Verb Tenses and Forms on ACT English Grammar Rule Strategy

Verb Tenses and Forms on ACT English Grammar Rule Strategy SAT / ACT Prep Online Guides and Tips Knowing when to use different verb tenses and forms will be extremely beneficial to you on the ACT English section because these concepts are tested repeatedly on the ACT. Get excited for a fun-filled journey into the vivid, action-filled world of verbs. In this post, I’ll do the following: Define the verb tenses and forms that are tested on the ACT. Provide information about when to use different verb tenses. Detail how to construct verbs in different tenses. Explain and demonstrate how verbs are tested on the ACT. Provide practice questions to test you on what you’ve learned. Verb Tenses You Need To Know While you don’t need to know the names of verb tenses for ACT English, you do need to know when and how to properly use different verb tenses. Present Function The present tense is the verb tense you use when you're talking about things that are currently happening or things that are considered facts. Examples of verbs in the present tense are â€Å"jumps," â€Å"sings," and â€Å"explain.† Also, the present progressive is considered a form of the present tense. The present progressive is formed with the present tense of â€Å"to be† + the gerund (â€Å"ing†) form of the word. Examples include "am explaining," "is running," and "are laughing." Typically, words like â€Å"currently† or â€Å"now† indicate that you should use the present tense of a verb. Check out this example sentence: Currently, I am taking over the world. Construction Here is the conjugation of the verb "jump" in the present tense. Singular Plural I jump We jump You jump You jump He/She/It jumps They jump The present tense is not specifically tested on ACT English, but you do need to know how to properly conjugate verbs in the present tense for subject-verb agreement questions. Simple Past Function Generally, any sentence that describes a completed action should contain a verb in the past tense. Construction Typically the simple past tense of a verb is formed by adding â€Å"ed† to the verb. The past tense of â€Å"play† is â€Å"played.† The past tense of â€Å"listen† is â€Å"listened† and the past tense of â€Å"discuss† is â€Å"discussed.† Here's an example sentence with a verb in the simple past tense: Yesterday, George listened to Miley Cyrus songs for seven hours. Many verbs don't follow this construction and thepast tense is formed irregularly. For example, "buy" becomes "bought," "come" becomes "came," and "grow" becomes "grew." Present Perfect Function Use the present perfect tense for actions that began in the past but are still continuing in the present. Construction The present perfect is formed with has/have + the past participle. For regular verbs, the past participle is formed by adding "ed" to the verb. Examples of present perfect verbs include "has talked," "have done," and "has brought." Check out this example sentence: For the past seven hours, George has listened to Miley Cyrus songs. As shown in this example, the words â€Å"for† and â€Å"since† often indicate that the present perfect tense is needed. Be aware, however, thatthere are other instances when context determines that you should use the present perfect tense. Past Perfect Function When a sentence describes two completed actions, the past perfect is used for the action that came first. Construction The past perfect tense is formed with had + the past participle. Examples of past perfect verbs include "had talked," "had danced," and "had grown." Take a look at this sentence that shows the past perfect tense used correctly: By the time his mom came home from work, George had listened to Miley Cyrus songs for seven hours. The seven hours of listening werecompleted before George'smom came home, so we use the past perfect tense of the verb "to listen." The action that comes firstshould be in the past perfect tense. Now that we're familiar with these basic verb tenses, we have the necessary foundation to discuss exactly how verb tenses and forms are tested on the ACT. How Are Verb Tenses and Forms Tested on the ACT? Most of the verb questions on ACT English correspond with only a couple of rules. Proper verb tense or form is determined by the context clues given in the sentence and the surrounding sentences. Here are some of the specific ways in which verb forms are tested on the ACT. Consistency Most of the verb tense questions on the ACT English section have to do with consistency. The basic consistency rule regarding verbs is that verbs should remain consistent in tense or form throughout a sentence. Sentences that start in the past should stay in the past and sentences that start in the present should stay in the present. Here's an incorrect sentence that doesn't follow the consistency rule: Maria studies science and played lacrosse. The verb â€Å"studies† is in the present tense and â€Å"played† is in the past. The verb tenses should be consistent. This is the corrected version of the same sentence: Maria studies science and plays lacrosse. We could have corrected the sentence by changing "studies" to "studied". The important thing to remember is that the verb tenses should be consistent. Sometimes, however, you can have a shift in tense and the sentence can still be correct. This kind of construction is only possible if the verbs are in different clauses. Take a look at these examples: Justin bought a Honda and saves money on gas. Justin bought a Honda so that he can save money on gas. The first sentence is incorrect since "bought" and "saves" are in different tenses but the same clause. The second sentence, on the other hand, is correct. The tense shift takes place in a different clause and the two verbs are occurring at different times: Justin bought the car in the past, but he can save money on gas in the present. Justin rolls in style. On the ACT, the verb tenses of surrounding sentences can provide context clues for the proper tense to use in a given sentence to maintain consistency. Take a look at this example: Unsurprisingly, Suzanne likes frozen yogurt. It was delicious. The shift from the present tense, "likes," in the first sentence to the past tense, "was," in the second sentence doesn't make sense in context. The tenses should remain consistent. Here's the correct version of the sentences. Unsurprisingly, Suzanne likes frozen yogurt. It is delicious. Now, let's go over some tips for answering ACT questions that test verb tense consistency. Strategy Here's some strategic advice for you: if a verb is underlined and the answer choices are different tenses of the same verb, look at the surrounding sentences (a sentence or two before and after) for context clues about the proper tense to use. If there are multiple verbs in a sentence, identify the tenses to make sure they're consistent. If there's a shift from past to present or vice versa, determine if the variation is acceptable given the context of the sentence. Use these tips to answer the following example from a real ACT. Actual ACT Example Rely on your verb knowledge to figure out this actual ACT English question. Explanation: From the answer choices, we can tell that we're most likely dealing with a verb tense question because three of the four answer choices are in different verb tenses: "they were," "they would," and "they're." Whenever you have an underlined verb, check for possible verb tense errors. The verbs "continue" in the first sentence and "score" in the second are in the present tense. The shift to the past tense, "were," doesn't make sense given the context. Therefore, to maintain consistency, the verbs should be in the present tense. Immediately, we can get rid of answer choices A and B. Answer choice D is wrong because it unnecessarily adds the infinitive "to be."The correct answer is C. Here's another example of an actual ACT question that tests verb tense consistency. Actual ACT Example Go through the same process that we went through in the previous question to answer this ACT English question. Explanation: This is an obvious verb tense question. Only the verb is underlined and each answer choice is in a different tense. In the first sentence, the simple past tense verb â€Å"encountered† indicates that we’re referring to completed actions. However, the present perfect verb â€Å"have borrowed† can only be used for an action that is still happening. The context of the sentence implies that the sentence is referring to a completed action and the verb tenses in the two sentences should be consistent. Once you identify that this is a consistency question, you can immediately eliminate any answer choice that isn't in the simple past tense. After eliminating answer choices, we're left with J. Here's one final verb consistency example for you. Because tense consistency questions are the most common verb form questions, I want to make sure you fully understand them. Actual ACT Example Employ your verb expertise to figure out the correct answer to this real ACT question. Explanation: Once again, we're dealing with an obvious verb tense question. Only the verb "have" is underlined and the answer choices are all different verb tenses. The verbs â€Å"took† in â€Å"took part† and "conducted" are in the simple past tense. The first sentence is referring to completed actions that took place from 1942-1945. Based on context, we can imply that the verb â€Å"have† is referring to what happened before 1942. Therefore, we should use the past perfect tense because we are referring to the completed action that came first. Instead of â€Å"have been using,† the correct verb form is â€Å"had been using.†The answer is G. Even if you didn't recognize that you needed to use the past perfect tense, you could have recognized that you needed tochange "have" to the past tense due to verb consistency rules. Remember to keep verb tenses consistent. Would and Will Verb forms with "would" and "will" are less frequentlytested on the ACT English section, but they do occasionally appear. For the ACT, just keep in mind to use "would" in sentences with past tense verbs and "will" in sentences with present or future tense verbs. The construction of verbs with "would" and "will" are "would" + the verb, known as the conditional tense, or "will" + the verb, known as the future tense. Some examples include "would run," "would go," and "will talk." Use the conditional tense to describe things that could occur or things that haven't yet occurred from the perspective of the past. Use the future tense to describe things that have not yet occurred or could occur in the future. On the ACT, answer choices containing â€Å"will have† and â€Å"would have† are almost always incorrect because they tend to cause improper tense switches and make sentences unnecessarily wordy. The â€Å"would have† construction can only be used for something that could have happened, but didn’t. The â€Å"will have† construction describes an action in the future that will be finished before a second action. Check out this basic strategy for these questions. Strategy If â€Å"would have† or â€Å"will have† is underlined, assume it’s incorrect. These tenses can only be used in very specific situations. That's pretty much all you need to know. I'm not going into more depth because "would" and "will" questions very rarely appear and this is the only strategy you need to use on the ones I've seen. Most of them simply require you to pay attention to consistency rules. Here's one final type of verb form question that can appear on the ACT. It's the least common, but questions of this type have appeared on previous tests. Verbs That Don't Act Like Verbs Gerunds, infinitives, and participles are all verb forms that don't act like verbs. Gerunds and infinitives function like nouns. A gerund is formed by adding "ing" to the end of the verb and an infinitive is formed by adding "to" + the verb. A participle is a verb that acts like an adjective. Typically, participles end in "ing" or "ed," but there are irregularly formed participles. On the ACT, on rare occasions one of these types of words will be used in the place of a verb or vice versa. Strategy If a verb or one of these "verbs that don’t act like verbs† is underlined, make sure that it is being used properly. Each sentence must express a complete thought. Realistic ACT Example The extreme length of this article suggests that writing for an extended period of time. A. NO CHANGE B. the manner in which writing C. that I wrote D. which had written Explanation: The use of the gerund, â€Å"writing," makes the sentence an incomplete thought. The sentence needs to express a complete thought. Changing the gerund to a verb and putting in a subject (the person who did the action) corrects the sentence fragment without adding an additional clause. The answer is C. All of the other answer choices are sentence fragments. Here are some more general rules to keep in mind that will help you correctly answer all verb questions on the ACT. Remember these tips!! General Strategies for Verb Questions #1: If a Verb is Underlined and the Answer Choices are Different Tenses, Make Sure To Use the AppropriateForm of the Verb If the answer choices are different tenses of the same verb, thenyou're probably answering a question about verb forms. Make sure that the verb follows consistency rules and the tense is correct. If the answer choices are different conjugations of a verb in the present tense, you're most likely dealing with a subject-verb agreement question instead. #2: Look for Words/Phrases That Indicate Which Verb Tense Should Be Used Often, words or phrases elsewhere in the sentence or in surrounding sentences will let you know what tense to use. If a date in the past is referenced, you should probably use a form of the past tense. If the word â€Å"since† is written, there should probably be a present perfect verb. Context clues are placed around the verb to indicate the proper verb tense. Additional Practice 1. In the next five years, Jessica says that she will become a doctor and she would buy a house. A. NO CHANGE B. buy C. would have bought D. might buy 2. As the breakdancer effortlessly contorts his body, he was also smiling at the crowd of people watching. A. NO CHANGE B. has also smiled C. will also smile D. is also smiling 3. Last week, Olga participated in a charity event to raise money for autistic children. She was praised by the organizers of the event for her dedication to the cause. A. NO CHANGE B. has been praised C. will be praised D. praises 4. My brother claims that he will have become the president of the United States if he is able to raise enough money to run an effective campaign. A. NO CHANGE B. has become C. became D. will become Answers: 1. B, 2. D, 3. A, 4. D What's Next? Congratulations on taking the time to learn all about verb tense questions on the ACT English section. Check out this post for information on all the parts of speech you need to know for the ACT. For those of you who are debating between taking the new SAT and the ACT, read this article comparing the two tests. Before you take the ACT, make sure you know if you should send the four free ACT score reports. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, 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:

Commercial Law Essay Example | Topics and Well Written Essays - 1500 words

Commercial Law - Essay Example The passing of any risk associated with preservation of the property sold or in the process of being sold is governed by Section 20(1) of the Sale of Goods Act 1979 which provides as follows:- â€Å"Unless otherwise agreed, the goods remain at the sellers risk until the property in them is transferred to the buyer, but when the property in them is transferred to the buyer the goods are at the buyers risk whether delivery has been made or not.†3 The purchase of the six speed drill appears to have vested in Alex prior to dispatch by the seller since he paid for the drill via credit card over the telephone. According to Section 20(1) of the Sale of Goods Act, 1979 the property was transferred to Alex and while in transit remains at his risk. However, the drill did not conform to specifications since it was a three speed drill rather than the specified six speed drill. As a result, Alex as buyer has a right to reject non-conforming goods. The law presumes that the parties intend that the goods will fit the description as provided for in the sale of goods’ contract. If at the time of shipment the goods do not comport with the contract description: â€Å"†¦if there was a quantitative defect in the goods amounting to a breach of a fundamental term or to a breach of condition, or to a breach of an intermediate term which cause him serious prejudice.†5 A buyer is therefore at liberty to reject goods for the most part if they fail to correspond with the description of the goods sold via the contract for sale. This is possible even when the buyer does not incur any damages or loss as a result of the non-conforming goods.6 However the courts have taken pains to limit the application of this rule by effectively narrowing the ‘concept of the description of the goods.’7 It was held in Christopher Hill Ltd. v Ashington Piggeries Ltd [1972] AC 441that a statement contained in a contract may

Article review of Can Hamas Be Tamed Research Paper

Article review of Can Hamas Be Tamed - Research Paper Example Author however, further argues that this may not be the case as those organizations which took part into the elections and actually changed their political philosophy has little correlation with Hamas and that the overall evidence is really weak. Author also presented a history of Hamas and how it gradually evolved over the period of time. Evolved as an off-shoot of Islamic Brotherhood, Hamas operates based on the political philosophy of confronting with Israel and use violent means to achieve the same. After the death of Arafat, Hamas rolled itself as a political party and took part in the elections and subsequently won the election also. This participation by Hamas was however, not welcomed by both Israel and US despite the fact that Hamas actually made a transition towards participating in the overall democratic process within the country. Author further argued about the possibility of changing in the overall political ideology of Hamas due to Oslo Peace Process. Analysis Author h as presented two views about the participation of organizations like Hamas in the overall political process within country. ... According to Author, the skeptical view may hold because given the overall history of Hamas and the history of those organizations which actually participated into the overall political process is relatively less. Those organizations which have already participated into the liberal process were radically different from what Hamas preaches. Traditional history of violent groups also suggests that they may arise as a result of the suppression from the regime. Middle Eastern regimes often used the means to suppress any opposition against themselves and as such movements like Hamas can therefore easily find recruits who can participate in their struggle to overthrow regimes which work against the general interest of the masses. Author has also presented an alternative view according to which the diverse political opinions and the concern to attract votes, illiberal parties can make a transition to liberal ideologies if they participate into the election process. This argument is theoreti cal in nature and advocate that evidence does suggest that those groups who actually participate into election process ultimately become liberal in their overall ideologies. As such parties like Hamas therefore are considered as the subjects who can make a transition to liberal ideologies if given the chance. Author however, also argues that the overall political participation of the groups like Hamas also largely depends upon the local political context also. Author argues that the presence of a vibrant and strong political system is necessary in order to help organizations like Hamas to make a move towards more liberal ideologies. Further, according to author, it takes time for liberal ideologies to take roots in parties like

Effect of GA3 on Attributes and Yield of Summer Tomato

Effect of GA3 on Attributes and Yield of Summer Tomato Effect of GA3 on Some Biochemical Attributes and Yield of Summer Tomato M. S. Rahman, Md. Azadul Haque and Md. G. Mostofa Abstract An experiment was carried out in pots at Bangladesh Institute of Nuclear Agriculture, Mymensingh, during March to July 2012 to evaluate the influence of different concentrations of GA3 on biochemical parameters at different growth stages in order to maximize the yield of summer tomato var. Binatomato-2. The concentrations of GA3 used were 0, 25, 50, 75 and 100 ppm and they were applied at three stages, namely root soaking of seedlings before transplanting, vegetative and flowering stages. The experiment was laid out in a randomized complete block design with four replications. Results indicated that the highest chlorophyll and soluble protein contents were recorded when GA3 was applied through root soaking followed by vegetative stage and the lowest was found at the flowering stage. In contrast, the highest nitrate reductase activity was observed when GA3 was applied at the vegetative stage and the lowest activity was recorded at the flowering stage. The applications of 50-75 ppm GA3 had significantly encouraged the bio-chemical parameters studied at 50 DAT. The amount of GA3 applied at different stages had significant influence on the yield and yield attributes of summer tomato. The highest plant height was recorded when 50 ppm of GA3 was applied at the vegetative stage. While, the longest time to first fruit setting was required when the roots of the seedlings were soaked in 100 ppm GA3 solution. The application of 50 ppm GA3 by root soaking had significantly increased the number of flowers, fruits and fruit yield per plant but similar performances were achieved when only 25 ppm GA3 was applied at the flowering stage. The fruit yield of tomato per plant increased linearly with the increased number of flowers and fruits per plant. Keywords: Concentration, Chlorophyll, GA3, Soluble protein, Nitrate reductase activity Introduction Tomato (Lycopersicon esculentum) is one of the most popular and nutritious vegetables of Bangladesh. Tomato is cultivated all over the country due to its adaptability to a wide range of soil and climate. Normally tomato is grown in winter season due to its requirements for temperate climate. Hence, it is difficult to grow tomato in summer season due to adverse climatic conditions, such as high temperature, high rain fall, hailstorms, etc. Bangladesh Institute of Nuclear Agriculture (BINA) has developed some tomato varieties to cultivate in summer season. But the yield potential of these varieties can not be achieved due to the above mentioned climatic conditions. In summer season, tomato can however be successfully grown under glasshouse conditions. But it is not possible for the poor farmers to go for large scale production in glasshouses because it is highly expensive and need technical skills. The other option is the use of plant growth regulators to minimize the effect of harsh e nvironments in order to maximize the yield of summer tomato. Results of some studies indicated that the application of Gibberellic acid (GA3) had significantly increased the number of fruits per plant than the untreated controls (Tomar and Ramgiry, 1997). Adlakha and Verma (1964) reported that the application of GA3 on flower cluster resulted in an increase in fruit weight. To increase the yield as well as to avoid flower and fruit dropping, application of GA3 at optimum concentration and at right time is important. Gibberellic acid has great effects on plant physiological systems including fruit setting, leaf expansion, germination, breaking dormancy, increasing fruit size, improving fruit quality and in many other aspects of plant growth and thereby on crop production. Keeping the above circumstances in view, the present study was under taken to evaluate the performance of GA3 on biochemical properties, growth and yield attributes and to determine the optimum time and concentratio n of GA3 application in order to maximize the yield of Binatomato-2. Materials and Methods A pot experiment was conducted with tomato var. Binatomato-2 at the experimental site of Crop Botany Department, Bangladesh Agricultural University, Mymensingh, during March to July 2012. Five levels of GA3 (Gibberellic Acid) viz. 0, 25, 50, 75 and 100 ppm were applied at (i) seedling stage by root soaking before transplanting (ii) vegetative stage [20 days after transplanting (DAT)] and (iii) flowering stage (40 DAT) by hand sprayer. The experiment was laid out in a randomized complete block design with four replications. Twelve kilograms of sun-dried sandy loam soil and cow dung, urea, TSP and MP @ 583.33, 2.9, 2.54 and 1.81 g/pot corresponding to 10 tons, 400, 350 and 250 kg/ha were applied in each pot. Before pot filling, full doses of TSP, MP and cow dung were thoroughly mixed with the soil. Half of the urea was applied during transplanting and the remaining half at vegetative stage. Intercultural operations were done as and when necessary. Data on yield and yield contributing c haracters were recorded at final harvest. Biochemical analyses viz. chlorophyll, soluble protein contents and nitrate reductase activities in leaves were estimated at 50 DAT following the methods of Arnon (1949), Lowery et al. (1951) and Stewart and Orebamjo (1979). Data were analyzed statistically to find out the level of significance using MSTAT-C package programme (Russel, 1986) and significant differences among the treatments were adjudged by Duncan`s New Multiple Range Test (DMRT) at 5% level of significance (Gomez and Gomez, 1984). Results and Discussion There were significant differences among the treatments in respect of chlorophyll content, soluble protein content and nitrate reductase (NR) activities in tomato leaves at 50 DAT (Table 1). The highest chlorophyll content in leaves was obtained when the roots of seedlings were soaked in GA3 solutions before transplanting, which was identical to the application of GA3 at vegetative stage. The lowest chlorophyll content was found in plants when GA3 was applied at the flowering stage. Chlorophyll content in leaves was influenced significantly due to the application of different concentrations of GA3. The highest chlorophyll content was found from 100 ppm GA3 followed by 75 ppm and the lowest was found from the control, which was identical to those obtained from the application of 25 and 50 ppm of GA3. Chlorophyll content increased with increased concentrations of GA3. The application of GA3 through root soaking of seedlings and at vegetative stages resulted in the highest but similar soluble protein contents in tomato leaves and the lowest was found when it was applied at the flowering stage. The soluble protein content in leaves was also significantly influenced by the application of variable levels of GA3. The highest content was recorded with 50 ppm and the lowest content was recorded with 100 ppm GA3 which indicated that soluble protein content in leaves increased significantly until the application of 50 ppm and thereafter decreased with further increase in GA3 concentrations. Adlakha and Verma (1964) also reported that 50 ppm GA3 had appreciably increased the protein content in leaves. The maximum nitrate reductase activity was recorded at vegetative stage. The lowest was observed in flowering stage and this was similar to the activity performed when GA3 was applied through root soaking. Nitrate reductase activity was significantly influenced by the application of different concentrations of GA3. The maximum nitrate reductase activity was recorded with 75 ppm GA3 and the minimum was found from the control. Spraying of 50 and 75 ppm GA3 did not show any difference in NR activities at 40 days after planting. The applications of GA3 at different stages of plant growth resulted in significant influence on yield and yield attributes of summer tomato. The highest plant height was recorded when GA3 was applied at the vegetative stage and the lowest height was recorded at the flowering stage. GA3 had significant influence on plant height. It increased until the application of 50 ppm and declined remarkably with further increase in GA3 concentrations. The interactions between stage and concentrations of GA3 indicated that the application of 50 ppm of GA3 at the vegetative stage encouraged vigorous plant growth and thereby resulted in the highest plant height. There was no significant difference among the stages of hormone application in respect of time to first fruit setting. The maximum number of flowers, fruits and fruit weight per plant was produced when GA3 was applied through root soaking followed by the vegetative stage. All those parameters showed the lowest results when GA3 was applied at flowering stage. Similar result was also reported by Kaushik et al., 1974. They applied GA3 at vegetative stage and obtained increased fruit weight per plant. Sanyal et al. (1995) observed that foliar application was more effective than root soaking of seedlings. GA3 concentrations had statistically significant effect on plant height, time to first fruit setting, number of flowers, fruits and fruit weight per plant. The highest plant height was found with the application of 50 ppm GA3 which was identical to 25 ppm and the lowest was found from the control. The maximum time for first fruit setting was required when GA3 was applied at 100 ppm and t he lowest time was required with lower concentrations of GA3. The maximum number of flowers, fruits and fruit weight per plant was produced with 50 ppm GA3 application and the lowest was recorded with 100 ppm. Saleh and Abdul (1980) reported similar result from their experiment. They found that GA3 at 50 ppm decreased the total number of flowers per plant but increased the total yield. Hossain (1974), Adlakha and Verma (1995) found that the application of 50 ppm GA3 had increased the fruit setting, while Saleh and Abdul (1980) observed that GA3 at 25 or 50 ppm had increased the total yield of tomato compared to the control. Sanyal et al. (1995) also found that 50 ppm of GA3 had profound effect on the yield of tomato. The interaction between GA3 concentrations and stages of application indicated that the highest number of flowers, fruits and fruit weight per plant were produced when GA3 was applied through root soaking of seedlings at 50 ppm which was identical to the application of 50 ppm at vegetative stage or 25 ppm at flowering stage. A positive and linear relationship was found between the number of flowers per plant and fruit weight per plant (r = 0.96**) (Figure 1), number of fruits per plant and fruit weight per plant (r = 0.99**) (Figure 2) which indicated that the fruit yield of tomato is highly influenced by the production of flowers and the retention of fruits per plant irrespective of the stage and amount of GA3 applied in tomato plants. Conclusion It was revealed from the study that application of GA3 at the rate of 50-75 ppm by root soaking and at vegetative stage increased biochemical properties as well as increase the number of flowers, fruits and fruit yield per plant of Binatomato-2. It can be concluded that foliar application of 50 ppm Gibberelic acid on Binatomato-2 variety provide the best result in terms of biochemical attributes and yield. References Adlakha, P. A. Verma, S. K. (1964). Effect of gibberellic acid on the quality of tomato fruit. Punjab Horticulture Journal. 4 (3-4), 148-151. Adlakha, P. A. Verma, S. K. 1995. Effect of gibberellic acid on fruiting and yield of tomatoes. Science and Culture 31, 301-303. Arnon, D. I. (1949). Copper enzymes in isolated chloroplasts, polyphenol oxidase in Beta vulgaris. Plant Physiology. 24, 1-5. Briant, R. E. (1974). An analysis of the effect of gibberellic acid on tomato leaf growth. Journal of . Experimental Botany. 25, 764-771. Gomez, K. A. Gomez, A. A. (1984). Statistical Procedures for Agricultural Research. (2nd ed.). International Rice Research Institute. John Wiley and Sons, New York, p. 139-240. Hossain, M. A. E. (1974). Studies on the effect of parachlorophenoxy acetic acid and gibberellic acid on the production of tomato. M. Sc. Ag. Thesis, Dep. of Horticulture, Banglaesh Agricultural University, Mymensingh. Hunt, R. (1978). Plant growth analysis studies in biology. Edward Arnold Ltd. London, p. 67. Kaushik, M. P., Sharma, J. K. Singh, I. (1974). Effect of alpha naphthalene acetic acid , gibberellic acid , kinetin and morphactin on yield of tomato. Plant Science. 6, 51-53. Lowerry, O. H., Roserrough, N. J., Farr, A. L. Randall, R. J. (1951). Protein measurement with the folin phenol reagent. Journal of Biology and Chemistry 193, 265-275. Rusell, D. F.(1986). MSTAT-C Package Programme. Crop and Soil Science Department, Michigan State University, USA. Saleh, M. M. S. Abdul, K. S. (1980). Effect of gibberellic acid and cycocel on growth, flowering and fruiting of tomato (Lycopersicon esculentum Mill.) plants. Mesopotamia Journal of Agriculture 15(1), 137-166. Sanyal, D., Kar, P. L. Longkumar, M. (1995). Effect of growth regulators on the physico-chemical composition of tomato (Lycopersicon esculentum Mill.). Advances in Hort. And Forestry, 4, 67-71. Stewart, G.R. Orebamjo, T.O. (1979). Some unusual characteristics of nitrate reduction in Erythrina senegalensis DC . New Phytology 83, 311-319. Tomar, I. S. Ramgiry, S. R. (1997). Effect of growth regulators on yield and yield attributes in tomato (Lycopersicon esculentum Mill.). Advance Plant Science 10 (2), 29-31. Table 1. Effect of GA3 application at different stages of plant growth on bio- chemical parameters of summer tomato var. Binatomato-2 at 40 DAT In a column, figures having similar letter(s) do not differ significantly at 5% level of probability by DMRT. Table 2. Effect of GA3 application at different stages of plant growth on yield and yield components of summer tomato var. Binatomato-2 In a column, figures having similar letter(s) do not differ significantly at 5% level of probability by DMRT. Significant at 5% level, ** Significant at 1% level

The Cornerstone of Christian Faith: the Resurrection of Jesus

The resurrection of Jesus Christ separates Christianity from all other religions. Christianity without the literal, physical resurrection of Jesus Christ from the dead is merely one religion among many. â€Å"And if Christ is not risen,† said the Apostle Paul, â€Å"then our preaching is empty and your faith is in vain†. (1 Corinthians 15:14) Furthermore, â€Å"You are still in your sins! † Paul could not have chosen stronger language. (Mohler) Still, the resurrection of Jesus Christ has been under persistent attacks since the Apostolic age. Why? Because it is the central confirmation of Jesus' identity as the incarnate Son of God, and the ultimate sign of Christ's completed work of atonement, redemption, reconciliation, and salvation. Those who oppose Christ recognize the Resurrection as the vindication of Christ against His enemies. Christ’s resurrection is the cornerstone of our faith. Without it, Christianity crumbles. It is precisely because the physical resurrection of Christ is at the very heart of Christianity that it is constantly under attack. Our culture frequently denies the bodily resurrection of Jesus Christ due to a bias against miracles. It is common for aberrant Christianity and cultism to deny the physical resurrection of Christ as well. For these reasons, we must be equipped to defend this essential of essentials. To do so, let's look back at the biblical and historical records of Christ's resurrection. (Hanegraaff) First, the physical resurrection of Christ is affirmed in the Scripture. When the Jewish leaders asked for a miraculous sign, Jesus answered, â€Å"Destroy this temple, and I will raise it again in three days† (John 2:19). Scripture confirms that the temple he was speaking of was the temple of his own body. John states: â€Å"That which was from the beginning, which we have heard, which we have seen with our eyes, which we have looked at and our hands have touched — this we proclaim concerning the Word of Life† (1 John 1:1). Furthermore, the confessions of Christianity are replete with references to the physical resurrection of the Redeemer. Cyril of Jerusalem proclaimed, â€Å"Let no heretic ever persuade thee to speak evil of the Resurrection. For to this day the Manichees say that the resurrection of the Savior was phantom-wise, and not real. (Hanegraaff) Like the church fathers, the medieval church and the Reformation produced compelling confessions concerning the bodily resurrection. Thomas Aquinas condemns those who â€Å"have not believed in the resurrection of the body, and have strained to twist the words of holy Scripture to mean a spiritual resurrection. † the Westminster Confession assert: â€Å"On the third day he rose from the dead, with the same bod y in which he suffered; with which also he ascended into heaven, and there sittith at the right hand of the Father. (Hanegraaff) Finally, the characteristics of Christ's body bear eloquent truth to his physical resurrection. Jesus invited the disciples to examine His resurrected His resurrected body so that they would know beyond the shadow of a doubt that it was the exact same one that had been fatally tormented. He also ate food as proof of the nature of His resurrected body. Jesus provided the final exclamation mark for His physical resurrection by telling the disciples that His resurrected body was comprised of â€Å"flesh and bones. † â€Å"Touch me and see;† He says, â€Å"a ghost does not have flesh and bones, as you see I have† (Luke 24:39). Those who would attack the Church and reject its gospel must direct their arrows at the most crucial truth claim of the New Testament and the disciples: That Jesus Christ, having suffered death on a cross, though sinless, having borne the sins of those He came to save, having been buried in a sealed and guarded grave, was raised by the power of God on the third day. The two factors about the resurrection which are very significant for the Christian faith are as follows; †¢It became the fruits for the believer’s own experience. As Christ rose from the grave so shall the believer be. This shows the triumph of faith over the grave. †¢It is by the resurrection that the divine approval is shown for the work of Christ on the cross. The resurrection is the coping stone of the whole ministry of Jesus. In conclusion and simply stated, Christianity stands or falls with the empty grave. If Christ is not raised, our faith is in vain. Paul asserted that Christ rose from the dead and our faith is not in vain, but is in the risen Lord. Jesus willingly faced death on a cross and defeated death from the grave. The Resurrection is the ultimate sign of God's vindication of His Son. The resurrection of Jesus Christ is the promise of our resurrection from the dead, and of Christ's total victory over sin and death. Therefore, the resurrection of Jesus Christ is at the very center of the Christian gospel. Bibliography Hanegraaff, Hank. â€Å"Jesus Christ's Resurrection: The Exclamation Point. † 03 March 2008. Crosswalk. com. 08 October 2011 . Mohler, Albert. Christianity. com. Unknown. 07 October 2011 . The NIV Study Bible. Grand Rapids: Zondervan, 1995.

What Everyone Is Saying About Why You Should Visit Our Country Persuasive Essay Samples Is Dead Wrong and Why

What Everyone Is Saying About Why You Should Visit Our Country Persuasive Essay Samples Is Dead Wrong and Why For example, say you really need the opportunity to learn from the world-famous Professor X. Since you may see, locating an appropriate topic is not quite as simple as it might appear. It's vital that the service you select knows for sure they're only selecting the very best essay writers. Do everything you can to sound enthusiastic concerning the student exchange program you are likely to take part in. Teachers should have a complete responsibility of student's poor outcomes. Students need more practical subjects to learn the way to use various things. A number of other students will apply to the exact student exchange program. High school, college, and sometimes even university students from all around the world are writing persuasive essays. High school isn't free in Kenya. Every city has more than 1 college within it. 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Students often earn a mistake attempting to compose a persuasive essay utilizing traditional argumentative essay requirements. Our seasoned persuasive paper writers will supply you with effective solutions to ordinary problems, even supposing it is an argumentative essay. Well, if you think the above mentioned discussion, you know where to have essay writing help. Once choosing the most useful issue to discover, you're going to be in a position to compose a remarkable essay paper and share your individual ideas and opinions with your audience. This specific essay type you might have to utilize for making your racial profiling paper. If you would like to figure out how to compose a decent persuasive essay, you're looking in the correct place! It will arrive in handy to understand how to compose a persuasive essay in real life too. The simplest approach to decide on a persuasive essay topic is to talk about a present issue. Possessing no concept of the persuasive essay topics, you just do not understand what to write about. What Everybody Dislikes About Why You Should Visit Our Country Persuasive Essay Samples and Why This guy from Smrt English can help you get a clearer idea of what it's about. Deciding on a persuasive essay topic may take a great deal of time without ending up with the terrific solution. Education is the huge issue with guns in the modern society. Why You Should Visit Our Country Persuasive Essay Samples Fundamentals Explained While each particular criterion has its specific directions, to find an exceptional grade, you will need to learn how to properly combine them. Some people today believe college attendance needs to be necessary, and a few do not. In the debut, describe the issue and state the point you're attempting to make. When it has to do with the education of young men and women, affordability is among the biggest concerns.

Social Work Career As A Social Worker - 925 Words

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