Features Used to Classify Animals

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Cách sử dụng used to (to be / get ) 1 Used to + Verb: Chỉ một thói quen, một hành động thường xuyên xảy ra trong quá khứ. S + used to + [verb in simple form] When David was young, he used to swim once a day. - Nghi vấn: Did + S + use to + verb in simple form Did David use to swim once a day when he was young? - Phủ định: S + didn't + use to + verb in simple form David didn’t use to swim once a day when he was young. 2 To be/ to get used to + V-ing/ Noun: Trở nên quen với. He is used to swimming every day. He got used to American food. Lưu ý 1: Used to luôn luôn ở dạng như vậy, không thay đổi theo số, theo ngôi của chủ ngữ. Không được thay thế nó bằng use to. Lưu ý 2: Có sự khác nhau về nghĩa giữa used to, be used to và get used to. • used to: chỉ một thói quen, một hành động thường xuyên trong quá khứ (past time habit): The program director used to write his own letter. • be used to: quen với việc . (be accustomed to) I am used to eating at 7:00 PM • get used to: trở nên quen với việc . (become accustomed to) We got used to cooking our own food when we had to live alone. Lưu ý 3: Có thể dùng would thay thế cho used to mà ý nghĩa và ngữ pháp không đổi. When David was young, he would swim once a day. Features Used to Classify Animals Features Used to Classify Animals Bởi: OpenStaxCollege Scientists have developed a classification scheme that categorizes all members of the animal kingdom, although there are exceptions to most “rules” governing animal classification ([link]) Animals are primarily classified according to morphological and developmental characteristics, such as a body plan One of the most prominent features of the body plan of true animals is that they are morphologically symmetrical This means that their distribution of body parts is balanced along an axis Additional characteristics include the number of tissue layers formed during development, the presence or absence of an internal body cavity, and other features of embryological development, such as the origin of the mouth and anus Art Connection 1/11 Features Used to Classify Animals The phylogenetic tree of animals is based on morphological, fossil, and genetic evidence Which of the following statements is false? Eumetazoans have specialized tissues and parazoans don’t Lophotrochozoa and Ecdysozoa are both Bilataria Acoela and Cnidaria both possess radial symmetry Arthropods are more closely related to nematodes than they are to annelids Animal Characterization Based on Body Symmetry At a very basic level of classification, true animals can be largely divided into three groups based on the type of symmetry of their body plan: radially symmetrical, bilaterally symmetrical, and asymmetrical Asymmetry is a unique feature of Parazoa ([link]a) Only a few animal groups display radial symmetry All types of symmetry are well suited to meet the unique demands of a particular animal’s lifestyle Radial symmetry is the arrangement of body parts around a central axis, as is seen in a drinking glass or pie It results in animals having top and bottom surfaces but no left and right sides, or front or back The two halves of a radially symmetrical animal may 2/11 Features Used to Classify Animals be described as the side with a mouth or “oral side,” and the side without a mouth (the “aboral side”) This form of symmetry marks the body plans of animals in the phyla Ctenophora and Cnidaria, including jellyfish and adult sea anemones ([link]bc) Radial symmetry equips these sea creatures (which may be sedentary or only capable of slow movement or floating) to experience the environment equally from all directions The (a) sponge is asymmetrical The (b) jellyfish and (c) anemone are radially symmetrical, and the (d) butterfly is bilaterally symmetrical (credit a: modification of work by Andrew Turner; credit b: modification of work by Robert Freiburger; credit c: modification of work by Samuel Chow; credit d: modification of work by Cory Zanker) Bilateral symmetry involves the division of the animal through a sagittal plane, resulting in two mirror image, right and left halves, such as those of a butterfly ([link]d), crab, or human body Animals with bilateral symmetry have a “head” and “tail” (anterior vs posterior), front and back (dorsal vs ventral), and right and left sides ([link]) All true animals except those with radial symmetry are bilaterally symmetrical The evolution of bilateral symmetry that allowed for the formation of anterior and posterior (head and tail) ends promoted a phenomenon called cephalization, which refers to the collection of an organized nervous system at the animal’s anterior end In contrast to radial symmetry, which is best suited for stationary or limited-motion lifestyles, bilateral symmetry allows for streamlined and directional motion In evolutionary terms, this simple form of symmetry promoted active mobility and increased sophistication of resource-seeking and predator-prey relationships 3/11 Features Used to Classify Animals The bilaterally symmetrical human body can be divided into planes Animals in the phylum Echinodermata (such as sea stars, sand dollars, and sea urchins) display radial symmetry as adults, but their larval stages exhibit bilateral symmetry This is termed secondary radial symmetry They are believed to have evolved from bilaterally symmetrical animals; thus, they are classified as bilaterally symmetrical Link to Learning Watch this video to see a quick sketch of the different types of body symmetry Animal Characterization Based on Features of Embryological Development Most animal species undergo a separation of tissues into germ layers during embryonic development Recall that these germ layers are formed during gastrulation, and that they are predetermined to develop into the animal’s specialized tissues and organs Animals develop either two or three embryonic germs layers ([link]) The animals that display radial symmetry develop two germ layers, an inner layer (endoderm) and an outer layer (ectoderm) These animals are called diploblasts Diploblasts have a nonliving layer between the endoderm and ectoderm More complex animals (those with 4/11 Features Used to Classify Animals bilateral symmetry) develop ... Supervisor: Dinh Tran Hanh Nguyen Student: Huynh Thi Thu Thuy Class: CQBT 05 Lesson Plan Unit 4: SPECIAL EDUCATION (textbook 10) I. Description of class: English level: intermediate – grade 10 Number of students: 44 Characteristics: active, intelligent and attentive Teaching period: Language focus – grammar practice ( mechanical practices and meaningful practice) used to + infinitive Duration: 10 minutes II. Recent work: Students have finished reading, speaking, listening and writing parts in unit 4. Students have learnt simple past tense. III. Objectives: At the end of this practise part, students should be able to: • Language: • Understand the form and the use of the grammar point – “used to + bare infinitive” • Use “used to” to express past habbits or things that do not happen any more. • Skills: listening and speaking IV. Approach and teaching aids: • Communicative approach • Teaching aids: blackboard, chart, wallchart. V. Anticipated problems: • Students may not remember the form or the use of “used to”. • Students may not understand the rule of the game in task 2. VI. Solutions: • T reviews quickly the form and the use of “used to” • T explains slowly as well as gives examples for Ss to understand. VII. Procedures: T greets Ss and check the class’ attendance. Time T’s activities and Ss’ activities Contents 1’  T writes the lesson T is going to teach on the board.  T asks Ss to recall the form and the use of “used to” T: We have just learnt the grammar point “used to”, who can tell me the form of it? Ss: used to + infinitive  T writes the form of “used to” on the board. Saturday, October 3 rd , 2009 Unit 4: Special education Grammar – used to Practice used to + infinitive T: What is it used for? Ss: It is used to talk about past things that do not happen any more. T: That’s right. We use “used to” when talking about past habbits or things that do not happen any more. T: In order to help you practise this grammar point, I’ve prepared some tasks for you. Now, let’s do task 1 7’ I. Mechanical practice: Task 1: repetition (2’)  T sticks a wallchart with some sentences on it on the board.  T uses back-chaining technique to conduct repetition chorally and individually. Task 2: picture prombts (5’)  In task 2, in order to make Ss contribute to the task actively and eagerly, T designs task 2 into a game named TYPHOON  T sticks a wallchart with uncomplete sentences and another one with numbers from 1 to 6 on the board. Task 1: 1. Liz used to have a motorbike but last year she sold it and bought a car. 2. What did you use to do when you was five? 3. They didn’t use to like Tom but they quite like him now. Task 2: 0. I rarely eat ice-cream now, but I …… 1. John lives in a big house now, but he ……………  T divides class into 2 teams.  T explains the rule of the game: T: you’re going to play a game called TYPHOON. In the game, two teams have to complete these sentences with the pictures I’ll give you. If one answer is correct, you are able to open one among these 6 numbers. Under these numbers there are 3 circumstances: + : your team will get more points (eg: +7) -: your team will lose your points : your team will lose all of your points 2. I go to work by car, but I ……… 3. Nick and Jane hate each other, but they ………… 4. Dennis gave up smoking 2 years ago. He ……… 5. They live in NewYork now, but they …………… 6. She is a famous actress, but she…… 1 2 3 4 5 6 Team A will begin the game first.  T considers the result and decides the winner. Answer: 0. I rarely eat ice-cream now, but I used to love it when I was young. 1. John lives in a big house now, but he used to live in a very small house. 2. I go to work by car, but I used to go 3 29 How to Classify Stocks If you want to understand the stock market, you should learn the differ- ent ways in which people classify and identify stocks. Stock Sectors A sector is a group of companies that loosely belong to the same indus- try and provide the same product or service. Examples of stock sectors include airlines, software, chemicals, oil, retail, automobiles, and phar- maceuticals, to name just a few. Understanding sectors is important if you want to make money in the stock market. The reason is simple: No matter how the market is doing and no matter what the condition of the economy, there are always sectors that are doing well and sectors that are struggling. For example, during the recent bear market, the semiconductor sec- tor, the Internet sector, and the computer sector were going down on a regular basis. A lot of savvy investors shifted their money out of these losing sectors and moved into the retail and housing sectors. That’s CHAPTER 10381_Sincere_01.c 7/18/03 10:57 AM Page 29 Copyright © 2004 by The McGraw-Hill Companies, Inc. Click here for Terms of Use. right, the retail and housing sectors soared during 2001 and 2002. (Wal- Mart was particularly strong.) Some professional traders shift their money into and out of sectors every day. Once they identify the strongest sectors for the day, they pick what they think is the most profitable stock in each of these sectors. Like anything connected to the stock market, shifting into and out of sectors sounds easier on paper than it is in real life. It’s always easier to look in the rearview mirror to figure out what sectors were most profitable. It’s very easy for me to say that you should have shifted out of tech- nology in March 2000 and moved into the housing sector. But now, right now, how confident are you that housing stocks will continue to go up in price? It’s a lot harder to pick successful sectors than many people think. Nevertheless, it’s worth taking the time to understand and identify the various sectors and to be aware of which sectors are strong and which are weak. This could give you a clue as to where the econ- omy is headed. Classifying Stocks: Income, Value, and Growth Income Stocks The first category of stocks is income stocks, which include shares of corporations that give money back to shareholders in the form of divi- dends (some people call these stocks dividend stocks). Some investors, usually older individuals who are near retirement, are attracted to income stocks because they live off the income in the form of dividends and interest on the stocks and bonds they own. In addition, stocks that pay a regular dividend are less volatile. They may not rise or fall as quickly as other stocks, which is fine with the conservative investors who tend to buy income stocks. Another advantage of stocks that pay dividends is that the dividends reduce the loss if the stock price goes down. There are also a number of disadvantages of buying income stocks. First, dividends are considered taxable income, so you have to report the money you receive to the IRS. Second, if the company doesn’t raise its 30 U NDERSTANDING S TOCKS 10381_Sincere_01.c 7/18/03 10:57 AM Page 30 dividend each year—and many don’t—inflation can cut into your prof- its. Finally, income stocks can fall just as quickly as other stocks. Just because you own stock in a so-called conservative company doesn’t mean you will be protected if the stock market falls. Value Stocks Value stocks are stocks of profitable companies that are selling at a rea- sonable price compared with their true worth, or value. The trick, of course, is determining what a company is really worth—what investors call its intrinsic value. Some low-priced USED TO I-In this exercise you have to complete the sentence with “ used to .” Example: Dennis doesn’t smoke any more but he used to smoke 40 cigarettes a day. 1. The baby doesn’t cry so much now but she .every night. 2. She my best friend but we aren’t friends any longer. 3. We live in Nottingham now but we .in Leeds. 4. Now there’s only one shop in the village but there three. 5. When I was child I .ice-cream, but I don’t like it now. 6. Now Tom has got a car. He motor-cycle. II-Now you have to write some sentences about the present. Remember that there is no present tense of used to. Example: Ron used to study hard but now he doesn’t study very hard. Ron didn’t use to smoke but now he smokes. 1. Tom used to play tennis a lot but now 2. Ann never used to drink coffee but now . 3. Jill didn’t use to be fat but now 4. Jack didn’t use to go out much but now . III-Now you have to ask questions. Mr. Ford is an old man now. You are asking someone what he used to do when he was younger. Example: I know he doesn’t smoke now but did he use to smoke? 1. I know he doesn’t play the piano now but .? 2. I know he isn’t very rich now but ? 3. I know he doesn’t go out very often now but .? 4. I know he doesn’t dance these days but .? 5. I know he hasn’t got many friends now but .? IV-Read the situations and write three sentences with used to as in the example. Example: Jane is American. She came to Britain and found driving on the left difficult. a) At first she wasn’t used to driving on the left. b) But soon she got used to driving on the left. c) Now she has no problem. She is used to driving on the left. 1. Juan came to England from the Spain. In Spain he always had dinner late in the evening. But in England dinner was at 6 o’clock. Juan found this strange at first. a) At first he wasn’t b) But after some time he got c) Now he finds it quite normal. He . 2. Diana is a nurse. She started working nights two years ago. At first she found it strange and didn’t like it. a) At first she . b) But after a while c) Now she doesn’t mind it at all NGUYEN THI HOP (0977225641) HA NOI NATIONAL UNIVERSITY-COLLEGE OF FOREIGN LANGUAGES ENGLISH DEPARTMENT Chapter 105. Malignancies of Lymphoid Cells (Part 9) Two other features may be used to assess prognosis in B cell CLL, but neither has yet been incorporated into a staging classification. At least two subsets of CLL have been identified based on the cytoplasmic expression of ZAP-70; expression of this protein, which is usually expressed in T cells, identifies a subgroup with poorer prognosis. A less powerful subsetting tool is CD38 expression. CD38+ tumors tend to have a poorer prognosis than CD38– tumors. The initial evaluation of a patient with Hodgkin's disease or non-Hodgkin's lymphoma is similar. In both situations, the determination of an accurate anatomic stage is an important part of the evaluation. The staging system is the Ann Arbor staging system originally developed for Hodgkin's disease (Table 105-8). Table 105-8 The Ann Arbor Staging System for Hodgkin's Disease Stage Definition I Involvement of a single lymph node region or lymphoid structure (e.g., spleen, thymus, Waldeyer's ring) II Inv olvement of two or more lymph node regions on the same side of the diaphragm (the mediastinum is a single site; hilar lymph nodes should be considered "lateralized" and, when involved on both sides, constitute stage II disease) III Involvement of lymph no de regions or lymphoid structures on both sides of the diaphragm III 1 Subdiaphragmatic involvement limited to spleen, splenic hilar nodes, celiac nodes, or portal nodes III 2 Subdiaphragmatic involvement includes paraaortic, iliac, or mesenteric nodes plus structures in III 1 IV Involvement of extranodal site(s) beyond that designated as "E" More than one extranodal deposit at any location Any involvement of liver or bone marrow A No symptoms B Unexplained weight loss of >10% of the body weight during the 6 months before staging investigation Unexplained, persistent, or recurrent fever with temperatures >38°C during the previous month Recurrent drenching night sweats during the previous month E Localized, solitary involvement of extralymp hatic tissue, excluding liver and bone marrow Evaluation of patients with Hodgkin's disease will typically include a complete blood count; erythrocyte sedimentation rate; chemistry studies reflecting major organ function; CT scans of the chest, abdomen, and pelvis; and a bone marrow biopsy. Neither a positron emission tomography (PET) scan nor a gallium scan is absolutely necessary for primary staging, but one performed at the completion of therapy allows evaluation of persisting radiographic abnormalities, particularly the mediastinum. Knowing that the PET scan or gallium scan is abnormal before treatment can help in this assessment. In most cases, these studies will allow assignment of anatomic stage and the development of a therapeutic plan. In patients with non-Hodgkin's lymphoma, the same evaluation described for patients with Hodgkin's disease is usually carried out. In addition, serum levels of lactate dehydrogenase (LDH) and β 2 -microglobulin and serum protein electrophoresis are often included in the evaluation. Anatomic stage is assigned in the same manner as used for Hodgkin's disease. However, the prognosis of patients with non-Hodgkin's lymphoma is best assigned using the International Prognostic Index (IPI) (Table 105-9). This is a powerful predictor of outcome in all subtypes of non-Hodgkin's lymphoma. Patients are assigned an IPI score based on the presence or absence of five adverse prognostic factors and may have none or all five of these adverse prognostic factors. Figure 105-4 shows the prognostic significance of this score in 1300 patients with all types of non-Hodgkin's lymphoma. With the addition of rituximab to CHOP, treatment outcomes have improved and the original IPI has lost some of its discrimination power. A revised IPI has been proposed ... layer (ectoderm) These animals are called diploblasts Diploblasts have a nonliving layer between the endoderm and ectoderm More complex animals (those with 4/11 Features Used to Classify Animals. .. poles 7/11 Features Used to Classify Animals Eucoelomates can be divided into two groups based on their early embryonic development In protostomes, part of the mesoderm separates to form the... closely related to nematodes than they are to annelids [link] C 9/11 Features Used to Classify Animals [link] Which of the following statements about diploblasts and triploblasts is false? Animals that