Class scheduling system Essay

A.INTRODUCTION Through the past year, most of the people are not comfortable working with a computer, and perform better with the paper and pencil system. The manual system works, even if electricity is off, unlike most computer setups, and there is no data corruption or duplication, as sometimes happens with accounting software. One of the disadvantages of manual accounting system is the amount of time most put into it. Because you don’t have a computer categories and totaling figures, you must do this yourself. It takes a lot of time to do manual accounting that it does computerized accounting system. In this generation, computer is being used by industry, companies, school, and specially business establishment. They used computer in making their task easier with less times, from manual to a computerized one. The emerge of computer gives a big contribution to business and education. Ever since, computer development of technology become a great advantage on the business replaced the work intended for human primarily to lessen manpower. By using computer reduce the time consumed in recording data, computing transaction and processing information. A computerized system is designed to perform one or more dedicated functions is often times with real-time computing constraints. It is also designed to do some specific task, rather than be general-purposed computer for multiple tasks. In this regard, the researchers proposed computerized accounting system of C/A+CT college to lessen the works of the accountant. This study will develop researchers our skills and ability especially in planning, analyzing and designing a system. History: In 1997, the Cordillera A+ Computer Technology (C/+ACT), pronounced see-act, took a bow as it opened its doors to 17 wide-eyed and eager high school graduates. They were as excited as the first three (3) teachers: Mrs.Gladys Mae O.Garcia, Mrs.Nerisa L. Orodio and Ms Donagil Alipio. Two Technical 2-year courses were offered: Computer Secretarial and Computer Technician both supervised by the Technical Education and skill Development Authority (TESDA). On its second year, C/A+CT expanded its offering through two new 2-year courses Computer Programming and Associate in Computer Science. The school population grew steadily and on its First Commencement Program in  March 1999, C/A+CT AND 5 Computer Technician graduates. In June 2000, the Commission on Higher Education (CHED) favorably approved the appli9cation of C/A+CT College paving the way for the associate in Computer Science to be ladderized towards Bachelor of Science in Computer Science. Geared in the direction as a center for Science and Technology, other course offerings are under study-courses that shall address the manpower requirement of the Cordillera Region as well as the bigger market and even the international markets are being designed and applied for. As a fresh among the Higher Education Institutions [HEIs], the Cordillera A+ Computer Technology College looks into the future with confidence that it will make a difference to the people of kalinga as an alternative learning center for Science and technology-a school close to home and family, an alternative to the expensive prospect of studying in the prime centers of education such as Metro Manila, Baguio City or even Tuguegarao City. MISSION: C/A+CT College is committed to the proposition that cordilleras especially the provinces of kalinga and Apayao be sufficiently provided empowerment for its human resources to break free from the insulting and degrading stamp of and backwardness. VISION: C/A+CT College is envisioned as a leading educational institution in the kalinga province committed to developing the total person into responsible citizens vital to regional and national development. B. Scope and Delimitation of the study The scope of the study focuses on the accounting system of Cordillera A+ Computer Technology college. It only covers the monitoring of accounts. It benefits personnel particularly the Cashier and the Administrator. C. Significance of the study The accounting system has a great impact in the school. It has a great help in terms of time management. The significance of the study is to design and to improve the accounting system of C/A+CT College by implementing a computerized accounting system. Through this system, the C/A+CT college will not be hard- up in implementing the accounting procedures because they will  spend minimal time and effort in working with it. The result of the study will benefit the school. It well lessen all manual recordings done by the Administrator and help them produce reliable and accurate report needed by the C/A+CT. The study also benefit the accounting In-charge in order to process the Accounting System of C/A+CT in more accurate. D. Objectives of the study General objectives: The main objective of the study is to develop and assign a more modernized system regarding the account of C/A+CT. By this study all reports regarding the accounting of C/A+CT will be done in a reliable and accurate format. Specific: 1.To identify the actual book keeping and accounting practices of C/A+CT. 2.To determine the types of accounting system by C/A+CT. 3.To identify the problems faced by C/A+CT as a result of maintaining improper associated accounting system. 4.To identify the factors responsible for these problems of maintaining adequate records of accounting system by C/A+CT. 5.To develop and analyze a system that is more accurate and efficient in recording and computing the accounts of C/A+CT. 6.To make and produce a well designed system that is capable of computing all accounts. 7. To design a system that makes work easier and lessened manual computation and recording. E. Data Gathering Procedures INTERVIEW The researchers interviewed the Administrator. Researchers used this method in order to gather some information that are related to the study. RESEARCH The researchers were able to understand the existing of accounting system through this method. They designed proposed system immediately also read other books and sample thesis related to the researchers system. OBSERVATION The researchers used this method in order to understand the existing  accounting system. LIBRARY The researchers used this method to gather additional information about the proposed system. They used books at the library as their basis and source of data. Statement of the Problem Based on the observation of the researchers on the existing accounting system of C/A+CT college, they encountered the fallowing problems: 1. What is the current status of the system? 2. Will a computerized accounting system helps the accountant or cashier to make an easy, faster, and efficient way of computations? 3. How was the proposed system developed? 4. Will a computerized accounting system serves as a user friendly system? Review of related literature According to Baysa and Lupisan (2011) defined accounting as a service activity. They said that the main function of accounting practices is to provide quantitative information, primarily financial in nature, about economic entities that is intended to be useful in making economic decisions. They stated that the primary duty of accountants is to render services by providing information about economic entities that is measure in terms of money. Accounting is undeniably essential to most individuals. It serves a variety range of place in our society. Many researchers and writers have defined the role of accounting in the daily lives of people in the society. The primary purpose of accounting is simply to help people make decisions throughout their everyday lives. It provides service to different organizational bodies from a small time business to a multinational company. In another accounting book, Manuel (2011) gave the definition of accounting as a language that communicates essential information for decision making .The author also noted that all businesses have one common factor: they all need vital information before making critical decisions. This is where accounting comes in as it plays a vital role in tracking down the activities and resources of a business and reporting back these activities in the form of relevant information. In another literary work, Abelada (2010) stated in one of his books that accounting is introduced primarily for a business enterprise. He specified that the practice of accounting has evolved in response to the need of business managers for relevant financial information  necessary to run a business effectively and to guide them in making short and long term plans or making decisions. F. Methodology of the study For the researchers to cope up with a system to be developed, they present an approval letter to the Accounting personnel, Mr. Christopher Libunao by asking permission to conduct the study. Through Mr. Christopher Libunao’s approval, the researchers were able to gather the necessary data for the completion of the study. Definition of Terms Accounts – means by which a user can access a computer system Accounting – is the production of financial records about an organization. Accounting System – is an application software that records & processes accounting transactions within functional modules such as accounts payable, accounts receivable, payroll, and trial balance Analysis – is the process of breaking a complex topic or substance into smaller parts to gain a better understanding of it. Computerized Accounting System – a software run on computer equipment to record, store and analyze information on financial transactions from internal and external operations of both small and large businesses. Data- are values of qualitative or quantitative variables, belonging to a set of items. Library – is an organized collection of information resources made accessible to a defined community for reference or borrowing. Registrar – is an official keeper of records made in a register. System – is a set of interacting or interdependent components forming an integrated whole or a set of elements and relationships which are different from relationships of the set or its elements to other elements or sets.

Manuela Almeida

The teenage years are for some the most traumatic or wonderful years they will ever experience.   Many experiences through these years decide how individuals will act as adults, the paths they will take in life, the careers they will choose, and if and how they raise their families.   I remember a choice that I made as a teenager that would forever change my life.   To this day, that choice still affects me. Choosing not to go to a party with my friends saved my life.   My friends were in a terrible car accident leaving the party, and one of them did not survive.   This experience has affected the choices I make today.   Because of the loss of my friend, I do not take unnecessary risks, I monitor my behavior in social situations, and I have a greater respect for life. Losing my friend when I was a teenager has made me very cautious about getting into potentially dangerous situations.   Just as the night I chose not to go to the party, I often opt out of celebrations that involve alcohol or have the potential to offer drugs.   I usually will go to the coffee shop or to dinner with a friend or family member instead.   Potentially dangerous or volatile friends scare me as well.   I don’t get close to risk takers for the fear of losing them. My group of friends in high school was a little bit wild, and since the night of the party that took my friend’s life, I have changed my circle of friends.   I don’t go to the clubs to drink, but will go to dance every now and again if I am going with another friend who is also planning on staying sober.   Even when I stay in, I do not partake in risky behaviors.   I do not drink alcohol or take drugs.   Unnecessary risks are just that; unnecessary. â€Å"Going out† doesn’t mean the same thing to me now as it did to me in high school.   Then, it was all about finding a place to party, listening to music, drinking alcohol illegally, and â€Å"hooking† up with people.   Since that fateful night years ago, I monitor my behavior in social situations very carefully.   Before even going out, I make sure that I have a safe friend to accompany me. I make sure that I am always prepared with a cell phone and extra money in case something happens and that someone in my family knows where I am at all times.   When I do go to a club to do some dancing, I don’t drink, and I leave well before 1 a.m., which is when people seem to be getting the most drunk and impaired.   Again, I try not to attract any risky people by portraying myself as wild.   I keep a careful eye on what is going on around me at all times.   I can still have fun, don’t get me wrong, but my friend’s death is never far from my memory when I am around alcohol. Since the loss of my friend, I value life much more.   As a teen, I thought I was invincible and that I knew it all, as most teens do.   I snuck around behind my parent’s backs without permission to do the things I wanted to do.   I knew it was wrong, but I didn’t care.   I did not see the value in my young life and the potential that I had for my future.   I did not care about my parents or family members’ feelings; I was very self-centered.   I just wanted to have fun and â€Å"live my life†. The moment I lost my friend, I realized that the only people who were guaranteed to be there for me through my life were my parents and my family.   I turned to them for support and guidance through the ordeal.   They became more special to me than they had been in a long time, and I valued them.   I also valued myself more since I saw how important I was to them.   I witnessed the grief of my friend’s family members and could not imagine my family having to face the same fate unnecessarily.   If I could prevent something terrible from happening to me, I would do that not only for myself, but for them as well. Teenagers think they are invincible.   They take risks.   Part of this is just growing up.   I took some risks that could have ended my life, and so did my friends.   Fortunately, I skipped out on that night and made a better choice.   Since that night I have also made better choices and it has improved my life tremendously.   I watch what I do and where I do it.   I am aware of my surroundings at all times.   I reach out to my family and keep in touch with them and let them know that I am OK.   I value my family and their support and love and realize what a special person I am in this world to them.   Because of tragedy, I have become a better person.   My friend’s death still haunts me, but it also keeps me sober and aware of my own precious life.

SAT Trigonometry SOHCAHTOA and Radians

SAT Trigonometry SOHCAHTOA and Radians SAT / ACT Prep Online Guides and Tips Trigonometry and radians are new additions to the SAT Math section! Do you love SOHCAHTOA and ${Ï€}$ angle measurements? Do you hate trigonometry and radians and don’t know what SOHCAHTOA or ${Ï€}/{2}$ means? No matter how you feel about SAT trigonometry, there is no need to stress. In this guide, I’ll let you know everything you need to know about trigonometry and radians for the SAT Math test and guide you through some practice problems. Trigonometric Formulas: Sine, Cosine, Tangent Although trigonometry makes up less than 5% of all math questions, you still want to get those questions right, and you won't be able to answer any trigonometry questions correctly without knowing the following formulas: Find the sine of an angle given the measures of the sides of the triangle. $$\sin(x)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}$$ In the figure above, the sine of the labeled angle would be ${a}/{h}$. Find the cosine of an angle given the measures of the sides of the triangle. $$\cos(x)={\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}$$ In the figure above, the cosine of the labeled angle would be ${b}/{h}$. Find the tangent of an angle given the measures of the sides of the triangle. $$\tan(x)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}$$ In the figure above, the tangent of the labeled angle would be ${a}/{b}$. A helpful memory trick is an acronym: SOHCAHTOA. Sine equals Opposite over Hypotenuse Cosine equals Adjacent over Hypotenuse Tangent equals Opposite over Adjacent You should also know the complementary angle relationship for sine and cosine, which is $\sin(x °)=\cos(90 °Ã¢Ë†â€™x °)$. How to Apply Trigonometry Skills on SAT Math There are two main trigonometry questions types you'll see on the test. I'll teach you how to address each. Question type 1 will ask you to find the sine, cosine, or tangent and using the measures of the sides of the triangle. In order to answer these questions, you will need to use a diagram (that means drawing one if it's not given to you).Let's walk through this example: Triangle ABC is a right triangle where angle B measures 90 °; the hypotenuse is 5 and side AB is 4. What is cosine A? First, set up this triangle using the given information: Then, identify the information you need. In this case, the question asked for the cosine A. We know, based on the previous formulas that $\cos(A)={\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}$. Identify the pieces you need: the angle, the adjacent side to the angle, and the hypotenuse: We have all the information we need, so we just need to put it into the formula: $\cos(A)={\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={4}/{5}$. ${4}/{5}$ is the answer. A slightly harder version of this question might ask you for sine A instead of cosine A. If you look back at the diagram, you'll notice we don't know what the measure of the opposite side to angle A is (which is what we need to find sine A). In that case, we need to use the Pythagorean theorem (or our knowledge of 3-4-5 right triangles) to find the measure of the opposite side to angle A (BC). $$BC=√{(5^2)-(4^2)}=√{(25)-(16)}=√{9}=3$$ Know that we know that side BC is 3,we just need to put it into the formula: $$\sin(A)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={3}/{5}$$ Question type 2will ask you to find the sine, cosine, or tangent of an angle using a different given sine, cosine, or tangent of an angle. Similarly to question type one,to answer these questions, you'll need to use a diagram (that means drawing one if it's not given to you). Check outthis example: In a right ABC triangle, where B is the right angle, $\cos(A)={4}/{5}$. What is the sin(C)? You want to attack these problems by drawing a diagram, but first you need to figure out what should go where. Use the cosine formula to figure out how to draw the diagram. $$\cos(A)={\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={4}/{5}$$ Meaure of adjacent side (AB) = 4 Measure of the hypotenuse (AC) = 5 You may notice it's the same triangle from the previous example. In this case, we want to find cosine C. We know, based on the previous formulas that $\sin(C)={Measure\: of\: the\: opposite\: side\: to\: the\: angle}/{Measure\: of\: the\: hypotenuse}$. Identify the pieces you need: the angle, the adjacent side to the angle, and the hypotenuse. $$\sin(C)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={4}/{5}$$ ${4}/{5}$ is the answer. A slightly harder version of this question might ask you for tangent C instead of sine C. If you look back at the diagram, you'll notice we don't know what the measure of the adjacent side to angle C is (which is what we need to find tan A). In that case, we need to use the Pythagorean theorem (or our knowledge of 3-4-5 right triangles) to find the measure of the adjacentside to angle C (BC). $$BC=√{(5^2)-(4^2)}=√{(25)-(16)}=√{9}=3$$ Know that we know that side BC is 3,we just need to put it into the formula: $$\tan(C)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}={4}/{3}$$ Now that we know how to apply the necessary formulas to tackle trig questions, let’s try to apply them to some real SAT practice problems. SAT Trigonometry Practice Problems Example #1 Answer Explanation: Triangle ABC is a right triangle with its right angle at B. Therefore,AC is the hypotenuse of right triangle ABC, and AB andBC are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB=√(202)−(162)=√(400)−(256)=√144=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of angle F equals the measure of angle C. Therefore, $\sinâ€Å'F=\sinâ€Å'C$. From the side lengths of triangle ABC, $\sin C={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={\AB}/{\AC}={12}/{20}={3}/{5}$. Therefore, $\sinâ€Å'F={3}/{5}$. The final answer is ${3}/{5}$ or .6. Example #2 Answer Explanation: There are two ways to solve this. The quicker way is if you know the complementary angle relationship for sine and cosine, which is $\sin(x °)=\cos(90 °Ã¢Ë†â€™x °)$. Therefore, $\cos(90 °Ã¢Ë†â€™x °)={4}/{5}$ or 0.8. However, you can also solve this problem by constructing a diagram using the given information.It’s a right triangle (which it has to be to use sine/cosine), and the sine of angle x is ${4}/{5}$ if $\sine={\(opposite\: side)}/{\hypotenuse}$ then the opposite side is 4 long, and the hypotenuse is 5 long: Since two of the angles of the triangle are of measure x ° and 90 °, the third angle must have the measure $180 °Ã¢Ë†â€™90 °Ã¢Ë†â€™x °=90 °Ã¢Ë†â€™x °$. From the figure, $\cos(90 °Ã¢Ë†â€™x °)$, which is equal the ${adjacent\: side}/{the\: hypotenuse}$, is also ${4}/{5}$ or 0.8. Example #3 Answer Explanation: Similarly to the other trigonometry problem, there are two ways to solve this problem. The quicker way is to realize that x and y are complementary angles (add up to 90 °). Then, using the complementary angle relationship for sine and cosine, which is $\sin(x °)=\cos(90 °Ã¢Ë†â€™x °)$, you realize that $\cos(y °)=0.6$. However, you can also solve this problem by constructing a diagram using the given information. It’s a right triangle (which it has to be to use sine/cosine), and the sine of angle x is 0.6. Therefore, the ratio of the side opposite the x ° angle to the hypotenuse is .6. The side opposite the x ° angle is the side adjacent to the y ° angle. $\cos(y °)={\(the\: side\: adjacent\: to\: the\: y °\: angle)}/{\(the\: hypotenuse)}={6}/{10}$, is equal to .6. The answer is 0.6. Radians Radians will only account for a small portion (around 5%) of SAT math questions, but you still want to get those questions right! Radians are one of the trickier concepts. What do you need to know about radian measure? Definition of Radian Measure The bare bones definition: Radian is a measure of an angle (just as degree is a measure of angle). The in-depth/conceptual version: Radian is a measure of an angle that is based on the length of the arc that the angle intercepts on the unit circle. That sounds like gibberish I know. Let me break it down. A unit circle is a circle with a radius of 1 unit. See picture: Gustavb/Wikimedia The circumference (or length around) this unit circle is ${2Ï€}$, since ${C=2Ï€r}$, and r=1. If the measure of an angle were 360 °, the radian measure would be ${2Ï€}$ since the length of the arc that the 360 ° angle intercepts on the unit circle would be the whole circumference of the circle (which we already established was ${2Ï€}$).Here are some good basic radian measures to have memorized: Degrees Radians (exact) 30 ° ${Ï€}/{6}$ 45 ° ${Ï€}/{4}$ 60 ° ${Ï€}/{3}$ 90 ° ${Ï€}/{2}$ How to Convert Between Angle Measure in Degrees and Radians To go from degrees to radians, you need to multiply by ${Ï€}$, divide by 180 °.Here is how to convert 90 ° to radians: $${90 °Ãâ‚¬}/{180 °}$$ $$={Ï€}/{2}$$ To go from radians to degrees, you need to multiply by 180 °, divide by ${Ï€}$.Here is how to convert ${Ï€}/{4}$ to degrees: $${({Ï€}/{4})(180 °)}/{Ï€}$$ $$={({180 °Ãâ‚¬}/{4})/{Ï€}$$ $$=45 °$$ How to Evaluate Trigonometric Functions at Benchmark Angle Measures The benchmark angle measures (as defined by the College Board) are 0, ${Ï€}/{6}$, ${Ï€}/{4}$, ${Ï€}/{3}$, ${Ï€}/{2}$ radians which are equal to the angle measures 0 °, 30 °, 45 °, 60 °, and 90 °, respectively. You need to be able to use these with the trigonometric functions described in the above trigonometry section (sine, cosine, and tangent).You will not be asked for values of trigonometric functions that require a calculator. Remember, the complementary angle relationship for sine and cosine, which is $\sin(x °)=\cos(90 °Ã¢Ë†â€™x °)$ will be $\sin(x)=\cos({Ï€}/{2}−x)$ when converted into radians. SAT Radians Practice Problems Example #1 Answer Explanation: The correct answer is 6. By the distance formula, the length of radius OA is $√{((√3)^2)+(1^2)}=√{3+1}=√{4}=2$. Thus, $\sin(∠ AOB)={1}/{2}$. Therefore ∠ AOB is 30 °, which is equal to $30({Ï€}/{180})={Ï€}/{6}$ radians. Hence, the value of a is 6. Example #2 Answer Explanation: A complete rotation around a point is 360 ° or ${2Ï€}$ radians. Since the central angle AOB has measure ${5Ï€}/{4}$radians, it represents$/{2Ï€}={5}/{8}$of a complete rotation around point O. Therefore, the sector formed by central angle AOB has area equal to ${5}/{8}$the area of the entire circle. The answer is ${5}/{8}$ or in decimal form .625. Example #3 Which of the following is equivalent to $\cos({3Ï€}/{10})$? A) $\-cos ({Ï€}/{5})$B) $\sin ({7Ï€}/{10})$C)$\-sin ({Ï€}/{5})$D)$\sin ({Ï€}/{5})$ Answer Explanation: To answer this question correctly, you need to both understand trigonometry and radians. Sine and cosine are related by the equation $\sin(x)=\cos({Ï€}/{2}-x)$. In order to find out what the equivalent to $\cos({3Ï€}/{10})$is, you need to change ${3Ï€}/{10}$ into the form ${Ï€}/{2}-x$. To do that, you need to set up an equation: $${3Ï€}/{10}= {Ï€}/{2}-x$$ Then, solve for x. $${3Ï€}/{10}-{Ï€}/{2}=-x$$ $${3Ï€}/{10}-{5Ï€}/{10}=-x$$ $$-{2Ï€}/{10}=-x$$ $${2Ï€}/{10}=x$$ $${Ï€}/{5}=x$$ Therefore, $\cos({3Ï€}/{10})=\cos({Ï€}/{2}-{Ï€}/{5})=\sin({Ï€}/{5})$. D is the correct answer. Test Yourself on SAT Trigonometry Questions! Practice #1 In triangle DCE, the measure of angle C is90 °, $\DC=5$ and $\CE=12$. What is the value of $\sin(D)$? Practice #2 In a right triangle, $\cos({Ï€}/{2}-x)={6}/{8}$. What is $\sin(x)$? Practice #3 In circle O, central angle AOB has a measure of ${3Ï€}/{4}$ radians. The area of the sector formed by central angle AOB is what fraction of the area of the circle? Answers: #1: ${12}/{13}$, #2: ${6}/{8}$, 3) ${3}/{8}$ What’s Next? Now that you know how to handle trigonometry and radians, make sure you’re prepared for all of the other math topics you'll see on the SAT. All of our math guides will take you through strategies and practice problems for all the topics covered on the math section, from integersto ratios, circles to polygons (and more!). Feeling anxious about test day? Make sure you know exactly what to do and bring to ease your mind and settle your nerves before it's time to take your SAT. Running out of time on the SAT math section? Look no further than our guide to help you beat the clock and maximize your SAT math score. Angling to get a perfect score? Check out our guide to getting a perfect 800, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

The Protective Effect of Linseed Oil Against Carbendazim Induced Testicular Toxicity in Rats

The Protective Effect of Linseed Oil Against Carbendazim Induced Testicular Toxicity in Rats Free Online Research Papers Absract Carbendazim (methyl-2-benzimidazole carbamate), a metabolite of benomyl, is one of the most widespread environmental contaminants of major concern to human and animal reproductive health. The present investigation was undertaken to study the possible protective effect of linseed oil on carbendazim induced testicular toxicity. Adult albino male rats of the Sprague Dawley strain were administered with carbendazim (100 mg/(kg /day orally) . The control animals received vehicle (corn oil) alone. Also, four other groups of rats were treated by vitamin E (Vit E) (200mg/kg /day orally), carbendazim + Vit E, linseed oil (1.5 g/kg/day, orally), or carbendazim + linseed oil. All the treatments were continued for 48 days. After the treatment period, animals were euthanized, blood samples were taken, prostate and seminal vesicles were removed and weighed. Testes were also quickly removed, encapsulated and utilized for the estimation of the following parameters: sperm count, motility, viability, and abnormalities. Malondialdehyde and reduced glutathione, superoxide dismutase, and glutathione peroxidase anti oxidant biomarkers activities were estimated in the testes homogenate. Activities of testicular acetylcholine esterase and lactate dehydrogenase enzymes as well as serum testosterone levels were also determined. The obtained results explored that linseed oil possesses significant protective potential against carbendazim testicular toxic effects. It normalized the weight reductions induced in prostate, seminal vesicles and testes, and protected against the decrease in sperm count, motility and viability as well as, the increase in sperm abnormalities. In addition linseed oil restored the antioxidant activities (reduced the malondialdehyde level, increased the reduced glutathione, superoxid dismutase and glutathione peroxidase levels) that were harmfully affected by carbendazim. Moreover, linseed oil daily oral feeding antagonized the produced significant changes in acetylcholine esterase and lactate dehydrogenase enzymes, and restored the serum level of testosterone. The linseed oil proposed protective effect(s) as illustrated in the present work, may be due to its antioxidant and/or anti-inflammatory potentials. Keywords: carbendazim, testicular dysfunction, inflammation, oxidative stress, Vit. E, linseed oil. Research Papers on The Protective Effect of Linseed Oil Against Carbendazim Induced Testicular Toxicity in RatsGenetic EngineeringInfluences of Socio-Economic Status of Married MalesResearch Process Part OneRelationship between Media Coverage and Social andRiordan Manufacturing Production PlanEffects of Television Violence on ChildrenThe Relationship Between Delinquency and Drug UseMarketing of Lifeboy Soap A Unilever ProductTwilight of the UAWIncorporating Risk and Uncertainty Factor in Capital

Sneaking up on Snuck

Sneaking up on Snuck Sneaking up on Snuck Sneaking up on Snuck By Maeve Maddox A reader asks: Could you tell me which is more appropriate or how it is used: snuck vs sneeked   He snuck across the border. The word snuck as the simple past of sneak is regarded with disdain by many speakers and writers. The correct principal parts, they will argue, are: sneak/sneaked/(have) sneaked: Lets watch him sneak out of the dorm. He sneaked out last night as well. He has sneaked out every night this week. In other English-speaking parts of the world, the past form snuck, if acknowledged at all, is usually labeled jocular. Personally, I like snuck. To my ear sneaked does not sound right. Somehow snuck seems sneakier than sneaked. For me the principal parts are sneak/snuck/(have) snuck. Admittedly snuck is not a word for formal writing. If I were reaching for the same sense in a context that did not permit of sneak/snuck, Id resort to creep/crept. (No, not creep/creeped. ) To get an idea of just how acceptable snuck is in American usage, I went to two newspapers I admire: the New York Times and the Chicago Tribune. New York Times it’s not going to work. The financial industry is not going to get away with a covert bailout, snuck past voters with obscure wording. Paul Krugman, March 17, 2008 The Rangers nearly snuck out of here with a victory, but Bure again knotted things up Jason Diamos, December 10, 1995 Mr. Wilkins, in a plaid shirt and handcuffs, snuck occasional looks at the photographs before him. Joe Sexton, February 9, 1995 Chicago Tribune Christine Rokita, a parishioner at Brandts church, couldnt agree more. Her son Matthew, 17, a junior at St. Rita Catholic High School, snuck out to the parade this year against his mothers wishes. Stacy St. Clair and Andrew L. Wang, March 26, 2009 Wade then somehow snuck free for that reverse layupand also somehow missed it. K.C. Johnson, March 10, 2009 We sneaked Demasi out the back door. John Kass, February 28, 2009 In this unscientific sampling of American journalists, the snucks clearly have it! How Shrunk Snuck In Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:7 Types of Narrative Conflict50 Latin Phrases You Should Know12 Misunderstood and Misquoted Shakespearean Expressions

History of Christian Thought Review Questions Coursework

History of Christian Thought Review Questions - Coursework Example ht the Alamanni (Germanic tribes) off guard and decimated their army of 30,000 capturing their king Chnodomar and killing 6,000 of his troops; 2) was proclaimed Augustus after being hoisted, Germanic fashion on a shield; 4) was designated as the new emperor by Constantius, who struck down, probably with malaria, died at the age of 44 in Cilicia. 14. Julian 2) that all tax collectors be reminded that after five years’ work they could be challenged to answer complaints of fraud; 4) hoped to establish a pagan priesthood of high moral integrity and exemplary standing. 16. Julian made a concerted effort 2) to leave Christians alone but to prefer pagans for official appointments; 3) to show how social neglect had aided the Christian triumph; 6) to restore the temple in Jerusalem 24. Ambrose of Milan 1) was consecrated as Bishop after he had been baptized and rushed through various ecclesiastical grades in 8 days; 4) molded Western Christian liturgy and hymnody in the direction of congregational life; 5) aimed at bringing prominent Illyrian bishops to trial for heresy before their fellow bishops and thus strike a decisive blow at Arian Christianity in the West. 3.Theodosuis: Since in the summer of 390, the inhabitants of Thessalonica rioted and killed one of his officers, he had the citizens invited to the amphitheater ostensibly for a special show, but then had them all massacred. 1.Ambrose: As the most influential cleric in the West in his time, he and not the Pope did more for the overthrow of Afrianism and paganism and for establishing the superiority of the Church over the State than anyone else. 28. Basil, the Great 1) was one of the venerable exemplars of orthodox doctrine and the ascetic way of life; 3) was strongly anti-subordinationist and remained an opponent of Sabellianism; 4) regarded the Pope as â€Å"stuck-up and haughty, seated somewhere up above and on that account unable to hear those on the ground, who were telling the truth.† 5. Augustine 3)

What is the Ecstatic Truth Assignment Example | Topics and Well Written Essays - 500 words

What is the Ecstatic Truth - Assignment Example Ecstatic truth is giving the viewer a high expectation of the central character reaching his highest goal. There is an element of existentialism as we become part of the central character as we become so involved with the film. Ecstatic truth is beyond the apparent fact. It transcends reality and is a manifestation of what goes on within the person. Werner Herzog finds this truth in two points in the set of videos. He shows the museum curator explaining that Treadwell did something the Indians hadn't done in 7000 years. Tim was a man overly obsessed with nature and crossed the territory bounds that were never meant to be crossed. Men were not made to associate with bears. When the father killed the cub so the mother would stop lactating, Tim never acknowledge that the bears were carnivores. He was sad and cried. Herzog showed that this obsession lead to his demise. The film started on the positive point that death is without fear. Treadwell talks about death, perseverance, and being a samurai. A fearless death is where you survive. He shows an unreality in wanting to become a bear or fight like a bear. In the thirteen years he was going to Alaska, he learned their behaviors. He cried when they suffered; he cried when they ate each other. His thought his friendship with them was real. Herzog's changes the truth of Treadwell's insight into nature as becoming the insight into our inner beings. His insight into nature also becomes the viewers insight into Ted's inner character.