Intelligent Design is it Science Essay Example | Topics and Well Written Essays - 750 words

Savvy Design is it Science - Essay Example To help his view, he has utilized case of the law of material science, with pertinence to radio signs. Dembski states that radio signs accept various structure as an unforeseen structure, broad and multifaceted. To additionally bolsters the hypothesis of Specified intricacy, he expresses that insight abandons an imprint or a path, which makes up a structure network, henceforth it portrays the idea of indicated multifaceted nature. An occasion is viewed as determined intricacy if the component in it, can’t be clarified by likelihood, which is the measure of desire for event of the eccentric occasion. Which means, an individual never anticipates that an occasion should happen, as a result of its unordinary and unware nature and the individual’s failure to clarify that occasion is knowledge (Dembski, 712). Dembski accepts that canny structure ought to be educated in school as characteristic and logical marvels, yet instructors face issue of destiny and convictions while sh owing the clever plan hypothesis. The center of the issue is, the clarification of insightful structure hypothesis to understudies, how canny plan is science and not a religion. He further expresses that smart plan ought to be educated in science classes, to secondary school understudies. Keeping in see that the technique for change doesn't represent indicated structure, which is compound in nature, in science. Despite the fact that instructors should act inactively while encouraging wise hypothesis as one will in general consent to his own discernments with the structure hypothesis (Dembski, 715).

Finance 426 Assignment Example | Topics and Well Written Essays - 500 words

Fund 426 - Assignment Example In any case, the estimation of the dollar later on could increment whenever extended MCI yield substitutes for telecom imports. 3. Korean Airline purchases five Boeing 747s. As a feature of the arrangement, Boeing organizes a credit to KAL for the buy sum from the U.S. Fare Import Bank. The advance is to be taken care of throughout the following seven years with a two-year effortlessness period. 4. As per the accompanying conditions, state whether the estimation of the dollar will acknowledge, devalue or continue as before comparative with the Yen by clarifying each answer. Assume the trade rates are allowed to change and that different variables are held consistent. Answer: considering the above situation the pace of wages is nearly high in U.S from Japan while the degree of profitability is likewise low contrasted and Japan which makes it less appealing for venture purposes. It is viewed as that a nation with a feeble economy will have a low worth cash so dollar will

As Winter Melts

As Winter Melts Today, winter left Boston. I woke up and found that the snow had melted, the ice had mostly thawed away. The streets were clear and the air was warm. I walked around without a hat or gloves and didnt feel the slightest chill. Things change quickly, sometimes. One thing that hasnt changed is my personal proclivity towards doing things: whether its taking on a new project, writing a computer program, or putting together a well-organized spreadsheet. Im always looking for ways I can improve what already exists, always eager to make progress on the goals and projects I care about. But that attitude has drawbacks, too sometimes I get easily frustrated by lack of progress, or by people who seem more content to talk rather than do. On more than one occasion, Ive taken on more responsibilities than I could actually handle and Ive been trying especially hard to avoid doing this in the future. For a while, Ive been trying to come up with a word to succinctly describe this aspect of my personality. A few weeks ago, I realized that the word I was looking for was results-driven, or maybe just driven. Either way, I think it fits. I think its this part of my personality thats secretly behind my not-so-secret love for the Internet. Things just happen so much faster online, with a sense of immediacy and a lets-do-it-because-we-can attitude that you rarely find in real life, except maybe in start-ups. And in a sense, I think many of the attitudes of the computing culture has spilled over into the culture and attitudes of MIT in general (which probably explains why most MIT students are compelled to check their email at least once every hour, on average). Or perhaps you could argue that it was the culture of MIT, which provided the cradle of the Internet, that spilled over into the Web culture at large. More likely, the truth oscillates somewhere between those two poles. I feel that the culture of MIT is, almost by definition, in a constant state of flux, subtly altered by every new technological trend or novel school of scientific thought, shifting slightly but perceptibly throughout the years as each new class of students arrives and makes their mark upon the Institute. By saying this, I dont mean to say that administrators, and professors, and all the other hard-working individuals at MIT dont make their mark as well but the changes those people bring to MIT often end up being many levels abstracted from what students actually experience and do on the ground, as it were. And so the most significant changes students tend to see and care about are, as far as I can tell, those that occur in their living groups or their clubs. Originally, I wasnt entirely sure what this entry was going to be about, or why I was writing. Now I think I know what pushed me to write it: my fraternity initiated our latest pledge class last December, and I still hadnt fully come to grips with what that meant. In my opinion, initiating someone into a fraternity means more than simply completing a rite of passage. It means entrusting them with your traditions and your secrets with the very future of your house and brotherhood. Sooner than I can possibly imagine, the people I know of as freshmen now will become sophomores, juniors, seniors, ascending the totem pole of experience and responsibility. And tonight, I realize this and accept this truth completely and wholly, just as the brothers who initiated me last year must have, and I begin to look forward to another year, another class of MIT students who will go out into the world and do things.

Human And Animal Health A Critical Branch Of Public...

Veterinary public health is a critical branch of public health and a key component of a healthy society. Zoonotic diseases are brought about by pathogens that can infect both animals and humans. Without proper disease control interventions, zoonotic pathogens can cause catastrophic effects on humans, animals, and the ecosystem as a whole. Zoonotic diseases account for nearly 75% of emerging infectious diseases, so it is quite obvious that human and animal health are inextricably linked (Economics and One Health). The â€Å"One Health† approach calls for interdisciplinary collaboration in all aspects of health care for humans, animals and the environment (cantas). It is common practice in the American culture for small animals to be regarded as†¦show more content†¦Healthy People 2020 intends to identify health improvement priorities, provide measurable objectives, increase awareness, promote best practices, and measure the impact of prevention activities. 2020 Healthy Pets Healthy Families has similar goals, however is focused more on the intertwined relationship of animal and human health. The goals of 2020 Healthy Pets Healthy Families are to create animal health goals based on the latest research, track trends in animal health, and create programs that improve both animal and human health. 2020 Healthy Pets Healthy Families has seven focus areas: 1. Zoonotic disease prevention 2. Bite prevention 3. Disaster preparedness 4. Spay-neuter requirement 5. Pet obesity 6. Second hand smoke 7. Vaccine preventable diseases This case study attempts to analyze the effectiveness of the 2020 Healthy Pets Healthy Families campaign using the Health Belief Model. Overview of the Initiative 2020 Healthy Pets Healthy Families was launched in 2010 by the Veterinary Public Health sector within the Los Angeles County Department of Public Health. The idea for the campaign came from the Acting Director of the Veterinary Public health program, Dr. Karen Ehnert. Dr. Ehnert is responsible for strategizing ways to improve the program, and after noticing gaps in promotion of prevention and community education she decided to design an initiative. 2020 Healthy Pets Healthy Families combines the One Health movement with the

The Birth Date Of Football - 1200 Words

The birth date of football in the United States is November 6, 1869, when teams from Rutgers and Princeton University met for the first intercollegiate football game. The game of football has a history of many rule changes. Rule changes have been brought on to give the excitement of the game of football and to increase the game of safety. Within a decade, concern over the increasing brutality of the game led to its ban by some colleges. Nearly 180 players had suffered serious injuries. At a meeting between the schools, reform was agreed upon, and a second meeting, attended by more than sixty other schools, the group appointed a seven member Rules Committee and set up what would later become known as the National Collegiate Athletic Association. From this committee came the legalization of the forward pass, which resulted in a redesign of the ball and a more open style of play on the field. The length of the teams by the length of the ball before each play begins, was also established . But was that enough? When they made these rules, colleges were the only ones playing. As time goes on, younger generations have become interested in the sport. Football is proven to be too dangerous because of high risk of concussion, false safety gear protection, and long lasting effects. Football is too dangerous to play because of the traumatic blows to the head known as a concussion. More youth coaches than ever are taking education courses to keep football safe for the players, for themShow MoreRelatedThe Athletic Association Football Team Defeated The Pittsburgh Athletic Club837 Words   |  4 PagesMadison Demers Mrs.Frunker’s Class Creative Writing Period 3 26nd April 2016 Body paragraphs outline The date was November 12, 1892, a day that would forever be etched in sports history, although no one involved that day could possibly have recognized the importance of the day. 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Misuse of Power How can social worker use their power responsibility Free Essays

string(128) " agency as emphasised my May \(1976\) ‘power with’ that alternative ways of treating S should considered \(Akister, 1996\)\." Introduction This essay intends to demonstrate an understanding of professional authority and the decision making progress and how the social work profession utilises its power.The essay will equally look at the meaning of power and responsibility in social work and will go on to discuss theories of power and of its misuse/abuse which will in turn demonstrate how and to whom power is shared. It will show how this distribution of power applies to social work and the service users. We will write a custom essay sample on Misuse of Power: How can social worker use their power responsibility? or any similar topic only for you Order Now Power and powerlessness go hand in hand as to have one the other must exist. There will always be inequalities both on personal and structural levels since the society is not equal. In order to understand professional power and responsibility in social work, professionals need to understand the theoretical explanation of how power, privilege, prestige and powerlessness are distributed within the society such as class, poverty and social divisions (Thompson, 2007). My placement is a statutory agency.Children and Young Peoples Services (CYPS) and we are involved with pieces of work that have to do with children and families. The agency is one of the 14 locality teams in Cambridgeshire covering the Bottisham, Burwell and Soham areas. The focus of our work is to work with schools and health to identify problems at an early stage and work to resolve them as soon as possible using a range of approaches. The team works with Bottisham and Soham Village Colleges and the 16 primaries that feed into them. The team is made up of Children’s Centre staff, Youth Service, Connexions, Education Welfare Officer, Extended schools co-ordinator, Parent Support Advisor and in school secondary support/Officer. The aim of the team is to ensure that all children aged 0 – 19 years are able to reach their potentials. The team work very closely with other county council staff, also the voluntary and independent sector who provide services for children and young people, such as Social Workers, Education/Teachers, Psychologist, Special need Officers, Police, Youth Offending Service, Health/School Nurse and Health Visitor and Family Support services. The fact that my agency operates under the statutory sector requires it to work under strict legislation and policy guidelines. One of the most important frameworks of the agency is the code of ethics which all professionals should abide by. It is our duty to treat service users with respect and dignity and also as individuals with rights as stipulated in the Human Right Act 1998 (DoH, 1998). It is equally our duty to be anti-oppressive in our practice and as well as to uphold the rights of service users. At my agency, there is a strict respect of the Data Protection Act 1998 regarding the confidentiality of information held on children and their families (DoH, 1998). This information can only be accessed by staff that has access to OneVision where all information are stored and this can only be accessed by having a password. Akister (1996) defines power as the ability to bring about change which can take many forms and be measured in many ways. She added that power can be perceived as an ability to interpret within the given guidelines and responsibility, choosing between giving and not given, duties and approach and to have information and knowledge. As a social worker it is important to understand different kinds of power, who has it, who doesn’t, and how those who doesn’t can have it. According to Thompson, (2002) the social work profession possesses a lot of power thus making academics believed that the profession is conditioned by some existing inequalities resulting to a limited capacity on the part of the service users to make their own decision which is in contrast to those who have the capacity to make decisions about their own lives. Northouse (2010) argues that those who actually possess power have the capability of affecting other people’s beliefs; attitudes and also t heir course of action and also the ability or possibility to influence. Similarly, responsibility can be defined as the act of professionals being responsible, accountable, or answerable; to themselves, their colleagues and the service users to expose discrimination and oppression (Akister, 1996). Theories of power and of its misuse/abuse Akister (1996) suggests that there are many theories of power a social worker should know of and be able to apply to her practice such as French and Raven (1959), Max Webber (1974) and Rollo May (1976). I will be using May (1976) theory of power to analyse my work with S and also be making references to French and Raven (1974) theory of power in the process. I reflected on May (1976) power dynamics while working with S which Akister (1996) categorised in four different ways namely; power against, power over, power for and power with. May (1976) considered Power against to be oppressive and damaging to service users which thus takes a form of a punishment. Smith (2008) pointed out that this theory is similar to French and Raven’s coercive power which is always in a position to punish. During my work with S I realised that my agency used power against by refusing S to attend the youth group activities stating that they want to minimise risk to himself and others. I could c hallenge this concept by suggesting to my manager that I do appreciate the concern of risk and safety however, I think S should be given the opportunity to make his own decisions, that is, if he wants to attend the group activities or not. I further said that his decision to attend the group activities should be his understanding of why he should attend and not being ‘forced’ or ‘turned down’. I could challenge this concept constructively as it is against the social work ethics and values to work in discriminatory and oppressive manner. The Human Right 1998 stipulates that service user’s right should be respected and professionals should avoid being discriminatory and oppressive (Brayne and Carr, 2008). I proposed to my agency as emphasised my May (1976) ‘power with’ that alternative ways of treating S should considered (Akister, 1996). You read "Misuse of Power: How can social worker use their power responsibility?" in category "Essay examples" May (1976) ‘power over’ was also considered as this power can be used to control individuals (Akister, 1996). ‘Power over can also be oppressive as a professional, I had the power to discuss S’ behaviour with my agency as well as the outcome which was his exclusion from group activities. This power is similar to French and Raven (1959) coercive power that places a professional in a position to punish which is also similar to their ‘Reward Power’ giving the capacity to reward or remove bad consequences (Akister, 1996). During my work with S, I realised that I had to look at different options that could be beneficial to him such as proposing a referral to undergo CBT sessions to. I made it clear to him that this was just a proposal and that he has the power to accept or reject it, to which he accepted. This practice showed that I had empathy for S and was there to make sure that he is supported and treated with respect and dignity in addressing his behaviour rather than just punishing him. May (1976) refer ‘power for’ as when social workers disempower service users by doing things for them. This was not evident in my practice as I empowered S to speak to the psychologist with regards to his appointment for CBT sessions. Even though S was of mixed parentage, he could speak English very well so there was no need to arrange for an interpreter. I made sure that my practice was anti-discriminatory and anti-oppressive. I also made sure that I worked in partnership with him by not taking over all of the responsibilities. May (1976) ‘Power With’ is referred as power which is shared through partnership service users. This power was demonstrated while working with S’ mother when she had expressed her wish to move away from their present house. She had told me to assist her by filling the application for a new house stating that their present house was uncomfortable and unsafe for her and the children. S’s mother told me that she ha d previously made several applications to the housing association but nothing has been done. I thought that it was my responsibility to assist her since I am accountable for my work and it is part of my professional identity to be competence, responsible and to respect the codes of ethics and values (Brayne and Carr, 2008). I thought there was a misuse of here as I started filling the forms for her. However, I stop and let her continue and could support her by explaining to some bits she did not understand. If I had not stop filling the forms, it could have resulted in power not being shared and also not encouraging her to do things for herself or taking control over her life and this would have been disempowering and oppressive practice (Akister, 1996). Power should be shared by involving service users as much as possible. Power as argued by Burke and Harrison (2002) is a key theme of discrimination as long as long as discrimination is seen as a result of power-imbalance. It is thus important for social workers to recognise that oppression linked with discrimination can either be intentional or unintentional abuse of power with intention to act against service users. For example, I could easily concluded that the case of S and his family is one of an intentional abuse since they have made several applications to the housing association and no action has been taken. When I informed my manager about the situation, she advised me to use the law which I will discuss below to help the service users. French and Raven (1959) ‘Legitimate Power’ was considered during my assessment with S. This power comes from the official roles within the agency and requires social workers to take on certain task such as undertaking an assessment (Akister, 1996). S’s assessment was carried out under Section 17 of the children act 1989. By following and recognising the policies, procedures, guidance and also by respecting S’s human rights meant that ‘legitimate power was considered during the assessment to enable him and his family have all the services they deserve. Misuse of power So many people think that social workers are in the position to misuse their powers because they are not familiar with power theory, (Wilding, 1982 cited in Akister, 1996). Wilding (1982) further suggested ways that power can be misused by professionals such as making excessive claims about services that can be provided which always occur during an assessment. During my work with S, I made sure not to guarantee any services just to make him happy. I explained to him that after the assessment, I will complete the assessment form and contact my manager and services will be provided based on the assessment. In reflection, I noticed at my agency that the file of a service user went missing because a colleague forgot to put it back in the cupboard after using it. We were due to meet with the service user as I was shadowing my colleague. We were not able to get the service user’s historical information as a result of not reading his notes. I thought this was misuse of power a s the service user’s information and dignity was not respected. Several Social workers judge power as an aberration of their intentions to empower service users and to make agencies more caring.Akister (1996) argues that social workers must increase their power and their understanding of its dynamics and adopt a wider range of means of influence than they do at present. Safeguards designed to prevent the misuse/ abuse of power Understanding how power may be misused or abused was central to my practice with S and his family and it provided me with the basis of developing professional competence. Freire (1970) pointed out that professionals require a moral and ethical attitude towards equality to enable them to empower service users. He argued that if only people from oppressed groups can take on their responsibilities, there is little hope that professionals will ever achieve their vision (Freire, 1970). Safeguards designed to prevent misuse/abuse of power used within my agency include; working together, agency’s policies and procedures, supervision and complains procedures. In my agency, partnership working is one way of safeguarding against the abuse of power. Most of our work requires working with other professionals, effective communication, sharing of information appropriately and ensuring that service users are involved in the assessment process (Adams et al, 2009). While working with S, I made sure that I collaborated with other professionals and agencies appropriately and also that S was put centre of stage. According to Akister (1996) policy is an authoritative statement that is produced by a body which guides the practice of social workers. Policy acts as a safeguard to abuse of power because it legitimise, regulate and guide the practice of social workers during intervention in service user lives. When I realised during my work with S that there was concern regarding substance misuse, my initial thought was to contact the social services since as a student substance misuse was quite new to me. My lack of knowledge of substance misuse as a social work student only goes on to confirm Goodman (2007) who argues that social work profession have eventually ignored to acknowledge substance misuse which have created a gap. However, bringing this up during supervision with my manager made me understand that I could have potentially misuse my by jumping into conclusion of wanting to contact the social services. I realised that having supervision was very important as we were able to address the issue and I could learn from it. Jumping into conclusion or making assumptions can be discriminatory which result in being oppressive in one’s practice. Reflecting on this circumstance reminded me of my own personal beliefs towards service users who misuse drugs. Beckett and Maynard (2005) pointed out that we consider our personal values and that of our agency when working service users.However, I made sure that my practice did not add to the oppression the service users were already experiencing. To avoid unfair and abusive practice in my work with the young person and his family, I needed to examine the body of my values, which guided me throughout my work and it enabled me to move towards a more cultured and involving approach as suggested by Freire (1970). My agency works with other professional groups. It is thus important to know that there can be conflict resulting from individuals that differ in attitudes, beliefs, values and needs. Conflicts usually occur due to lack of effective communication, failure to share information appropriately, conflict of value and lack of effective leadership. Conflict can be managed using the following five strategies; stepping aside, working together, co-operating, challenging and collaborating. Using supervision to develop my practice This section will look on supervision and how important it was for my practice and professional development. Ford and Jones (1991) defines supervision as a planned and regular periods of time that the student and supervisor spend together to discuss and review the student’s work and progress whilst in placement. Holloway (1997) added that supervision is a relationship where the supervisor shows knowledge of an expert who can make a decision on the worker’s performance and also acts as someone who upholds the profession.Akister (1996) points out that supervision takes three different forms which are; accountability, learning, and support. Kadushine (1992) model of supervision also brought a similar idea such as education, supportive and managerial or administrative supervision. At my agency the manager takes a monthly supervision with staff members. While I was on placement, I undertook supervisions sessions both my Practice Teacher and On-Site Supervisor fortnightly.This was an opportunity for us to discuss my case load, reflective skills, professional development, relevant theories, and ethical dilemmas which are relevant to my practice. During supervision, we also discuss challenging and complex issues that may interfere with my practice. For instance, based on my assessment with S I identified the flowing concerns; substance misuse, truancy, aggressive behaviour and poor relationship with family members, I had to use the relevant theories such as attachment, person-centred and ecological theories to find out how S was doing emotionally, intellectually as well as behaviourally and how best my agency could support him and his family. Throughout my placement supervision has been a reflective tool used to evaluate my professional development and practice. Work in accordance with orders of the court or statutory requirements Work in accordance with orders of the court or statutory requirements can have an impact upon the work of agencies and professionals who work with children, young people and their families/carers in both the statutory and voluntary sector. The aim of the court is to strike a balance between the rights of children to express their views on decisions made about their lives, the rights of parents to exercise their responsibilities towards the child and the duty of the state to intervene where the child’s welfare requires it (www.dhsspsni.gov.uk/co-volume1-court-orders-other-legal-issues.pdf). Payne and Littlechild (2000) expressed their experience in court as gruelling and hair-raising but they confirmed other professionals may have different experiences. Based on her experience as a professional witness and of her reading Payne and Littlechild (2000) questioned whether the present confrontation of the judicial system fosters the welfare of children which they conclude that the re can be an abuse of power in social responsibility if the outcome of many court cases involving children is taken into consideration. The managing and taking down of records and reports as required by my agency is very important when conducting an assessment with service users. These records and reports are usually discussed with my manger and she often made recommendations and suggestions regarding my involvement with service users. These records are also shared with other agencies with the concern of service users; all these put together create a kind of co-operation within the different multi-disciplinary teams and networks. During my work S, I was able to record accurately all information received. All visits and contacts made with S, his family, college and other professionals are recorded as soon as possible in order to be factual and also to enable other professionals who have access to this information to see it. Social workers take on a large range of responsibility; the nature of the work is such that the demand of services can be endless. It should thus be acknowledged that having to manage and pri oritise workloads is very important in social work. Whilst on placement, I was able discuss this situation with my manager and also managed to prioritised situations as effectively as possible (Thompson, 2005). Conclusion I will conclude by saying that it is important for social workers to increase their power and their understanding of its dynamics and adopt a wider range of means of influence as clearly stated by Akister (1996). I have attempted during the essay to look at possible ways in which social workers can develop conceptual and practical frameworks for addressing the task of making sense of and reframing power relationships between the worker and service user. How to cite Misuse of Power: How can social worker use their power responsibility?, Essay examples

SF-9 Lepidopteran Cells Essays - Benzofurans, Biochemistry Methods

SF-9 Lepidopteran Cells PHM499 Research Project Supervisors: Dr. P. S. Pennefather, Dr. S. M. Ross Calcium transport study of SF-9 lepidopteran cells and bull frog sympathetic ganglion cells Kenny Yu Faculty of Pharmacy, University of Toronto, 19 Russell Street, Toronto, Ontario M5S 2S2 ABSTRACT The intracellular calcium level and the calcium efflux of the bull-frog sympathetic ganglion cells (BSG) and the SF-9 lepidopteran ovarian cells were investigated using a calcium-sensitive fluorescence probe fura-2. It was found that the intracellular calcium levels were 58.2 and 44.7 nM for the BSG cells and SF-9 cells respectively. The calcium effluxes following zero calcium solution were 2.02 and 1.33 fmole?cm-2?s-1 for the BSG cells and SF-9 cells. The calcium effluxes following sodium orthovanadate (Na2VO4) in zero calcium solution were 6.00 and 0.80 fmole?cm-2?s-1 for the BSG cells and the SF-9 cells. The SF-9 cells also lost the ability to extrude intracellular calcium after 2-3 applications of Na2VO4 while the BSG cells showed no apparent lost of calcium extruding abilities for up to 4 applications of Na2VO4. INTRODUCTION Spodoptera frugiperda clone 9 (SF-9) cells are a cultured insect cell line derived from the butterfly ovarian tissue. SF-9 cells are used by molecular biologists for the studies of gene expression and protein processing (Luckow and Summers, 1988). However, there is not much known about these cells' basic biophysiology. Since calcium is involved in many cells' activities such as acting as a secondary messenger, it is important for cells to control their intracellular calcium level. This study was aimed toward looking at the some of the basic properties of the SF-9 cells such as resting calcium concentration and rate of calcium extrusion after being calcium level being raised by an ionophore 4-bromo-A23187. The effect of sodium orthovanadate (an active transport inhibitor) on calcium extrusion was also looked at. Microspectrofluorescence techniques and the calcium-sensitive probe fura-2 were used to measure the intracellular calcium concentration of these cells. In addition, the BSG ce lls were used to compare with the SF-9 cells for the parameters that were studied. It was found that the SF-9 cells appeared to have a calcium concentration similar to the BSG cells. Moreover, the calcium extrusion rates of both cell types with no Na2VO4 added seemed to the same. However, due to insufficient data, the effects of Na2VO4 could not be statistically analyzed. From the data available, it suggested that the BSG cells' rate of calcium extrusion was enhanced by the Na2VO4 and was greater than the SF-9 cells. It was more important to note that the calcium extruding capabilities of the SF-9 cell seemed to impaired after two to three applications of Na2VO4 but it had apparent effects on the BSG cells even up to 4 applications. After obtaining these basic parameters, many questions raised such as how does the SF-9 cells extrude their calcium and why the Na2VO4 affected the calcium efflux for the SF-9 cells but not the BSG cells? The SF-9 cells may have a calcium pump or exchanger to extrude their calcium and they may be very sensitive to the ATP (adenosine 3'-triphosphate) supply. This was apparently different from the BSG cells' since their calcium extrusion were not affected by the Na2VO4.. It may be useful to find the mechanism(s) of the actions of Na2VO4 on the SF-9 cells because it may find possible applications in agriculture such as pest control. MATERIALS AND METHODS Chemicals and solutions 4-bromo-A23187 and Fura-2/AM were purchased from Molecular Probes (Eugene, OR). Na2VO4 was purchased from Alomone Lab (Jerusalem, Israel). Dimethyl sulfoxide (DMSO) was obtained from J. T. Baker Inc. (Phillipsburg, NJ). All other reagents were obtained from Sigma (St. Louis, MO). The normal Ringer's solution (NRS) contained (mM): 125 NaCl, 5.0 KCl, 2.0 CaCl2, 1.0 MgSO4, 10.0 glucose, 10.0 N-[2-hydroxyethyl] piperazine-N'-[2-ethanesulfonic acid] (HEPES). The calcium free Ringer solution (0CaNRS) is the same as the NRS except CaCl2 was substituted with 2.0 mM ethylene glycol-bis(b-aminoehtyl) ether N,N,N',N'-tetraacetic acid (EGTA). Fura-2/AM solution was prepared as follows: a stock solution of 1mM fura-2/AM in DMSO was diluted 1:500 in NRS containing 2% bovine albumin. It was then sonicated for 10 minutes. It was then kept frozen until the day of the experiment. 20 SYMBOL 109 \f "Symbol"M 4-bromo-A23187 solution was prepared by diluting a stock of 5mM 4-bromo-A23187 in DMSO 1:250 with NRS. Na2VO4 solution