every day 11 people die waiting according to government statistics. This has led the worldwide transplant community to review the options for organ procurement. Xenotransplantation, transplanting organs from one species to another, provides a solution to organ shortages. PPL Therapeutics, in Scotland, announced on March 5th, 2000, that five piglets, all healthy, were born as a result of cloning. The successful cloning of these pigs is a major step in achieving PPLs objectives. It opens the door to making modified pigs whose organs and cells can be successfully transplanted into humans, the only near term solution to solving the worldwide organ shortage c risis. Human cloning is not the issue; it is merely a threat to the continuation of cloning research. Supporters of cloning feel that with the careful continuation of research, the technological benefits of cloning clearly outweigh the possible social consequences. The applications, which you have seen are not nightmarish or inhumane, but will only improve the overall quality of science and life. So it is up to us as a society to write our state senators in support of cloning research. Just think about the human consequences of banning such a technology the deaths and the possible cure for diseases that would result from imposing limits on cloning discoveries and advances. The National Bioethics Advisory Commission suggests that cloning should be banned on the grounds that it is not yet safe for our society. But their decision is based on the fact that Dolly, for example, was born after 277 attempts, which it argued is too high of a failure rate. But is it really? Lee Silver, a prof essor in molecular biology, ecology, and evolutionary biology at Princeton University, says that hundreds of human eggs and embryos were used before the birth of the first test-tube baby in 1978. Dolly was actually the beneficiary of well-established human in vitro fertilization technology. In the 277 attempts, only 29 of the fused cells actually became embryos, which were implanted in 13 ewes, of which only one became pregnant and gave birth. In a sense, this was a perfect success rate, since the only pregnancy resulted in a healthy birth. It is certainly far superior to the success rates achieved in early human in vitro fertilization efforts. Silver claims that reproductive cloning is no more dangerous than current human IVF procedures, which result in fewer birth defects than do natural births. An estimated 150,000 test-tube babies have been born worldwide. Many of the same bioethicists who condemned test-tube babies are in the forefront of the attempts to ban cloning research. T wenty years ago, these same individuals warned that test-tube babies would break the natural bonds of families, with unimaginable consequences for society. Although their warnings have proven unjustified, the nay Sayers are dusting off the old arguments and applying them to this new advance. Cloning prohibitionists must be the ones held responsible for preventing the discovery of a cure for diseases and cancer. Their efforts to ban cloning will only stop the creation of new medicines and discoveries that will help million of people. So I say it again; write your senator in support of cloning research. .u6667d76b498c6a8e982bac0fc4575032 , .u6667d76b498c6a8e982bac0fc4575032 .postImageUrl , .u6667d76b498c6a8e982bac0fc4575032 .centered-text-area { min-height: 80px; position: relative; } .u6667d76b498c6a8e982bac0fc4575032 , .u6667d76b498c6a8e982bac0fc4575032:hover , .u6667d76b498c6a8e982bac0fc4575032:visited , .u6667d76b498c6a8e982bac0fc4575032:active { border:0!important; } .u6667d76b498c6a8e982bac0fc4575032 .clearfix:after { content: ""; display: table; clear: both; } .u6667d76b498c6a8e982bac0fc4575032 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6667d76b498c6a8e982bac0fc4575032:active , .u6667d76b498c6a8e982bac0fc4575032:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6667d76b498c6a8e982bac0fc4575032 .centered-text-area { width: 100%; position: relative ; } .u6667d76b498c6a8e982bac0fc4575032 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6667d76b498c6a8e982bac0fc4575032 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6667d76b498c6a8e982bac0fc4575032 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6667d76b498c6a8e982bac0fc4575032:hover .ctaButton { background-color: #34495E!important; } .u6667d76b498c6a8e982bac0fc4575032 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6667d76b498c6a8e982bac0fc4575032 .u6667d76b498c6a8e982bac0fc4575032-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6667d76b498c6a8e982bac0fc4575032:after { content: ""; display: block; clear: both; } READ: Breast Cancer EssayCLONING RESEARCHA persuasive paperScott Miller8/8/00English Comp IIMrs. TepeT/R 11:30-12:50Words/ Pages : 1,528 / 24