Chromosome Analysis of Chicken and Quail

Chromosome Analysis of Chicken and Quail Chicken, quail and Chicken-Quail hybrids were used as objects of study, in order to investigate the crossing incompatibility between Chicken-Quail in the level of chromosome. Chromosome specimens are prepared by the peripheral blood lymphocyte cultivation, airing and embryonic, with karyotype, G and C band analysis. The results showed that the number of chromosomes of chicken and quail are 2n = 78, including 10 pairs macrochromosomesand 29 minute chromosome, but apparented differences are existed in the morphous of chromosomes, there are comparatively large difference between the number of fringe and the width of fringe of G band stripe of chicken and quail. It can be divided into 32 zones, with 155 straps and 71 positive bands for chickens. And it can be divided into 28 zones, with 138 straps and 61 positive bands for quails. Through the analysis of C zonation, it indicated that W chromosome of fission phase in all the female always show C-band and the whole band anachromasis, easil y identified, which further confirmed the C-band analysis is an effective way of birds sexing. Key words: Chicken, Quail, Hybrid Species, Karyotype According to the statistics, 56 percent of kinds of birds can be used to species hybridization and 44 percent of kinds birds can be used to intergeneric cross, epecially between family or subfamily[1]. These phenomenon of distance hybridization can make breeding materials richer and provide superordinary goods group, however, the problems accompanied by distant hybridization are cross incompatibility (hybridized combination can not obtain the offspring), and hybrid sterility. There are same matters between the crossing of chickens and quails, such as the early death of female individuals of hybrid species, only the maleness ones survivaled but there are no activity of genitical gland of hybrid species. Now the mechanism of distance cross-incompatibility of birds are imperfect, and there are no detailed cellule genetics research of generic cross. Chickens, quails and intergeneric hybrid species were used as object in this study, Chromosome specimens are prepared by the peripheral bloo d lymphocyte cultivation, airing and embryonic, with karyotype. With the comparison among the objects, G-band and C band, many valuable references for cross incompatibility and the hybrid sterility are provided between chicken and quail. Test materials Test animal Gallus gallus domestica tested 20 (10 à ¢Ã¢â€ž ¢Ã¢â‚¬Å¡, 10 à ¢Ã¢â€ž ¢Ã¢â€š ¬), quail 20 (10 à ¢Ã¢â€ž ¢Ã¢â‚¬Å¡, 10 à ¢Ã¢â€ž ¢Ã¢â€š ¬), the ripe Chicken-Quail hybrids 20 and Chicken-Quail hybrids embryos 90 adopted artificial insemination method by hybridization of chicken (à ¢Ã¢â€ž ¢Ã¢â‚¬Å¡) and quail (à ¢Ã¢â€ž ¢Ã¢â€š ¬), were taken from experimental station Animal Science and Technology Institute of Shihezi University. Reagent RPMI1640 (GIBCO); Heparin (Hua Mei biological engineering company); colchicine (BIB subpackage); Giemsa powder (Sigma subpackage); calf serum (Hua Mei biological engineering company), inactivated , cryopreservation; PHA (Institute of Pharmaceutical Industry in Guangzhou). Preparation of conventional chromosome specimen Chromosome specimens slice of chicken, quail and ripe Chicken-Quail hybrids prepared[2] by the peripheral blood lymphocyte cultivation, airing. Chromosome specimens slice of Chicken-Quail hybrids prepared by embryonic. Referring the methods of preparing the chromosome sample of G-zonation of Chen guo-hong[3] and so on(2003), then preparing the chromosome sample of C-zonation for using the regulation of BSG[4]. Chromosome analysis method Chromosome sections with Giemsa stained can be counted under a microscope. The diploid chromosome number are counted under the microscope with selecting of good chromosome spread and fission phasing of limpid appearance (50 male and 50 female). The 3 metakinesis phasing and good chromosome spread and limpid appearance selected in each poultry were carried out microphotograph under the immersion objective choice. The long and short arms of first 10 pairs chromosomes were measured by Photoshop image-processing software, then according to the following formula, calculated the relative length of each chromosomes, arm ratio and Centromere index. According to the standards of Leven, regular karyogram were got for the size, the location of centromere of chromosomes. For using the mean value of karyotype parameter, we can draw a ideograph of karyotype. Relative length=-100 Arm ratio= Centromere index=-100 The good metaphase G-band ideograph for division of zone of chicken, quail and a hybrid were shooted. With the survey of microscope, the number of stripe, the relative location of stripe, the shade of colouration and the width of stripe were all sure. The number of stripe for the first 10 pairs chromosomes of each cellule were calculated, and counted the frequency of modal number of stripe. Partited[5] the zone for referencing the pattern of the G-zonation of Gallus gallus domestica, then drawed the mode of the G-zonation of intermediate stage for chicken, quails and hybrid species. The condition of metaphase phasing C zonation with alkali treatment was observed under the microscope, selecting complete limpid metakinesis phasing of good disposal, chromatosis and disintegration for micrograph, magnification, cutting out, paring, with the analysis of the C-band characteristics, location show, and other laws, focusing on observation of the W chromosome morphous and banding circumstances . Results and analysis Karyotype analysis of Chicken, Quail and Their Hybrids Diploid (2n) cell chromosome number Chromosome sections of Chicken, quail and a hybrid were carried out conventional Giemsa staining with the selection of 100 good desintegrate phasing respectively for micrograph and the statistics of diploid chromosomes, the results shown in Table 1. Table 1 The diploid chromosomes of Chicken, Quail and Their Hybrids From table 2, 10 pairs macrochromosome and 29 pairs minute chromosome are included in the chromosomes of chickens and quails, and minute chromosome are telocentric chromosome with sex determination style of ZZ (à ¢Ã¢â€ž ¢Ã¢â‚¬Å¡) and ZW (à ¢Ã¢â€ž ¢Ã¢â€š ¬). No. 3, No. 5, No. 7, No. 9 chromosome in chicken autosome are t-type, No. 1, No. 2, No. 8 chromosome are m-type; No. 4, No. 6 chromosome are sm-type; except the quail autosome No. 1 chromosome for sm-type, No. 2 chromosome for the m-type, No. 4 chromosome for st-type; other chromosomes are t-type. The Z chromosome of chicken and quails are m-type and the fifth macrochromosome; for chicken, the W chromosome is m-type, with the length the same as No. 8 chromosome; for quail, the W chromosome is t-type, with the length between No. 7 chromosome and No. 8 chromosome. Chromosome karyotype of Chicken-Quail hybrids Table 3 The parameter of macrochromosomes of Chicken-Quail hybridsà ¯Ã‚ ¼Ã‹â€ Ã‚ ±SEà ¯Ã‚ ¼Ã¢â‚¬ ° The chromosome parameters of Chicken-Quail hybrids in Table 3, compared with chromosome karyotype parameters of chicken, quail in Table 2 found that each chromosome of every chromosome of the hybrid is basically same chromosome karyotype of chicken, quail with sex determination style for ZZ (à ¢Ã¢â€ž ¢Ã¢â‚¬Å¡) and ZW (à ¢Ã¢â€ž ¢Ã¢â€š ¬). Based on the result of Table 2 and Table 3, the ideograph of first 10 pairs of chickens, quails and hybrid species were drawed(see figure 5 and 6) , and reviewed the appearance of each chromosomes. The karyogram of chickens, quails, adult hybrid and majority hybrid species and their embryo were showed from figure 2 to figure 5. The matched-pairs of chromosomes in figure 3 and figure 4, in which the left of paired chromosomes is from chicken and the right is from quails. Disposition of Chicken-Quail hybrids early embryo sex proportion According to the chromosome karyotype and heterosome differences combing with the C-band banding pattern figure, the early sexuality identification of crossing progeny is carried out for 5 selected time. 90 embryos at early age are choosen, of which 24 female and 66 male are included. With the comparison of the theoretical, female and male ratio take on a significant difference (P

The Non-Sympathetic Character of Byelinkov in The Man in a Case Essay

The Non-Sympathetic Character of Byelinkov in The Man in a Case  Ã‚     It is hard to sympathize with a person who has a complete lack of happiness in their life.   In Wendy Wasserstein's The Man in a Case, Byelinkov lives a dull, uneventful life, which only he is content with.   He performs the exact same routine every day and has rendered this routine almost his entire life.   Byelinkov's tedious life is expressed throughout the play by way of comments made to Varinka, as well as through his daily habits and rituals.   Byelinkov is a Latin and Greek teacher at the local school in the village of Mironitski.   He is well respected and known by many people throughout the village for his extensive knowledge.   Byelinkov translates numerous stories and documents each week and can only concentrate on his work if he is alone, so most of his time is spent in solitude.   Byelinkov is engaged to marry Varinka, whose personality, on the other hand, is completely opposite of his own.   She lives moment by moment, where as he plans out everything.   Varinka has an almost childish personality...

All Quiet on the Western Front :: essays research papers

All Quiet On the Western Front Born Erich Paul Remark (later changed to Remarque) on June 22, 1898, he grew up in a Roman Catholic family in Osnabruck in the province of Westphalia, Germany--a city in the northwest part of what is now West Germany. He adored his mother, Anna Maria, but was never close to his father, Peter. The First World War effectively shut him off from his sisters, Elfriede and Erna. Peter Remark, descended from a family that fled to Germany after the French Revolution, earned so little as a bookbinder that the family had to move 11 times between 1898 and 1912. The family's poverty drove Remarque as a teenager to earn his own clothes money (giving piano lessons). In November 1916, when Remarque was eighteen and a third-year student at Osnabruck's Lehrerseminar (teachers college), he was drafted for World War I. After basic training at the Westerberg in Osnabruck (the Klosterberg of the book), he was assigned to a reserve battalion, but often given leave to visit his seriously ill mother. In Jun e 1917, he was assigned to a trench unit near the Western Front. He was a calm, self-possessed soldier, and after carrying fellow comrades to safety during battle, he himself was severely injured and was sent to the hospital in Duisburg for much of 1917-1918. He was there when his mother died in September 1917. The war ended before Remarque could return to active service, but even though he had not experienced front-line fighting at its worst, the war had changed his attitudes forever. He had learned to realize the value of each individual life, and had become disillusioned with a patriotism that ignored the individual. To him and many of his companions, civilian careers no longer held any meaning. In 1929, he published All Quiet on the Western Front, a novel about the experiences of common German soldiers during World War I. Remarque stripped the typical romanticism from the war experience in his shocking anti-war novel. The novel instantly became an international success, and also was turned into an Academy Award winning movie. After reading the book, I can’t even fathom what a different lifestyle Remarque led, fighting for survival every day while I find myself watching hours of TV searching for entertainment day after day. One can imagine the intense emotions that Remarque includ ed in his story, seeing as how his first hand experiences have affected him so greatly.

Graduation Speech :: Graduation Speech, Commencement Address

As you look back on the last four years I'm sure you'll all remember them differently. Some of you will think of them as the best four years of your life and others, the worst. Some of you will think of them as the most fun you've ever had. Some of you will remember the friendships you've created, or all the things you've learned and will carry with you wherever you go. Most of all I think we should remember and be thankful for the fact they've been a relatively safe four years. We've had our share of bumps and bruises, but nothing really major. I am saying this mainly because in the past few months, especially, other schools have not been so fortunate. When they look back on their high school years, their memories shall forever be tainted by unspeakable acts of violence and rage. As you know, I'm referring to the 12 students and one teacher killed by two crazed gunmen. In the aftermath of these tragedies people have searched for someone or something to blame. They've gone from video games to the availability of guns, to the lack of attention by parents, teachers, and counselors, and even to the Internet, but finger pointing will not solve the problem. I can't say that I have all the answers but I know there are some things we can do. The problem, I believe, starts and ends with us. Those two students, from Columbine High School were outcasts and constantly teased. The sad truth about that tragedy is that it could have happened here. Honestly, we've all made fun of someone at some time, but toward the end of the year it seems as though we're all being nicer to each other, mainly because we're not going to be here much longer and we realize it simply isn't worth it. I think it would have been much better to have had this attitude at the beginning of high school instead of at the end. As we go through our lives we should not forget what we've learned. We are the future and we're responsible for the next generation. It is our job to teach them to be nicer to each other and more tolerant of their differences. We have to teach them not to solve their problems through guns or violence. That truly is the only way to prevent these senseless tragedies from occurring.

Succubus Dreams CHAPTER 2

For a few seconds, I was no longer at the party. My mind's eye flashed back to where I stood on a cliff outside the town I'd grown up in, barely old enough to be called an adult by today's standards. And Niphon was there, smiling at me, promising me he had all the answers and could make my problems disappear†¦. I shook my head, driving off the memories and returning to the party at hand. His smile grew, an evil smile that promised even more evil things. I could have been facing Eden's serpent himself. â€Å"I knew you had it in you,† he continued, stepping toward me. His voice stayed soft. â€Å"I knew it the minute I saw you. I can't wait to find out firsthand just how†¦experienced you've become.† My defenses snapped into place, and I stepped back. â€Å"Touch me, and I'll break your fucking neck.† â€Å"Such ingratitude, considering I made you what you are.† â€Å"Stay away from me.† He started to move forward again, and my heart leapt to a pace that would have killed most humans. Suddenly, Jerome's voice fell over us, and I realized the room had become silent. â€Å"Leave her alone, Niphon. She said no.† The imp paused and made a pleading face. â€Å"Aw, come on, Jerome. What kind of demon doesn't share his goods?† â€Å"You aren't here to fuck my succubus. If you can't do your job, I can replace you.† Jerome's voice held a warning note that even an asshole like Niphon couldn't ignore. Maybe someone would be consigned to Hell tonight after all. Disappointingly, the imp inclined his head in obeisance and backed off. The look he gave me warned we would have a later conversation. I walked over to Jerome. â€Å"Maybe you should have given me a heads up earlier.† â€Å"And ruin things for you lovebirds? Hardly something a die-hard romantic like me could do. Besides, I told you to come early.† Hugh snapped his cell phone shut and wandered over to join us. He kissed my cheek. â€Å"Hey, sweetie. Big things going on here.† My already enormous sense of dread grew by leaps and bounds. â€Å"Such as?† â€Å"Re-org. Seattle's lines have been redrawn. We're getting another succubus. Or, well, we've got one.† My jaw dropped, and I replayed Niphon's earlier words. â€Å"You are so joking.† â€Å"Afraid not. This is Tawny.† Robo-Blonde pranced over on her stiletto heels and tried to shake my hand again. I kept it out of reach, fearing for my bones. I forced a smile. â€Å"Hi, Tawny.† I turned back to Jerome and jerked my head at Niphon. â€Å"Why is he here then?† â€Å"I acquired her,† the imp explained. â€Å"Acquired† was a nice way of saying he'd bought her soul for Hell, just as he'd purchased mine. â€Å"It's my job to stay and watch her until she's settled in and taken her first victim.† â€Å"No one ever did that for me,† I recalled. â€Å"You sort of threw me to the wolves.† I'd had to be some innkeeper's sex toy in Constantinople for a few years until I'd learned the succubus ropes. Niphon shrugged. â€Å"HR's new policy. Just think of all the time it'll give us to catch up.† Giving Tawny a sidelong glance, I hoped her adamant desire to destroy men everywhere meant she'd be a quick study. Eyeing her leopard-skin skirt, I had my doubts. â€Å"Well. Fantastic. Now that I'm up to speed, I guess there's no need to stay – â€Å" Hugh shook his head, suddenly becoming my-friend-the-imp as opposed to the all-business imp. I could tell from his expression that I wouldn't like what he had to say next. â€Å"There's something else you need to know. For the next year or so, you have to be her†¦uh, mentor.† â€Å"Mentor,† I repeated flatly. He nodded, looking sympathetic. Jerome watched our exchange with amusement. â€Å"What, um, does that mean for me exactly?† Hugh set his briefcase on a coffee table and pulled out what looked like the kind of copied-and-bound manual Kinko's would run off. He tossed it to me. I caught it and nearly keeled over. The thing had about eight-hundred pages. Mentor's Official and Complete Procedural Handbook on Initial Succubus Intake and Probationary Period (Abridged). â€Å"Abridged?† I spun toward Jerome. â€Å"Tell me you're getting back at me for the time I accused you of wearing Old Spice.† â€Å"That one's still coming,† said the demon. â€Å"This one's for real.† â€Å"I can't do this, Jerome. I don't have the time! Do you know how much stuff I've got going on? I'm still training the new assistant manager at work – â€Å" He stood up with speed a vampire might have admired. He leaned toward me, the amusement gone from his face. â€Å"Oh gee, Georgie. How inconsiderate of me to take you away from your human boyfriend and your crucial-to-the-world bookstore job and all the other fucking absurdity in your life! Let me just go ahead and tell my superiors that you've got more important things to do than answer to the powers who control your immortal soul and could wipe out your existence in the blink of an eye.† Heat flooded my cheeks. I didn't really appreciate being verbally bitch-slapped in front of Niphon and Seattle's entire dream team of evil. â€Å"I didn't mean it like that. I just – â€Å" â€Å"It's not up for debate any longer.† His words crawled over my skin. I swallowed. â€Å"Yes, Jerome.† Even I knew when to back down. Silence fell. A smirk played over Niphon's face. â€Å"A human boyfriend. How terribly quaint. I can't wait to hear all about it.† â€Å"I think it's cute,† said Tawny. â€Å"I hope you're making him suffer.† â€Å"Their romance is a great tale of self-exploration,† remarked Hugh, straight-faced. I shot him a glare. As a sexual workaround, Seth and I found we could do unto ourselves what we couldn't do to each other. I'd never actually told my friends about this solution, but they'd kind of figured it out. With the drama complete, the rest of the room lost interest in me. Tawny did not, however, and immediately began talking to me about the joys of ripping out men's hearts and watching them cry. I left her as quickly as I could, working the room and talking to those I hadn't seen in a while. I was good at smiling and making people laugh while all the while, my mind spun and processed this new complication. When I finally found Cody, Peter, and Hugh huddled in a corner, I breathed a sigh of relief. I could tell from the looks on their faces that this was the most hilarious thing they'd seen in a while. Cody, young for a vampire but ancient compared to Tawny, threw an arm around me. His shaggy blond hair was tamed into a short stub of a ponytail. He was perpetually laidback and upbeat, and his â€Å"youth† always made the rest of us want to baby him. â€Å"Oh, man. This is going to be great. You are so screwed.† â€Å"As if,† I said, squirming away. â€Å"You think I'm afraid of her?† â€Å"I am,† said Peter with a shiver. He had thinning brown hair and wore casual yet exquisitely coordinated clothes, all the way down to his argyle socks. He was an old vampire, close to my age, and was Cody's mentor. I'd never thought much about their mentor-apprentice relationship before. It always seemed pretty effortless, but then, Cody was no Tawny. I followed Peter's gaze to where the new succubus animatedly told a story to a stone-faced demoness named Grace. From the dangerous jiggling of Tawny's breasts, it looked as though the structural integrity of her shirt could only last so long. â€Å"I don't think you're afraid,† said Hugh slyly. â€Å"I think you're jealous.† â€Å"Of what exactly? Bad fashion sense? An ergonomically unsound bustline? I have nothing to be jealous of.† â€Å"Whatever. I saw your face when you heard we were getting a new succubus. Looks like someone isn't going to be the only girl in our little clique anymore.† â€Å"So?† â€Å"So, we'll have a new little sister to fawn and fret over. You'll have to share the spotlight.† â€Å"I'm not sharing anything,† I said huffily. Peter laughed. â€Å"So it does bother you. Can't wait until the fur starts flying.† â€Å"Her fate is in your hands,† said Cody. â€Å"You should make her call you ‘Miss Georgina,'† added Hugh with a mocking southern drawl. â€Å"Or at least ‘ma'am.'† Niphon's presence and Jerome's lecture had put me in a grouchy mood. â€Å"I'm not doing any mentoring. She's so gungho to take on the world's male population, she doesn't even need me.† The three men exchanged more smirks. Cody made some hissing and meowing sounds, scratching at the air. â€Å"This isn't funny,† I said. â€Å"Sure it is,† said Cody. â€Å"Besides, don't you want to help others? Where's your sense of goodness and charity?† â€Å"I think I cashed that in when I, you know, sold my soul to Hell.† Peter waved his hand. â€Å"Details, details. ‘Tis the season to put aside petty rivalries and animosity. You've got to get into the holiday spirit. You probably haven't even put up your Christmas tree yet.† â€Å"I'm not getting a tree this year.† The smile slipped from Peter's face. â€Å"What?† â€Å"Oh, shit. You've done it now,† said Hugh. â€Å"I already got lectured earlier for not having one.† â€Å"You're a Scrooge,† Peter told him while still looking at me. â€Å"No one expects that kind of festive cheer from you. But Georgina†¦didn't you have a Christmas tree last year?† â€Å"Yeah. Somebody burned it down. At my Christmas Eve Martini Party.† â€Å"I was there,† said Peter. â€Å"I don't remember that.† â€Å"You were drunk. You'd already passed out.† â€Å"What kind of sick bastard burns down a Christmas tree?† Hugh and I exchanged glances. â€Å"That's an excellent question,† I said dryly. Peter looked startled. â€Å"Was it you?† he asked Hugh. â€Å"No,† said the imp. â€Å"It was Carter.† â€Å"Your Christmas tree was burned down by an angel?† asked Cody. He hadn't been with our group last December, so this was all new to him. And Peter too, apparently. â€Å"Yup. The irony isn't lost on me,† I said. â€Å"He had his ashtray too close to where a branch was hanging down.† â€Å"Well, I think he did you a favor,† said Hugh. â€Å"You can get a fake one now. They're easier. No watering. No woodland animals. Besides, you can get them to match your d? ¦cor. Did you notice Peter's is ‘pissed-off ocean green'?† Peter sighed. â€Å"It's ‘jaded sea green.'† I followed their gazes to Peter's monstrosity of a Christmas tree. Nine feet of perfectly shaped needles draped in gold tinsel and red glass ornaments. Everything on it coordinated. In fact, I suddenly realized, it matched Peter's outfit. The tree looked like a display model from a department store. The green in the multicolored bejeweled star on top even seemed to bring out the blue in the ‘jaded sea green.' â€Å"At least you don't have an angel on top,† I said. â€Å"Because that would have been kind of wrong. And possibly a fire hazard.† â€Å"Joke all you want,† the vampire said, â€Å"but you have to have a Christmas tree. Oh, yeah – you also have to draw a name for Secret Santas.† I groaned. â€Å"Are we doing that again?† â€Å"Let me go get the cup,† he said, trotting to the other side of the kitchen. I looked at the other two. â€Å"A vampire obsessed with Christmas. That has to be the weirdest thing I've ever heard.† â€Å"No weirder than an angel burning down a Christmas tree,† pointed out Cody. Peter returned with a reindeer mug that held a few folded pieces of paper. He held it out to me. â€Å"Not many left. Pick.† I pulled out a slip and opened it. Carter. â€Å"Son of a bitch,† I swore. â€Å"I hate Christmas.† â€Å"You do not,† said Peter. â€Å"You just have to get a tree. Then you'll feel better.† My eyes drifted from the star, down to Tawny and Niphon. â€Å"What I have to do is get out of here,† I told them, setting my glass on the counter. I made my good-byes to them and endured a bit more teasing about my new mentoring job. As I walked to the door, I overheard Jerome saying to Grace, â€Å"†¦but I'll be out of town for a few days.† I suddenly realized I needed to ask him something. â€Å"Hey, Jerome.† He turned from the demoness, shooting me an impatient look. In as few words as possible, I recapped how I'd woken up without the energy I'd stolen the previous night. Jerome listened, looking bored. â€Å"What'd you do last night? Bursts of shape-shifting? Rocket science? Heavy lifting?† I didn't need him to tell me what sorts of things would burn through my energy. â€Å"I didn't do any of those things. I just slept. I did dream, though.† â€Å"Dreams only suck the life out of humans, not us,† he remarked dryly. â€Å"It's what keeps Hell in business.† Seeing my expression, he sighed. â€Å"It's probably nothing, Georgie. Mental exhaustion'll do it. You probably spent the whole night unconsciously wrestling with sexual temptation.† I didn't appreciate his flippant answer, but there was nothing I could do about it. I left the party, driving home at a reasonable speed limit this time. As soon as I cleared the door, I tossed that ridiculous manual to the floor. It landed with a ground-shaking thump that made my cat Aubrey puff up her tail. â€Å"Sorry,† I mumbled, scratching her black-speckled head in consolation. Traipsing to the bedroom, I promptly dialed Seth on my cell phone. â€Å"Hey,† he said. â€Å"Hey. You have to come over here tonight.† A pause. â€Å"Well, I could, but†¦Ã¢â‚¬  â€Å"Oh, come on! You won't believe what I just went through. We're getting another succubus.† He paused again. â€Å"I'm not really sure how to respond to that.† â€Å"Respond by getting your ass over here. I need you.† â€Å"Thetis†¦I'm so close to the end here. Four chapters away. And I got this idea while we were having breakfast†¦Ã¢â‚¬  I groaned. Cady and O'Neill had defeated me again. Before actually meeting Seth, I'd worshipped him from afar as a literary genius, reading his novels over and over. Now I knew the dark truth about being a bestselling author's girlfriend. Hearing my silence, he reluctantly added: â€Å"But, I mean, if you really need me†¦Ã¢â‚¬  â€Å"No, no. Don't worry about it. It's okay.† â€Å"You don't sound like it's okay. I know how women work. You say that, then you'll hold a grudge against me forever. Literally.† â€Å"No, really. It's fine. I'll be seeing you tomorrow anyway. Besides, as soon as I get out of this dress, I'm just going to pass out anyway.† No way was I starting that procedural tome. â€Å"You're wearing a dress?† â€Å"Yup.† â€Å"You weren't wearing one earlier. What's it look like?† I started laughing. â€Å"Ooh†¦are you trying to have phone sex with me?† â€Å"Phone sex? Hardly. We haven't even had a phone first date.† â€Å"It's not that hard. You see, I tell you how the dress has a really low neckline with nothing underneath. Then, you tell me how you'll reach out and peel it off and stroke my – â€Å" â€Å"Oh my God. No. We are not doing this.† Typical Seth. He could write sex scenes that set the page on fire or dialogue clever enough to impress even me. Make him vocalize any of it, and he choked up. He was shy around others, fearful in large groups, and much happier staying an unnoticed listener. I sympathized but sometimes had trouble really comprehending it, considering how often I became the center of attention. I liked to think he'd improved a bit since we got together, but he had a long way to go. â€Å"It just takes practice. Here, I'll help you. Picture it. I'm getting on my knees and slowly unfastening your pants – â€Å" â€Å"Okay, look. If you really want to go through with this, I'd be happy to, you know, go get on my computer and IM it†¦Ã¢â‚¬  â€Å"Oh good grief. Go work on your book.† I hung up the phone and sat down on my bed. Good Lord. My weekend had taken an abrupt U-turn. Like it or not, I supposed it had been only a matter of time before a new succubus joined the ranks here. Seattle had grown significantly over the years, and I could only do so much. But a green succubus? One I had to train up? If I hadn't known such administrative decisions were out of the demon's hands, I would have accused Jerome of doing it on purpose. It was on par with his sense of humor. Why couldn't we have just gotten some antisocial pro who did her job without ever interacting with me? And Niphon†¦well, that was the coup de gras. I didn't like being reminded of my past, and I didn't like him. Something told me he had it in for me, though I couldn't entirely fathom why. He'd bought my soul and recruited my eternal services. What more was there? Wait and see, a warning voice whispered in my head. I shivered. Tawny couldn't make her first score a moment too soon. Suddenly, I didn't feel like passing out after all. I wanted to go out. Not for a victim or anything†¦just to, well, be out. Grab a drink. Do a little flirting. It might salvage the train wreck I'd just endured. I headed downtown to the Cellar, a favorite watering hole for local immortals. After Tawny's coming-out party tonight, I doubted anyone I knew would be there. A little alone time suited me just fine. Yet, as I entered the crowded bar and slipped through the drinking, laughing patrons, I felt a cool sensation tickle my immortal senses. It made me think of crystal and ozone. Scanning around, I finally found Carter sitting across the room at a round table. Seattle's most powerful angel – and the one who had burned down my Christmas tree – had sensed me too, and a slight smile curled his lips in greeting. Although he naturally hadn't been at Hell's all staff meeting, he did have a tendency to hang out with my little clique. It had weirded me out at first, but I'd since come to view him as a normal fixture in my life, albeit a strange and badly dressed one. More startling than seeing him out tonight, however, was his assortment of companions. Three angels and a human – none of whom I'd ever met before. All of them watched me, displaying curiosity and – for one of them – scorn at my presence. Whatever. He could scorn all he wanted. It would take more than an angel posse to get to me after everything I'd experienced today. Carter's company did strike me as odd; I'd never known him to work with others. A grudging curiosity rose up within me, wondering what could have brought them all together – with a human, no less. Noting my scrutiny, Carter winked and made a small gesture of invitation, much to the astonishment of two of the angels. I nodded back in acknowledgement, first stopping by the bar to get a vodka gimlet. When I walked over a minute later, I put on my best saucy succubus attitude and pulled up a chair beside Carter. â€Å"Well, well,† I said. â€Å"I feel like it's Rush weekend or something. We're all entertaining guests, huh?† â€Å"So I hear,† he said. He absentmindedly ran a hand through his chin-length blond hair. Unless I was mistaken, it had been washed for the first time in six months. These guests must be serious. â€Å"I also hear one of yours is of a more permanent nature.† I pulled a face. â€Å"I don't really want to talk about that, if it's all the same to you.† â€Å"Can we expect a cat fight soon?† â€Å"That joke is so one hour ago. You want to introduce me to the rest of the class?† This made one of the angels laugh. She had deeply tanned skin and black hair that shone like silk. A merry glitter danced in her eyes as she extended a hand to me. â€Å"Yasmine. And you're Georgina.† I nodded back, unable to help a smile. The one she gave me in return filled me with warmth and joy. Maybe some angels weren't so bad after all. It was a good thing, too, because her companions seemed less thrilled to make my acquaintance. â€Å"I'm Whitney,† said another slowly, a pretty black woman whose hair consisted of myriad tiny braids. She dressed with a fashion sense that met my standards and wore cat-eye glasses that made her look both cute and wise. Her handshake took a moment in coming, but it did come. I glanced at the last angel expectantly. He had dark brown hair and blue eyes, paired with a long and narrow face. His expression conveyed clear disapproval and a haughty coldness. Now that was behavior I associated with angels. For a moment, I didn't think he'd speak at all. Then, with great stiffness, he said, â€Å"I'm Joel.† No handshake followed. I turned to the human. He grinned back with as much enthusiasm as Yasmine and flipped his longish dark hair out of his eyes. â€Å"Vincent Damiani. Nice to meet you.† â€Å"You too.† I cut Carter a sly look. â€Å"And all this time, I didn't think you had any friends.† â€Å"You're jumping to conclusions, Daughter of Lilith.† He sipped from what looked like whiskey straight up. â€Å"They're here on business.† â€Å"Ooh. Top secret angel business, huh? What're you going to do? Dance on a pinhead? Lobby for National Cute Puppy Day?† Joel's cold look dropped another ten degrees. â€Å"As if we would discuss our affairs with a dark seductress of evil.† Yasmine elbowed him with an eye roll. â€Å"She's joking.† â€Å"That's what she wants you to think,† he warned ominously. â€Å"I for one am not going to let my guard down while she attempts to use her wily and sinister powers of seduction on us.† Fixing him with a slow, languid smile, I leaned back in the chair, crossing my legs so the skirt rode up my thighs. â€Å"Baby, if I were using my wily and sinister powers of seduction, you'd be the first to know.† A dark flush stained his cheeks. He fixed his gaze on Carter. â€Å"I don't know what game you think you're playing, but you need to get rid of her.† Carter stayed unfazed. â€Å"She's harmless – unless you're a drug-pushing god or a nephilim. Or an introverted writer.† Yasmine flinched, her cheerful countenance becoming sober. â€Å"Don't joke about nephilim.† â€Å"In fact,† Carter obliviously continued, â€Å"she might fix that little logistical problem. Georgina, I don't suppose you'd mind playing hostess, would you? Vincent needs a place to stay while he's in town.† I arched an eyebrow in surprise. Misinterpreting my silence, Vincent hastily added, â€Å"It's okay if you don't want to. I mean, you don't even know me. I can see how that'd be weird.† â€Å"I don't know,† I told him, even more curious as to what was transpiring with this odd group. â€Å"If angels vouch for you†¦well, you can't really get a better recommendation than that. If you don't mind sleeping on the couch, it's fine by me.† â€Å"You're a pearl among succubi,† Carter declared. Joel nearly choked on his drink. Considering his stick-up-the-ass attitude, I doubted he had anything alcoholic. Probably Kool-Aid or Pepsi. Diet Pepsi, at that. â€Å"Are you out of your mind?† he exclaimed. â€Å"She's a succubus. You can't subject him to that. Think about his soul.† â€Å"She's not really into nice guys,† Carter said. â€Å"Usually. You won't have a problem.† Yasmine offered Vincent a playful look. â€Å"He's not that nice anyway.† â€Å"Carter – † began Joel. â€Å"I told you, she's fine. Let it go. You have my word. Besides, she won't ask any questions, and it'll give him an accessible place to stay while you guys search.† I jumped on the word â€Å"search.† Now we were getting somewhere. â€Å"What are you guys looking for?† Dead silence met me. Whitney crossed her arms. Vincent sipped his drink. â€Å"Okay, I get it.† I finished the gimlet with a gulp. â€Å"Need to know basis. Mum's the word. Hush-hush and all that.† Yasmine's easy grin returned. â€Å"I love her, Carter. No wonder you keep her around.† She then started talking about another succubus she'd met in Boston, smoothly changing subjects as deftly as Carter could. Guessing what I was thinking, Carter caught my eye and grinned. I rolled my own eyes in exasperation. Nonetheless, as the evening progressed, I found myself liking Yasmine immensely. She, Vincent, and Carter carried most of the conversation, and while angels weren't nearly as fun as the rest of my friends, I found this group entertaining in their own way. They also swore and drank a lot less, but well, nobody's perfect. When the bar closed, I took Vincent with me, but not before Joel issued warnings about the sanctity of the human soul. Vincent listened to it with a patient face, nodding along at the key parts. â€Å"Is he always like that?† I asked on the drive home. Vincent laughed. â€Å"He can't help it. He means well. He's just worried about me.† â€Å"Are you worried?† â€Å"Nah. You're pretty cute, but no, I'm not worried. I'm already in love with someone.† I started to joke that that was no protection against anything, that I'd seduced plenty of guys who thought they were in love. Something in his voice stopped my quip. The way he spoke implied that being in love was indeed protection from me and all the other evils of the world. He spoke like one who was invincible. I suddenly felt sad. â€Å"Good for you,† I said softly. He cut me a sidelong look. â€Å"You're okay for a succubus.† â€Å"Okay enough to tell me what you and the Super Friends are doing in town?† A smile flashed back over his face. â€Å"No.† At home, I set him up on the couch, producing piles of blankets to keep him warm. I kept my apartment at a steamy temperature most of the time, but it was December, and the part of me that still remembered huddling around meager fires in days gone by felt one could never have enough blankets. I soon went to bed, buried under my own stash of covers. This time, I didn't dream.

Medieval baghdad

Europe there was the Saxons, the Vikings and the franks, these were the three sides of conflict. Europe was filled with violence, illiterate people, superstition and no medical knowledge. They still believed that disease was caused by evil spirits or god(s).. The Islamic empire can reveal a respect for knowledge from all cultures; this made it significant. In their hospitals and pharmacies they would let anyone practice as a doctor. Also they would let anyone be a patient no matter what culture, country or religion. This reveals that the Islamic empire was religiously tolerant.It also is remarkable as the scholars were the first people to build hospitals with different wards for different illnesses. The scholars also collected knowledge from all countries and religions because it didn't what race you are, if you have new knowledge it was valuable. They collected knowledge from India, china, Greece, Italy, all over the empire: in fact it would take someone a whole year to go from one side of the empire to the other. This shows that they were willing to give up at least a year of their time to collect knowledge.Medieval Baghdad should be remembered for the contribution it made to our lives today. The scholars discoveries in medicine are still relevant today as they were the first people to do complicated surgeries. This includes cesareans and eye surgeries. What was remarkable was the fact that they had a 60% success rate on the eye surgeries. Our knowledge of medicinal practices would not be advanced if it were not for them. The scholars gathered information like a new way of writing numbers. This meant that they could write all the numbers from O to infinity with only 10 humbly.The person who did this was called AAA-Swarming. In fact we would not have any computerized technology without the numbers O or 1. This resulted in change as they found a whole new way Of writing numbers which actually made calculations easier. The layout of the city of Baghdad which had double walls and only certain places that you could enter inspired the design of the castles in Europe. Our castle would not the same in any way, shape or form if it were not for the architects designing the city of Baghdad.Also they would not have defended s well if it were not for them either. The reason we do not remember Baghdad for what it used to be is because there is no record of the books they wrote or that they collected the knowledge. Baghdad lost power over its empire as the smaller caliphs decided that they did not want to know more about science, math or astronomy. People called the Mongols destroyed the library which had held all of the books and knowledge that they had spent so long collecting.

John Dewey

Introduced his theories and concepts on how people think. He identified a number of different modes of thought including reflection. He saw reflection as an aspect of thought, a rational and purposeful act that is more then mere thinking. Dewey contrasted routine action with reflective action, laying the roots of reflective practice in teaching (Kodiak-Myers, 2012, p. 5). In his notion of reflective action he described a willingness to engage in self-assessment, which squired flexibility, analysis and social awareness (Pollard, 2005, p. 3). His reflection described a willingness to consider different possibilities and the ability and desire to recognize various opinions (Skateboarders, 2012, p. 5). Reflection, as a familiar activity, is often misunderstood, overlooked in the formal process of teaching and equated with similar activities such as thinking about the day, making sense of experiences we had or discussing resent occurred events and issues. In these daily activities teacher s assume that learning occurs (Bout, Gogh, & Walker, 1 985, p. 8).Employing a reflective teaching approach, a teacher will be In control of the teaching process and Its outcome, giving the teacher the ability to research on the effectiveness of his teaching enabling him to asses if learning indeed occurs (Killeen, 1989, p. 52). In this assignment I will first, explain reflection. In this explanation I will consider the different classification, categories and some characteristics of reflection. Next I will argue that reflection within the learning process is important for the teacher.I will thereafter critically discuss some of the advantages and limitations of along feedback from students In the reflective practice and wall conclude that the advantages outweigh the Limitations of galling feedback. For a teacher to employ a reflective practice he or she needs to firstly understand the meaning of reflection. Rodgers (2002) is of the opinion that, after almost a century of considering reflection there is no clear understanding in our academic literature of what exactly reflection is. She reconsiders Dew's concept of reflection and formulated four criteria that she felt characterized his concept of reflection.She speaks of reflection as a meaning making process that moves a learner from one experience Into the next†, as a â€Å"systematic, rigorous, deadlines way of thinking† that â€Å"needs to happen in community, in interaction with others† and it requires â€Å"attitude that value the personal and intellectual growth of oneself and of others† (Rodgers, 2002, p. 845). Reflection starts when a person inquires into his or her experiences and knowledge relevant to the experience, enabling him or her to ascribe meaning to his or her beliefs (Collier, 1999, p. 73). Learning Is affected through a process of thinking and fleeting on new experiences In relation to an excellent knowledge base and own understanding. Collier (1999) refers to Ki tcheners research that suggests a continuation of the reflection process, where knowledge is first viewed as certain and absolute, learned from authorities and direct observations. This absolute acceptance of knowledge develops, as the individual's own experiences and knowledge develops to â€Å"uncertain, relative and personal constructed† (1999, p. 174).Such ¶n (1987) is of the theory within practice, and the use of such a process ultimately leads to expertise. He identified two possible processes of reflection, a retrospective analysis of experiences, the reflection-on-action and the reflection-in-action, which is the process of reflection as an active part of the experience. In the reflection-on-action a teacher will reflect after a lesson on the process by thinking about the lesson, reflecting on the good and bad moments in the lecture, considering how to improve on the bad elements and how to build on the good moments.Reflection-on-action will be possible through self -examination, student assessments, student feedback of lesson ND discussions of mentor teachers (Howell, 2014). Reflection-in-action is used more by teachers with existing knowledge of teaching and experience of the learning process and is used to assess the student participation, knowledge, understanding and learning during the lesson (Howell, 2014). A third process of reflection is a proactive reflection known as reflection-for-action (Collier, 1999, p. 174). Howell (2014) uses this third process of reflection, before-action, which allows her to consider her lesson before it takes place.This process of reflection allows the cheer to be in a position to consider what will be taught, how it will be taught and he or she can develop an inner attitude of gratitude that will positively influence the attitude of the learners. Reflection does not always occur on the same level and, is depending on the circumstances and experiences of the teacher. Reflection will be influenced by the teach er's knowledge of the subject matter, her understanding of the teaching process as well as her personal circumstances and attributes. Howell (2014) identified these levels as technical, practical and critical reflection.The chemical level is concern with â€Å"effective application of educational knowledge and skill†, the practical level describes â€Å"an experience so that a subjective perception or commitment to a certain theory or system† is noticed and critical reflection is â€Å"indicated by a high degree of open-mindedness including ethical/moral and social considerations† (Collier, 1999, p. 174). These levels of reflection exist and work together (Howell, 2014) and research has indicated that new teachers often apply all these levels of reflection and all levels are equally important in the learning process Collier, 1999, p. 74). The teacher, as well as the learner in the sense that both teacher and learner bring certain attributes to the learning proce ss, will influence the process. Unless a teacher is capable of reflection he might not be able to bring about long term positive outcomes within the learning process. Teachers are often influenced by outside factors when faced with difficult situations within the class room and can easily, unconsciously develop standard problem solving tactics, left unexamined for years (Shortchange & Vassals, 2005, p. 45). Shortchange & Vassals (2005, . 9) refers too five phase structured reflection process. In this process there is an action from the teacher, followed by a retrospective look back on the action, an awareness of essential aspects of the action, the creating of alternative methods of action and a re-trial of the action. Palmer, as quoted by Howell (2014) stated, â€Å"good teaching comes from the identity and integrity of the teacher†. Every teacher has certain identities, pre-set ideas and assumptions which he or she brings into the class room and these identities, personal v iews and assumptions will influence how e or SE teach and what he or she teach.This in turn will influence what our described as paradigmatic, prescriptive, and casual assumptions (Brookfield, 1995, p. 4). Paradigmatic assumptions are very difficult to identify and they are basic structuring of ideas we use to order the world, perspective assumptions are assumptions about what we think ought to happen in a situations and causal assumptions assist us in understanding the different processes within the working world and how processes work (Brookfield, 1995, p. 3).As teachers we must be able o reflect on these predetermined assumptions to enable us to build on our professional development. According to Shortchange & Vassals (Shortchange & Vassals, 2005, p. 53) it is important for a teacher, specially a new teacher to be able to get in touch with these different identities. They refer to reflection, which can take place on different inner levels. Where a teacher sees him or herself in a specific role within the class room, the teacher might be set on a mission to fulfill this role and beliefs which in turn may create behavior issues in the class (Shortchange & Vassals, 2005).It s only if the teacher reflect on what it is that he or she is doing that causes the behavior problem and ask why he or she is doing it that they might find an alternative to their perceived reality. This requires the teacher to do introspective reflection of her own actions, which is a very difficult task for anybody to achieve. Often reflection can focus mainly on the technical or practical levels, without being critical. According to Brookfield (1995, p. 9) critical reflection will assist the teacher in unearthing the ways in which power is present in and distort the educational recess.Reflection is important for teachers both in their professional development as teachers as well as their personal growth as educators. Reflection will lead to new and better understanding of the learning pr ocess, often plagued with assumptions. The application of a reflective practice will lead to better Judgment, an examined common sense and better learning and understanding of our students who, in observing us, will develop their own reflective practices (Howell, 2014).Part of a reflective practice includes consultation with our peers and the enquiry into our caching by way of student evaluations. Student evaluations can form a very good reflective technique enabling a teacher to reflect on how her classes are received by her students instead of assuming that learning has taken place. An advantage of student feedback is to determine from the students how they engage with the lesson, what did they find interesting and what did not work for them.One of the disadvantages of this form of feedback could lead to very subjective feedback from students, which is not a reflection of the true ability of the teacher. Brookfield (1995, p. 7) refers to the â€Å"perfect ten syndrome† wher e teachers who receive a less then perfect score assume that they are not worthy teachers. Teachers disregard the complimentary and good feedback, concentrating only on the negative aspects of the feedback. This reaction is based on the preconceived assumption of teachers that good teaching is always followed by positive and good student evaluations.Critically reflection will assist the teacher in recognizing these unrealistic assumption and enable him or her to know that the â€Å"complexities of learning† as well as the students win attitudes towards their studies and the teacher self has influenced the low score. Equally, a perfect score could be indicating the teachers only accommodated the students in their preferred learning styles without testing the student outside of critique and was not developed to be the only answer in the learning process however I think that the advantages of reflective practice including student feedback outweigh the disadvantages.Student feedb ack is important for the teachers' own understanding of the learning process and it can contribute to the students sense of ratification in the learning process, displacing the inherent assumption of teacher power over student. As a negative aspect of the student reflections it may over power students, giving them the false assumption that they control the learning process. I think that the teacher and the students, accepting the true negative issues as such, should critically reflect on the outcome of student feedback in an open process in a positive manner to overcome the negative issues.At the same time positive issues should also be considered and build on in future. In conclusion I can ay that reflection is a process of deep questioning set assumptions and believes within the learning process to enable a better understanding of the process, to develop as a diverse teacher and to ensure maximum learning within the learning process. If reflection takes place before-action, the te acher will be able to prepare with gratitude, to enter the learning action with thankfulness and to convey a positive and thankful attitude to the students, creating an optimal learning environment.