Why the consumer should buy BMW Essay Example | Topics and Well Written Essays - 500 words

Why the consumer should buy BMW - Essay Example Furthermore, the essay will also argue as to why consumers will prefer buying BMW over other luxury cars. BMW’s innovations and performances in the segment of luxury car have acquired the repute of ‘the Ultimate Driving Machine’ from its numerous loyal customers. Automobiles are subjected to make regular and proper maintenance in order to ensure long life of the vehicle. However, maintenance costs of the vehicle are not for free and generally appear with a considerable price. Annually, it may cost approximately US $500 in maintenance for most of the luxury cars in the initial stages. However, at the later stages, a consumer may require to incur huge expenses due to massive changes in the machinery parts of the vehicle (BMW of North America, LLC, â€Å"Owners†). In relation to the operational performances, it has been viewed that BMW offers free maintenance of its vehicles to its customers for a period of four years. In fact, more than US $2,000 can be saved relating to the maintenance costs in contrast with other luxury cars. Furthermore, the company provides much assistance to its customers by offering roadside support without any additional costs for the initial 4 years.

Rhetorical analysis Essay Example | Topics and Well Written Essays - 1250 words

Rhetorical analysis - Essay Example He established his logos or logic to be more credible with the help of ethos or credibility by inferring to his lineage that he is the grandson of former President John F. Kennedy. His used of concrete figures also helped in making his arguments in the essay to be more logical and thus, more credible. Scholossberg use emotional appeal or pathos is not through the use of dramatics that would move the audience to cry but rather on appealing to their patriotic sense and love for America. The primary purpose of the essay wasa to voice America’s youth of concern that they too would like to get involve that they care for their country because what is stake in the election is their future in the first place. They are not as apathetic or self-absorbed as they were projected. It is just they reject the petty posturing of politicians, their partisan gridlocks and political inaction to get things done. Give them real leaders and they will respond – through involvement and willingness to work. While the youth may seem unaware and apolitical, Jack Scholossberg clarified that his generation knows what is going on. They know that his generation is burdened with a misguided war that damaged [America’s] credibility abroad. This resulted to America’s numerous implacable enemies that resorted to terrorism out of their hatred for America. Those misguided wars also costed America billions of dollars that they it has to borrow to the point that its national debt has grown so large that they do not know if they can still pay it back. According to Scholossberg, the youth may be silent (evident with their previous non-particpation) but they are very observant. Thus, in writing an essay to the Yale Daily News and The Yale Herald as his contribution, he would like to relay to his fellow students and youth (the paper being an

Music and Mind Essay Example | Topics and Well Written Essays - 750 words

Music and Mind - Essay Example The infographic laid out on two axes. The horizontal axis is representing the time of the chronological events that had occurred in one day and the vertical axis is portraying the content of the event in four categories. There are vertical bars placed in each time slot, which contains each contents icon in segments. Every segment is color coordinated according to the content of the event. All the icons placed in the vertical bar show a visual representation of the activity, location and nature of the event. The experience has indeed brought to light the extent to which I am exposed to music in different aspects of life. For instance, as I listened to gospel uplifting songs in the morning as I took a shower, checked my emails and took breakfast, the uplifting music inspired me to take the day on a positive note. However, I had a different experience at 11.30 am as I listened to a catchy song albeit I could not understand the lyrics. Although I was walking the dog at this time, I found interesting music can actually be a distraction as I tried to multitask between listening to music, walking the dog, and watching out for passing vehicles and people. A sad song at midday suddenly brought sad moods to me as the same song was played at my best friend’s funeral a few years back. It is important to note how brain can store good and bad memories and retain a strong association with music (Meyer, 2008). Between 12.30 and 1.00 pm, I did not experience any form of music. However, I noted that lack of music actually helped me concentrate on a magazine I was reading during this time. At 1.30 pm, I overheard music from a class as I passed by a learning institution. Although the music was not interesting, it reminded me of good old days when we would recite the alphabet using songs in kindergarten. At this point, I came to reckon that music can be used to enhance the brain to understand

Reflections on Perception of Reality Essay Example for Free

Reflections on Perception of Reality Essay I have always believed in what I saw, what I heard, and what I experienced. As these elements play a significant role of perceiving the world around me, it is very hard to distrust the reality. However, it was not a long ago that I began to ponder about this issue more profoundly. What do I really perceive? Could I precisely explain our perception without the help of science? As I spend more time thinking about this fascinating issue, I realized that it is necessary to analyze how the nature of perceptual experience relates to reality, and to science. The problems of perception do not only lie on the subject of metaphysics but also on the context of epistemology. Discussing broad philosophical positions about the nature of perceptual experience is the first step to form my own perspective on perception. Identifying and comparing reasonable interpretations and support of various assertions is therefore a key to successfully solidifying my argument. I would like to begin by introducing my ideas on perceiving the world that I am currently living in. In my opinion, my perception towards the world would depend on how to deal with apparently obvious truths about my experience of the world with the possibility of particular types of perceptual errors. Although I make myself open to the reality, this fact of openness is sometimes frightened by the existence of certain illusions. For this reason, philosophical hypothesis of perception needs to respond to this threat by providing an account of perception that preserves central and significant features of perception. Materialism argues that there exists some order of reality that is independent of the human mind, consciousness, and perception. According to materialism, there is a real material world, which consists of matter and energy and obeys some natural laws independent of human mind. As far as I understand, this epistemological materialism argues that logical experience does not contain a theory about what reality is, but rather about how we should treat reality. This epistemological materialism argues that all statements should be meaningful, and that in order to be meaningful a statement should be testable and verifiable, carving away metaphysics. Testable statements must then refer to scientific properties if observers are to agree. Therefore, statements of mind, reflecting internal feelings, thoughts, and motives are meaningless unless they display some physical change or behavior. Materialism seems to offer a simple and efficient perspective on reality, which indeed appears to be in agreement with our experience and observations. Moreover, materialism also seems to be the only metaphysics most consistent with scientific knowledge. But if the materialism was clearly to be true, the world would be without purpose and my life would be absolutely meaningless. Both being a moral human through free will and taking responsibilities for immoral actions would be delusion. This is certainly not the case for all of us. We, as human beings, strive to give meanings and purposes to our lives. Idealism, on the other hand, argues that there is no order of reality independent of human minds and morality. It gives supreme power to minds over other physical values such as body. Material substances would have no existence independent of mind, or while existing, this reality may exhibit human values and morality. It may also be true that reality’s basic nature could be mind in that our apprehension of reality is more determined by mind than matter. Most idealists believe that there is a fundamental unity to the world which is simply greater than the sum of its parts. However, I think that there is a close connection between the existence of our morality and the universe as our values imply something more to the universe than just matter, laws, and physical substances. I might have become the unique outgrowth through physical processes, and my mind could still qualitatively differ. My mind may be self-actualizing while the rest of nature and reality could be still the realm of matter. The reality therefore would be able to contain mind and matter at the same time. I would also like to underline the importance of the nature of knowledge. We need to acknowledge that our sensory knowledge is in fact imperfect as not everyone has exactly the same perceptions and impressions of external reality. We are truly chained to our bodies and could only appreciate certitudes in the privacy of our minds. Hence, I believe that our knowledge and perceptions of reality could never be perfect. Beyond what we could know, reality may still consist of physical interpretations. Constructionism argues that perceptual experiences consist of representations that are constructed by the mind that express external reality. And perceptual experiences both involve objective from the world and subject material supplied by mind. In other words, my perceptual visions are being constructed and my experience contains the representations of that reality. Basically constructionism is the result of compromise between materialism and idealism. As the major focus of constructionism is to unveil the ways in which individuals behave to form the creation of their perceived reality, it involves looking at the ways the world is being created and shaped into reality. For this reason, I believe that reality could be seen as a continuous and dynamic process while it is reproduced by human beings acting on our interpretations and knowledge. My belief is closely in line with this view of constructionism. I think that everyone tends to interpret and construct a reality based on his or her experiences and interactions with circumstances. Although the world outside our minds is considered to be objective and material, it may still be perceived subjectively by us, depending upon different values and morals each one of us holds. The discussion of the nature of reality and its perception, however, does not end here. It is crucial to look at this issue from a different point of view; epistemology dimension. There exist two extreme arguments for describing the nature of knowledge linked to the perceptual experiences. Positive science, which is based on materialism, explains that the only true knowledge one could learn about the nature of reality is primarily dependent on science which provides objective knowledge. But this view does not fully explain the nature of knowledge. Intuitionism, which is based on idealism, asserts that there are different forms of knowledge that the mind has access to. Therefore, no empirical investigation is actually necessary. We could hardly distinguish above two different ideas about the nature of knowledge as they are closely linked to each other. In my opinion, science is used to prove and validate our intuitionism by showing the actual models and data. They both then provide us with a sense of justification for the nature of knowledge. Realizing that there are different philosophical positions about the nature of perceptual experience and its relation to reality, and to science is essential to successfully understanding the nature of reality and knowledge. We have discussed interpretations and critique of the fundamental beliefs that explain the relationship between perception and reality. As we know, it is not easy to simply conclude which theory is the most powerful in explaining such a complicated subject. I believe, however, that the constructionism is the most plausible theory that holds valid argument along with the combination of positive science and intuitionism. How we perceive the reality not only depends on the physical world and materials but also on the experience and morals we retain. Scientific data and methods as well as intuitionism and insight do play a significant role in supporting the conceptual space produced by broad philosophical positions. Because perception is a dynamic dispute between the attempts of the world to impose a reality and our efforts to transform this reality into our own perspective, it is important for us to develop our own perspective gradually. Thus, my initial position towards the nature of reality and science may still change and later shape a new theory as we go through more studies and discussions in the course of psychology.

The importance of geometry

The importance of geometry This chapter includes the importance of geometry and the importance of learning how to solve traditional word problems by students in school mathematics. The concerns of mathematics education stakeholders about word problem solving based on national and international assessments and the suggestions provided by researchers and educators to improve students performance when solving word problems are also reviewed. The theories and empirical studies that focus on comprehension, representation, and solution of word problems are summarized. Although using mathematics, and in particular geometry, to model situations from work places has been part of education for centuries, the review of the literature starts with the beginning of the late nineteenth century, with the exception of Renà © Descartes (1596-1650) doctrine of problem solving (Encyclopedia Britannica, 1983). The review includes recommendations from important publications that inform mathematics education. Research-based theoretical and conceptual frameworks that support the solution process of mathematics word problems are used to develop a research hypothesis for examination in this study. Problem Solving and Solving Word Problems Some mathematics educators and researchers believe that a problem lies as an obstruction between two ends, the problem and the solution, without any clearly defined ways to traverse (Brownell, 1942; Mayer, 1985; Polya, 1980). This definition may also be applied to word problems because many researchers include math word problems in problem solving research (Kilpatrick, 1985). The logic behind this definition can be traced back to Renà © Descartes (1596-1650) philosophy which suggests that method is necessary to uncover the truth of nature. The following excerpt from Encyclopedia Britannica (1983) on Descartes Discourse on Method is worth mentioning as part of his doctrine of problem solving  [1]  [The Discourse] is a philosophical classic. [It] hides the fundamental assertion that the human mind is basically sound and the only means of attaining truth à ¢Ã¢â€š ¬Ã‚ ¦ never to accept anything as true which I [you] did not clearly and distinctly see to be so. Descartes thus implies the rejection of all accepted ideas and opinions, the determination to doubt until convinced of the contrary by self-evident facts. The second rule is an instruction to analyze the problem to be solved. Once cleared of its prejudices, the mind, using the example set by mathematicians, must divide each of the difficulties under e xamination into as many parts as possible; that is, discover what is relevant to the problem and reduce it as far as possible to its simplest data. The third rule is to conduct my thoughts in order, beginning with objects that are the simplest and easiest to know and so proceed, gradually, to knowledge of the more complex. The fourth rule is a warning to recapitulate the chains of reasoning to be certain that there are no omissions. These simple rules are not to be considered a mere automatic formula; they are to be regarded as a mental discipline, based on the example of mathematical practice. (p. 600) Schoenfeld (1987) summarized the four phases of Descartes problem solving plan. The idea in phase I is to reduce an algebra problem to a single variable equation for solving. Phase II suggests reducing a mathematics problem to an algebra problem and solving it according to phase I. In phase III, any problem situation is converted to a mathematics problem by mathematizing. In phase IV , the problem is then solved using the ideas in phase I and II. In two of his many rules (rules XIV and XV), Descartes suggested the drawing of diagrams as an aid to solving problems (pp. 29-36). It is noted from the above excerpt of Descartes problem solving process that a problem should be broken down to its parts before attempting to solve it. Each part should also be understood separately. For example, a word problem can usually be solved if one can understand the words (vocabulary), their meaning, their interconnection, the objects they represent, and the relevance of those objects in the problem. Solving a word problem is also sometimes referred to as problem solving. According to Branca (1987), problem solving is an alternative meaning of applying mathematics to different circumstances (p. 72). That means if a situation is explained in words, or in a word problem, then applying mathematics as a tool to solve that problem situation may be treated as problem solving. Also, Brow n, Cronin, and McEntire (1994) stated that assessment on word problems has different names, including math reasoning, problem solving, word problems, as well as story problems (p. 32). Although word problems have been extensively used in problem solving research, the similarity and differences between word problems and problem solving should be clarified. A word problem is also a problem to solve, according to the definitions previously mentioned. Many educators think solving word problems require the problem solving skills. For this dissertation, word problems will refer to problems of the type that appear in standardized assessments and tests such as the NAEP, the New Jersey HSPA, the SAT, and the ACT. They are not problems related to everyday human life without unstated facts where students have to wander, collect facts for mathematizing the situation before solving them. The problems in this study can be attempted using general heuristics (Polya, 1945; Schoenfeld, 1985), as well as through the application of Descartes problem solving principle and other methods based on Descartes philosophy. According to Kilpatrick (1987), in recent years, some researchers in mathematics education have used problems with increasing level of difficulty and learning opportunity that require the novel combination of rules and reasoning. A few similar problems were used in this research. (See Appendix K for sample problems) However, these problems are infrequently found outside of tests or class assignments. Solving Word Problems: A Goal of Mathematics Education Learning to solve problems is the principal reason of studying mathematics (National Council of Supervisors of Mathematics, 1977, p. 2). The NCTM (Krulik Reys, 1980) also suggested that problem solving be regarded as the major goal of learning school mathematics from 1980 to 1989 and repeated that recommendation more recently (NCTM, 2000). Mathematics accomplishment of students, which includes problem solving, became a major concern in the U. S. with the release of A Nation at Risk (U. S. Department of Education, 1983). This publication recommended focusing on the teaching of geometric and algebraic concepts and real-life importance of mathematics in solving problems. The low word problem solving ability of U.S. students of 9, 13, and 17 years of age was verified by the first data from the NAEP conducted in 1973. While analyzing the results of that assessment, Carpenter, Coburn, Reys, and Wilson (1976) concluded: It is most disturbing to ascertain the suggestion that many students receive very little opportunity to learn to solve world problems. The assessment results are so poor, however, that we wonder whether this is not the case. A commitment to working and thinking about word problems is needed for teachers and their students. (p. 392) Table 2.1 shows the scale scores of NAEP on mathematics obtained by U.S. students in grades 4, 8, and 12, on a 0 to 500 scale, from 1990 to 2007. Table 2.2 s hows the percent of different types of word problems correctly answered by the students in grades 8 and 12. According to Braswell et al. (2001), the achievement levels of 249, 299, and 336 are considered proficient levels for fourth-, eighth-, and 12th-grade students, respectively. Table 2.1 indicates very small improvements in the NAEP test scores for fourth-grade and eighth-grade students over the span of 17 years (1990 to 2007). However, these scores are below the suggested proficiency levels. It may be noted from Tables 2.1 and 2.2 that improvement, either in overall performance or in word problem solving skills for all participating U.S. students, is trivial. Also the scores that hover around 230 for grade 4, 275 for grade 8, and 300 for grade 12 on a 0 to 500 scale are too low. Of particular concern is an average of only 4% correctly answered questions for the years 1990 to 2000 (Table 2.2) by U.S. grade 12 students on volume and surface area related problems. International as sessments such as the FIMS in 1965, the SIMS in 1982, the PISA in 2003 and 2007, and the TIMSS in 1995 and 2003 further attested U.S. students poor problem solving skills and highlighted their low mathematical achievement in comparison to students from other participating countries. The FIMS and SIMS conducted mathematics assessment of 13year-old students and high school seniors (National Council of Educational Statistics, 1992). According to the NCTM (2004), the PISA measures the numerical skills and problem solving aptitude of 15-year-old students on a scale of 0 to 500whereas the TIMSS measures fourth and eighth grade students ability on concepts on a scale of 0 to 1000. The NCTM also reported that the NAEP, TIMSS, and PISA, which are low-stakes tests, generate group performance results of students. High-stakes tests, like New Jerseys HSPA or other state mandated tests, as well as the SAT and ACT, focus on the performance of individual students. Of the three assessments, NAEP, TI MSS, and PISA, TIMSS and NAEP have the most in common in terms of mathematical concepts and cognitive necessity (NCTM). The findings from the mathematics results of the PISA of 2000 and 2003 reported by Lemke et al. (2004) indicated that U. S. performance in algebra and geometry was lower than two-third of the participating OECD countries. Even the top 10% of the participants in the U.S. were outperformed by more than half of their OECD counterparts in solving problems. The then U.S. Education Secretary emphasized the need to reform high schools on top priority basis (U.S. Department of Education, 2005). The latest PISA (2007) results indicated that the mathematical accomplishment of U.S students is lower than the international average. According to TIMSS (2003), U.S. students of fourth and eighth grades scored on average 518 and 504, respectively in mathematics. These scores were higher than the average score of 495 of the fourth-grade students in the 25 participating countries and the average score of 466 of the eighth-grade students in the 45 participating countries. However, these scores were lower than the 4 Asian countries and 7 European countries for fourth grade and lower than the 5 Asian countries and 4 European countries for eighth grade. Although the average score of U.S. eighth-grade students improved by only 12 points from 492 in 1995 to 504 in 2003, there was no change reported by TIMSS in their score from 1999 to 2003. Overall, these scores on a scale from 0 to 1000 indicate that students in grades four and eight in the U.S. only achieved about 50% mastery of the concepts tested. National (NAEP, 2007) and international (FIMS, 1965; SIMS, 1982; TIMSS, 1995, 1999, 2003) assessments indicate that student achievement in mathematics remains a major educational concern. Those assessments use multiple choice, short-response, and open-ended word problems which are similar to those on the New Jersey HSPA, SAT, and ACT. Since students mathematical skills are measured using one or more of the above assessments, learning to solve word problems must be considered a major goal of mathematics education and a major component of assessing student achievement in mathematics. Further, learning to solve word problems related to real-life situations using mathematical concepts also helps students to be successful at work and in their lives. Geometry as a Cornerstone of Mathematics-History of Problem Solving and Geometry In ancient India, the rudiments of Geometry, called Rekha-Ganita, were formulated and applied to solve architectural problems for building temple motifs (Srivathsa, Narasimhan, Saà ¡Ã‚ ¹Ã†â€™sat 2003, p. 218). The 4000 years old mathematics that emerged in India during The Indus Civilization (2500 BC-1700 BC) proposed for the first time, the ideas of zero, algebra, and finding square and cube roots in Indian Vedic literature (Birodhkar, 1997; OConnor Robertson, 2000; Singh, 2004). The significance of studying geometry is evi dent from the past mathematical records. The book, A History of Mathematics (Suzuki, 2002) provides the mathematical innovations made by the most brilliant mathematicians from ancient times until the 20th century. Some of the mathematical developments presented in this book that are related to problem solving and geometry are discussed next. According to Suzuki (2002), the ancient Egyptians (3000 B.C.) demonstrated their skills in solving word problems by an Egyptian scribe on the mathematical papyri using the concepts of linear and nonlinear equations without any mathematical notations. That is, every problem solved by an Egyptian scribe was a word problem (p. 13). In order to redraw property lines after the yearly flooding of the Nile, the Egyptians developed realistic geometry related geometric figures, but not their abstract properties. Also, their geometry is filled with problems relating to pyramids (p. 16). The Babylonians (1700 B.C.) also routinely solved more complicated an d complex problems à ¢Ã¢â€š ¬Ã‚ ¦ entirely verbally (Suzuki, 2002, p. 28) without any system of mathematical notations. Their ways of solving interest relate problems show their advanced mathematical skills. According to Suzuki, the Babylonians also developed methods for calculating the area of triangles, trapezoids and other polygons. Before Pythagoras (580-500 B.C.), the Pythagorean Theorem was well known to the Babylonians (p. 31). The development of pre-Euclidean geometry goes back to the age of Plato (427-347 B.C.). It is said that the entrance plaque to Platos school in Athens read, Let No One Unversed In Geometry Come Under My Roof (Suzuki, 2002, p. 74). According to Suzuki, Plato had probably discovered the word mathematics from the mathema, meaning the three liberal arts, arithmetic, geometry, and astronomy (p. 74). Later, Euclid (300 B.C.), who lived in Alexandria, Egypt, wrote the Elements, a conglomeration of 300 years of Greek geometrical development. The Elements was so important for the next two thousand years of mathematics that Euclidean geometry became an essential part of learning mathematics until it faced the first serious mathematical challenges (p. 86) in the 19th century. The significance of understanding geometry for high school students has been a part of recommendations of the committees on mathematics education in the U.S. since 1894 (Commission on Mathematics, 1959; National Education Association, 1894, National Committee on Mathematical Requirements, 1923; Progressive Education Association (PEA) Committee and the Joint Commission, 1940; The National Committee of Fifteen, 1912). An account of these committees reports may be found in the 1970 yearbook of the NCTM, A History of Mathematics Education in the United States and Canada. A brief of the recommendations of these committees are presented below. The first national group of experts that addressed mathematics education was the subcommittee on mathematics of the Committee of Ten (National Education Association, 1894). They considered the goals and curriculum for mathematics education and recommended preparatory work on algebra and geometry in the upper elementary school curriculum. On demonstrative geometry, the committee stressed on the importance of elegance and finish in geometrical demonstration (p. 25). About demonstrative geometry, the committee further stated, there is no student whom it will not brighten and strengthen intellectually as few other exercises can (p. 116). This suggests all mathematics teachers engage their students in using the geometric concepts to visualize their surroundings and to geometrically demonstrate what they visualize. The final report of The National Committee of Fifteen on the Geometry Syllabus (National Education Association, 1912) recommended using realistic approaches to exercises in mathematics instruction. Eleven years later, its final report, The Reorganization of Mathematics in Secondary Education (The National C ommittee on Mathematical Requirements, 1923) also stressed the importance of the studying geometry. The commission advocated that the course of study in mathematics during the seventh, eighth, and ninth years contain the fundamental notions of arithmetic, of algebra, of intuitive geometry, of numerical trigonometry, and at least an introduction to demonstrative geometry (p. 1). One of the practical aims of this ecommendation was to encourage familiarity with geometric forms common in nature and life, as well as the elementary properties and relations of these forms, including their measurement, the development of space-perception, and the exercise of spatial imagination.

Types of Learning Disabilities Essay -- essays papers

Types of Learning Disabilities There are many types of learning disabilities that can hinder a child’s scholastic performance. These include: dyscalculia; dysgraphia; dysphasia; auditory, memory, and processing disability; and dyslexia. Dyslexia is when a person has difficulty translating language to thought or thought to language. This person would have problems with expressive and/or receptive oral and written language; you would see trouble with reading, spelling, writing, speaking, listening, and mathematics. If someone was trouble with arithmetic or solving problems, you might suspect they have dyscalculia. A person with this disability has much difficulty solving basic math problems. A writing disorder called dysgraphia causes a person to have difficulty forming letters or writing in a defined space. Most of the time their handwriting is illegible. Dyspraxia interferes with a person’s ability to make controlled and/or coordinated physical reaction to a situation; their reactions may be inappropriate to the situation. Auditory, memory, and processing disabilities cause problems with a person’s ability to remember words or sounds. He or she may experience retrieval failure when trying to remember simple words or sounds; this may be because his or her brain failed to understand the language correctly (Brickley). Even though these disabilities hinder a person’s ability to learn at the same speed as his or her peers, a teacher can accommodate the needs of a person with LD. A person with LD is not stupid, he or she just learns differently. Teaching Strategies Most students diagnosed with a learning disability have an Individualized Education Program (IEP). An IEP is a document that had ... ...rent Observation.† Learning Disabilities Online. 7 May 2004 . Male, Mary (2003). Technology for Inclusion: Meeting the Special Needs of All Students. Boston: Allyn and Bacon. National Information Center for Children and Youth with Disabilities (1993). â€Å"General Information About Learning Disabilities.† NICHCY. New Rochelle, N.Y. City School District. Learning Disability: A Book of Resources for the Classroom Teacher. New Rochelle: The Schools. Thurlow, Martha, and James Ysseldyke (2002). Including Students with Disabilities in Assessments. Washington, D.C.: National Educations Association. Wood, Judy W (2002). Adapting Instruction to Accommodate Students in Inclusive Settings. Upper Saddle River: Merrill.

Meiosis

Adam, a man carries millions of biological processes within him. One of these is the production of sperm cells. Everyday his body produces millions of sperm cells through the process of meiosis. Adam’s sperm cells are produced from a single parent cell through two stages of cell division. From a single parent cell, four haploid daughter cells are produced which contains half the chromosome of the parent cell. Adam feels nothing of these things going on in her testes.Eve, a woman, also carries millions of biological processes within her. One of these is the production of egg cells in her ovary. She produces a certain number of egg cells through the process of meiosis. Eve feels the presence of egg cells and changes her body temperature in response. Eve’s egg cell also comes from a single parent cell through two stages of cell division. She follows a cycle of egg production in an average of 30 days. Her ovary produces egg cells until the egg cells become ripe. When fertil ization does not occur, the egg cells are thrown away by Eve’s body as a form of monthly periodic discharge. Meiosis then produces another set of egg cells for the next cycle.When Adam’s sperm cell and Eve’s egg cell meet, a process known as fertilization occurs. The half chromosome carried by each, combine to form full fertilized egg with a complete chromosomes. Cells from the fertilized egg grow more cells through another form of cell division called mitosis. This growing fertilized egg from the combined chromosome of Adam and Eve then produces a new human being.References:Access Excellence: The National Health Museum Resource Center. Meiosis. Retrieved December 3, 2006 from   http://www.accessexcellence.org/RC/VL/GG/meiosis.html