BIOLOGY Paper - Amphibian Development - Human Development Essay

BIOLOGY Paper - Amphibian Development - Human Development - Essay Example s belong to Tetrapods or four-legged vertebrates and are considered as ectothermic vertebrates.3 Physically, frogs’ skin is smooth, has three-chambered heart, and does not have claws on their toes. Frogs usually lay their eggs in water until it hatches to into tadpole or larva. Tadpoles has to be on the water since they breathes with their gills. Chicks are classified as endothermic vertebrates. 3 Their physiological appearance includes skin covered with feathers, has four-chambered heart, lightweight bones that are hollow, and with wings. Similar to frogs, chicks also lay eggs. In comparison between the eggs produced by chicks and frogs, the egg that comes from chicks has more yolk than the frogs. Since human fertilized egg or the zygote does not contain any yolk, we will take into consideration the frog’s reproduction and development as the best choice in comparison with the human reproduction and development process. There is a huge difference between a frog egg (mesolecithal egg) and human ova (egg cells). Mesolecithal egg has a moderate amount of yolk being distributed throughout the cytoplasm of the egg with more concentration towards the ‘vegetal pole.’ On the other hand, the human ova do not show traces of yolk. Also, the external portion of the frog egg has a smooth surface while the human ova has an uneven surface. Frog egg is divided into a dark pigmented hemisphere called the animal hemisphere while the lightly pigmented hemisphere is known as the vegetal hemisphere. The gray crescent is the dorsal surface of the embryo that plays a role in establishing the embryonic axis. See figure 1. Human ova, measures around 0.2 mm. in diameter, are enclosed within the egg follicles of the ovaries.5 The cell substance of the ovum i is called oà ¶plasm.10 (in amphibians, oà ¶plasm is equivalent to the yolk) The nucleus is known as the germinal vesicle while the nucleolus is the germinal spot. The ovum is enclosed by a thick transparent envelope called the

Education - Want Essay Example for Free

Education Want Essay We could say that an educated person is like a piece of artwork, it is open to the interpretation of the viewer. Just like every art work critique has their own opinion about an artwork, everyone has their own different interpretations of what an educated person is. One thing is clear though, in order to be a successful person in life, you do not need money, as well as in order to be an educated person, you do not need a college diploma. What you are willing to give up in order to become your best person depends on how much you truly want to accomplish that goal. Not everyone knows right away what they have a passion for. One has to explore new activities and only then will they be able to decide for themselves. Everyone expresses their opinion, and in my thought an educated person is the willing to put in time like Gladwell explains, claims their learning rights like Rich exercises, applies critical thinking and reasoning to work towards a success like Wagner emphasizes and lastly does not fall victim to adversity like my father focuses attention on. An educated person should always be willing to put in time. This means that they are willing to give up what they want now, for what they want most. For example, in Gladwell, Schoenfeld the math professor experimented with a young girl Renee, which took her approximately twenty-two minutes to figure the slope of a vertical line. â€Å"This is eight-grade mathematics If I put the average eighth grader in the same position as Renee, I’m guessing that after the first few attempts, they would have said, ‘I don’t get it. I need you to explain it. ’ (Gladwell 2008, pp. 245). † What Schoenfeld proved with this experiment was the willingness of Renee to continue the math problem. Of course, compared to the eighth grader, Renee had more self-discipline and wanted to continue on going until she was able to solve it. An educated person should be willing to put in time and work towards their goal. It will not be easy or given to the person, there is a lot of time and energy put to having what one wants. Another idea Gladwell explains is the amount of time one is willing to put in and how that makes one an expert. â€Å"Researchers have settled on what they believe is the magic number for true expertise: 10,000 hours† (Gladwell 2008, pp. 40). Gladwell’s idea of hard work and dedication to whatever it is that you want to become an expert at takes at least 10,000 hours. I agree with him, but only to a certain point. It is true that in order to become someone well knowledgeable on a certain activity or topic one must practice and put in time. I do not necessarily agree that 10,000 hours should be the exact number for â€Å"true expertise† as Gladwell calls it, but it definitely should not be a few hours. For example, ideally doctors should be one of the most specialized fields. They are ones performing their knowledge on people and I honestly would not want a doctor that has gotten a few hours of practice to do anything to me, because there is more of a chance that they are not as experienced as someone else that has been working for decades as a doctor. An educated person should be willing to put in time to practice which is what makes someone good at their specialization. Rich’s idea of â€Å"claiming an education† also applies within our pursuit to defining an educated person. Rich explains that a student should not think about education as â€Å"receiving it†, but to be thought of as â€Å"claiming it† (Rich 1979 pp. 365). Rich explains that claiming an education is taking as if one were the owner. I agree with Rich, students should have the mentality of taking the education being given to them. There is a difference between claiming what is rightfully yours, and taking what if rightfully yours. One difference is that when you claim something, you are putting in effort to learning what is being taught. For example, a student that goes to class and learns whatever the lesson was for that day, would in my terms be called receiving. On the other hand, if that same student were to go to the instructor’s office hours and basically use the resources that there are around campus, that would be claiming. The mere difference of going one step above the other makes the difference between the two. Rich also backs this idea of claiming, with the simple act of participating in class, becoming more engaged in class and the teacher’s professional life. This idea of claiming an education is not limited to those in school, because not every educated person goes to college, or needs a college degree. It is helpful in order to have something to fall back upon. One way we can connect the idea of claiming an education without going to school, could be my father’s story. His decision of dropping out of high school did not stop him from doing what he wanted to do. He claimed his rights to learning about how to create his own company and becoming a successful entrepreneur, without having a business college degree. Claiming your rights as a human being over all is what counts. Anyone should be able to express their passion for something. In my father’s case, he first started by working at a small local shop as a cashier, but he found himself not doing what he loved, â€Å"I loved helping people, make their houses bigger or just fixing their house up for them. † (Gomez 2014). My father eventually stopped receiving, and started claiming. An educated person is one who does not receive, but one that claims and demands their ability to practice their passion. Give a child a list of three words with a definition to each, allow them to memorize it and few minutes later, they can regurgitate it back to you. As an education major, it is easy to go a whole year teaching children a certain vocabulary words, or teaching them how to solve a math problem, but explaining why the answer is the answer, is a lot more difficult. Wagner explains that many students lack â€Å"intellectual challenges† (Wagner 2008, pp. xxv). A class lacking intellectual challenge for students can cause a downfall in the future. Providing students with more rigorous work and questioning their solutions, prevents them from finding lessons uninteresting and eventually leading them to want to drop the course, or worse yet, want to drop out of school. For example in history class, one has to remember specific dates, but also know why several of these specific events happened or what lead to it. I was one of them. Rarely do students remember what lead to wars, or life historically changing events, like the great depression because they are just taught either to memorize the dates or they find it easier to only remember the dates and names of important historical figures. The same concept can be applied to mathematics, where one has to know how to solve the problem, but does not always know why a certain formula was used or why it only works with that certain problem. According to Wagner, knowing the answer is not sufficient, one must know and be able to critically think about the end result. Therefore, an educated person should be willing to not only claim their education, but also be able to apply more critical thinking and reasoning. Which by later exercising that through practicing and preparing, one can accomplish their goals. Lastly, I interviewed my father, because he is the first man I have ever admired. He was able to successfully carry out a career that he did not go to college for. Matter of fact, he never went to college, and only completed a few years of high school. Through my interview with him, he allowed me to truly appreciate and admire him a lot more. One main adversity he got through was coming in to the United States, he believes that without coming to the United States his success would not have been possible. â€Å"Coming from a huge family, having 8 brothers and 7 sisters you did not always get what you wanted† (Gomez 2014). My father further explained that he was always having to share his things and he never had the opportunities that I have today. â€Å"I had to run a whole mile in order to get to class, there were no buses, because we lived in the country, and I had to run to the city every morning to get to school† (Gomez 2014). My father continues with his story, â€Å"every morning we all had to do chores, mine were taking care of the farm animals. I would milk the cows every morning and since I had to do my morning chores before school, sometimes I ran late and I had to go to school smelling like farm animals and sweat† (Gomez 2014). The dedication put into working back then is not the same today. For everything there is always an excuse made up. I myself have made many excuses, but it takes an educated person to not make excuses. He could have easily said I am not walking a mile to go to school, but he was determined. My father did not drop out of school because he was failing his classes. At age 18 he became an innocent victim in a shooting, in which he was shot in the stomach and had missed a big portion of his senior year. He was months away from graduating, but he never was able to complete his missed classes due to the lack of support from his teachers, he explained. He after started his own family and came to the United States when I was born. â€Å"You are the luckiest one of everyone in the family† he told me, â€Å"your sisters do not have the opportunity that you have and an educated person is one who can make the best situation out of a tough one† (Gomez 2014). Without doubt, my father was able to create a self-made company. He was the only one of his 15 siblings to become an entrepreneur, and today in my eyes he is the most successful. An educated person would ideally be my own father, who was willing to put in time to learn about his passion, claim his rights as a United States resident and created his own business, and lastly he did fall victim to adversity. An educated person and a successful person go hand in hand, but the definitions are endless, and open to many interpretations, but what makes either person educated or successful, depends on what they are willing to give up in order to become their best person. An educated person is one who no matter what is willing to put in time in order to be called an expert at his passion. Someone who rightfully claims the ability to carry out their love for their passion and lastly, someone who does not fall victim to adversity. ? Bibliography Gladwell, Malcolm. â€Å"The 10,000-Hour Rule† in Outliers, 34-68. New York: Little, Brown and Company, 2008. Gladwell, Malcolm. â€Å"Rice Paddies and Math Tests† in Outliers, 224-249. New York: Little, Brown and Company, 2008. Gustavo Gomez, interview by Alondra Gomez, April 28, 2014. Rich, Adrienne. â€Å"Claiming and Education† in On Lies, Secrets and Silence, 365-369. New York: W. W. Norton Company, 1979. Wagner, Tony. The Global Achievement Gap, intro xix-xxviii. New York: Basic Books, 2008.

The Vikings Essay -- Scandinavian Pirates History Vikings Essays

The Vikings The word Viking in the Webster’s Encyclopedic Unabridged Dictionary of the English Language says that the word Viking means the following. â€Å"Vi†¢king 1. any of the Scandinavian pirates who plunder the coasts of Europe from the 8th to 10th centuries. 2. a sea-roving bandit: pirate. 3. a Scandinavian. 4. U.S. Aerospace. One of a series of space probes that obtained scientific information about Mars.† (1) The Vikings lived about one thousand years ago in the lands that we now call Iceland, Lapland, Norway, Sweden, and Denmark. To most people the Vikings were raiders that got in their longboats and sailed somewhere and then went from town to town killing and pillaging. This is not completely true, because the Vikings were also great adventurers. They set up trading links and looked for land that they could settle down make a home and have a farm. But not to say that the Vikings weren’t fierce warriors, because they were great warriors that won almost every early battle. Although they never had an empire, the King of Denmark ruled Norway and England for a brief time from 1030 to 1035.   Ã‚  Ã‚  Ã‚  Ã‚   The Vikings had many reasons for leaving their homeland and living up to being the great adventurers that they were. One reason to leave was that the land that the Vikings were living in was becoming over populated, such that one family couldn’t own as much land, as he would like. Also the land in Scandinavia, that they lived on was very mountainous and had very little land that could be farmed. Likewise Sweden contained many forests that made it not fit for farming.   Ã‚  Ã‚  Ã‚  Ã‚  The Viking people were divided up into different classes much like many other societies. They were divided up by how much land and money that they had. There were the â€Å"kings† that ruled over each township. Below him came the rich noblemen, or jarls. The king and the jarls were the most powerful people in a township. Then below the jarls there were the freemen or the karls, which included craftsmen, merchants, and farmers. At the very bottom of the totem pole were the slaves otherwise known as thralls.   Ã‚  Ã‚  Ã‚  Ã‚  The majority of Vikings spent very little time away from home on raids. Instead they were at home working as farmers, growing oats, barley, rye, and vegetables, and tending to their cattle, sheep, pigs, and goats. They also kept fruits, such as apples, and nuts such as hazelnuts and walnut... ... Inc,  ©1996, page 2122 2. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 49 3. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 49 4. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 50 5. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 54 6. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 54 7. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 27 8. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 27 Bibliography 1. Done by Committee. Webster’s Encyclopedic Unabridged Dictionary of the English Language. New York, NY; Random House Value Publishing, Inc,  ©1996. 2. Martell, Hazel Mary. What Do We Know About The Vikings? New York, NY; Simon & Schuster Young Books,  ©1992. 3. Ganeri, Anita. Focus On Vikings. New York, NY; Aladdin Books,  ©1992 4. Streissguth, Thomas. Life Among the Vikings. San Diego, California; Lucent Books, Inc,  ©1999 5. http://www.sandiaprep.org/library/bib/bib.html 6. http://www.pbs.org/wgbh/nova/vikings/village.html For the video’s on CD. The Vikings Essay -- Scandinavian Pirates History Vikings Essays The Vikings The word Viking in the Webster’s Encyclopedic Unabridged Dictionary of the English Language says that the word Viking means the following. â€Å"Vi†¢king 1. any of the Scandinavian pirates who plunder the coasts of Europe from the 8th to 10th centuries. 2. a sea-roving bandit: pirate. 3. a Scandinavian. 4. U.S. Aerospace. One of a series of space probes that obtained scientific information about Mars.† (1) The Vikings lived about one thousand years ago in the lands that we now call Iceland, Lapland, Norway, Sweden, and Denmark. To most people the Vikings were raiders that got in their longboats and sailed somewhere and then went from town to town killing and pillaging. This is not completely true, because the Vikings were also great adventurers. They set up trading links and looked for land that they could settle down make a home and have a farm. But not to say that the Vikings weren’t fierce warriors, because they were great warriors that won almost every early battle. Although they never had an empire, the King of Denmark ruled Norway and England for a brief time from 1030 to 1035.   Ã‚  Ã‚  Ã‚  Ã‚   The Vikings had many reasons for leaving their homeland and living up to being the great adventurers that they were. One reason to leave was that the land that the Vikings were living in was becoming over populated, such that one family couldn’t own as much land, as he would like. Also the land in Scandinavia, that they lived on was very mountainous and had very little land that could be farmed. Likewise Sweden contained many forests that made it not fit for farming.   Ã‚  Ã‚  Ã‚  Ã‚  The Viking people were divided up into different classes much like many other societies. They were divided up by how much land and money that they had. There were the â€Å"kings† that ruled over each township. Below him came the rich noblemen, or jarls. The king and the jarls were the most powerful people in a township. Then below the jarls there were the freemen or the karls, which included craftsmen, merchants, and farmers. At the very bottom of the totem pole were the slaves otherwise known as thralls.   Ã‚  Ã‚  Ã‚  Ã‚  The majority of Vikings spent very little time away from home on raids. Instead they were at home working as farmers, growing oats, barley, rye, and vegetables, and tending to their cattle, sheep, pigs, and goats. They also kept fruits, such as apples, and nuts such as hazelnuts and walnut... ... Inc,  ©1996, page 2122 2. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 49 3. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 49 4. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 50 5. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 54 6. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 54 7. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 27 8. Streissguth, Thomas, â€Å"Life Among the Vikings†, Lucent Books, Inc,  ©1999, page 27 Bibliography 1. Done by Committee. Webster’s Encyclopedic Unabridged Dictionary of the English Language. New York, NY; Random House Value Publishing, Inc,  ©1996. 2. Martell, Hazel Mary. What Do We Know About The Vikings? New York, NY; Simon & Schuster Young Books,  ©1992. 3. Ganeri, Anita. Focus On Vikings. New York, NY; Aladdin Books,  ©1992 4. Streissguth, Thomas. Life Among the Vikings. San Diego, California; Lucent Books, Inc,  ©1999 5. http://www.sandiaprep.org/library/bib/bib.html 6. http://www.pbs.org/wgbh/nova/vikings/village.html For the video’s on CD.

Be Careful :: essays research papers

Liz looked at Sarah, regretting she had come along with them in the first place. â€Å"Relax, Liz.† she said. â€Å"I really shouldn’t be here, Sarah. Can’t I go home?† Liz said. John smiled. â€Å"He’s not gonna bite. He’s really nice. You know he is, he’s been at your place a billion times.† He said. Liz nodded, but looked pleadingly at Sarah. â€Å"We’ll be right back. Hold him here when he arrives.† Sarah said and John nodded. â€Å"Can do!† he said, and she smiled at him as she grabbed Liz’ arm and dragged her along into the toilets. â€Å"You are not going home.† Sarah said, turning to look at her. â€Å"But... I don’t belong here. Me and love... we’re incomparable.† Liz said. Sarah smiled at her. â€Å"You are not!† she said. Liz sighed and turned to the mirror to make sure the bruise wasn’t showing. She bit her lip, and Sarah placed her hand on her sh oulder. â€Å"Lizzy...† she said softly, and Liz turned to her with teary eyes. â€Å"Sorry.† She said quietly and smiled a little. Sarah smiled back as she hugged her. â€Å"Don’t be.† She said. â€Å"It wasn’t your fault. Besides, he was an idiot and you were far too good for him anyway.† Liz laughed a little and looked at her. â€Å"Yeah?† she said. â€Å"Yeah.† Sarah said smiling. â€Å"Now, will you stay? John is right, you know. Mark is really nice, and John should know. You know he is too. They’ve been best mates for ages. They moved here together like you and me.† Sarah said. â€Å"Really?† Liz asked. Sarah nodded. â€Å"Yeah. And you wanna know a little secret?† she asked. â€Å"Go on.† Liz said smiling. â€Å"He told John that he thinks you’re really nice.† Sarah said and grinned when Liz blushed. â€Å"He did not!† Liz said. â€Å"Did too! Will you stay?† she asked. Liz shrugged. â€Å"It’s just a movie, then we can go home ... with company.† Sarah said. â€Å"And it’s not like you’ll be alone. John and I are here.† Liz nodded. â€Å"All right.† She said. â€Å"I’ll stay.† Sarah cheered. â€Å"Yay!† she said, making Liz laugh. â€Å"Come on, bet they’re waiting.† They walked back out, finding Mark had showed up and he and John were stood talking when they walked over. â€Å"Hey babe. You okay?† John said, placing his arms around Sarah. â€Å"Hello. Yeah, fine. Hi Mark.† She said. Mark smiled at her.

Hawaiian Punch Short-Cycle

Marketing Problems – Applications and Decisions (74-232) Odette School of Business, University of Windsor II. Short Cycle Key person and his / her position in the organization:Kate Hoedebeck, director of marketing for Hawaiian Punch at Cadbury Schweppes Americas Beverages. Key issue:To prepare the 2005 Hawaiian Punch business marketing plan and coordinate the newly consolidated version of the three companies. Sub issues: 1. How will they increase market share? They already are the number 1 fruit punch drink sold in the U. S. 2.How will two distinct manufacturing, sales, and distribution networks to stock and sever an identical beverage for the same customers fare? 3. Determining the roles each will play in sales, profitability, and equity of the Hawaiian punch brand. 4. Will Cadbury Schweppes restructure for growth take focus away from maintain market leadership? 5. Can they achieve sales need to capture an attractive profit margin? 6. What are the potential competitor reactio ns? Why now? The 2005 business marketing plan is one of the key factors to ensure successful growth with the newly consolidated corporations.We are currently towards the end of 2004. By when must the key person make this decision? (Include your reason for this time frame)To allow sufficient time for the plan to be properly implemented, Hoedebeck should have it complete by September 1st, 2004. Stakes: what does the organization stand to gain or lose if it makes a good or bad decision? Potential benefits of a good decisionPotential costs of a bad decision Increased profitsDecreased profits Maintained market leadershipFailed product line Diversified promotion strategyLoss of focus from core competencies Expanded product lineBankruptcyLarger target marketLost jobs Happy retailers and foodservice customersFailed marketing strategy Competitive sustainability Over/under estimation of product or brand line More convenient for distribution and retailersWrong information in her analysis Quest ions you should ask yourself as you complete the Long Cycle: 1. Who are Hawaiian Punch’s competitors? 2. What stage of the product life style is their fruit punch beverage in? 3. What pricing/promotion strategy should they use for their product? 4. How will the consolidation impact growth? 5. What is their brand positioning? 6. What is their product line and pricing?

Still Hungry in America Essay Example

Still Hungry in America Essay Example Still Hungry in America Paper Still Hungry in America Paper Still Hungry in America Marian Edelman Wright wrote the famous literacy narrative Still Hungry in America. Marian Wright has been a proponent for disadvantaged Americans her entire life. Edelmans career began after graduating from Spellman College and Yale Law School. After graduation, she became the founding president of the Childrens Defense Fund (CDF). In result of Edelmans phenomenal leadership, CDF has become the nations strongest voice for less-fortunate families and children. The mission of CDF is to leave no child behind. This mission was imposed to ensure that every child has a healthy start, a head start, a fair start, a safe start, and a moral start in life and a successful passage to adulthood. In addition, in the many professional positions Edelman held, her primary purpose was to stand up for the ones who lived in poverty and for the ones starving from food shortage. By writing Still Hungry in America, she intended to communicate this purpose so others would Join the cause and help prevent family and children starvation. Her objective in this particular writing is to how how important government assistance programs are too many Americans. She made it very clear in her writing, that although America is the richest nation in the world, many Americans still suffer from or is on the verge of starvation. She also made it very clear that it is important to fght for these programs whenever necessary because although these programs have proven to be helpful to the American people, there are some people out there who fill they are a waste of government spending. It is easy to draw this conclusion because Edelman had to fght back at several groups n the past who tried to defund state and government programs. She also attempted to persuade readers to see her point-of-view by elaborated on the struggles she encountered and overcame in the past. In addition, she had to fght for more programs that would help less-fortunate American on a large-scale level. In result, she help fght for the implementation and expansion of government programs such as food stamps. Moreover, Edelman uses specific quotes to build her argument such as Im not hungry, dont worry about it. These quotes add to her writing significantly. In result of using this quote, it is very clear that her writing is now a combination of ethos, logos, and pathos. This is true because ethos means convincing by the character of the author, pathos means persuading by appealing to the readers emotion, and logos means by the use of reasoning. All three of these terms are clearly seen in this particular writing. Personally, I believe this writing relies more on logos than any other term. I believe this because she is mainly persuading by reasoning. By diamannichols

Architecture and Design for the Blind Client

Architecture and Design for the Blind Client Designing for the blind and visually impaired is an example of accessible design. Architects who embrace universal design understand that the needs of the blind client are the same for all people - orienting a building to provide optimal light and ventilation has been advocated by ancient Roman architects and more modern architects such as Frank Lloyd Wright. Federal legislation like the ADA has increased awareness of function in architecture; the professional designer will create beauty with the form taken. Key Takeaways Architects can design with texture, sound, heat, and smell to define spaces and functions.Tactile cues, such as differences in floor textures and changes in temperature, provide landmarks for persons who cannot see.Universal design refers to design that meets the needs of all people, thus making spaces accessible to all. Great architecture for the blind and visually impaired is just like any other great architecture, only better, says San Francisco architect Chris Downey, AIA. It looks and works the same while offering a richer and better involvement of all senses. Downey was a practicing architect when a brain tumor took his sight in 2008. With firsthand knowledge, he established Architecture for the Blind and became an expert consultant for other designers. Likewise, when architect Jaime Silva lost his eyesight to congenital glaucoma, he gained a deeper perspective on how to design for the disabled. Today the Philippine-based architect consults with engineers and other architects to manage projects and promote universal design. Is Universal Design for the Blind? Universal design is a big tent term, encompassing more familiar methods such as accessibility and barrier-free design. If design is universal - meaning a design for everyone - it is, by definition, accessible. In the built environment, accessibility means designed spaces that meet the needs of people with a wide range of abilities, including those who are blind or who have limited vision and associated cognitive difficulties. If the goal is universal design, everyone will be accommodated. Accessibility and Self-Driving Cars. Brooks Kraft LLC/Corbis via Getty Images A Continuum of Abilities Functional vision includes two areas: (1) visual acuity, or the corrected used of central vision to see details such as facial features or alphanumeric symbols; and (2) the field of vision, or the extent and capacity to identify objects peripheral to or around the central vision. In addition, depth perception and contrast sensitivity can be associated vision problems. Vision abilities vary widely. Vision impairment is a catch-all term that includes people with any visual deficit that cannot be corrected by wearing glasses of contact lenses. Visual impairments have a continuum of identifiers specific to the laws of specific countries. In the United States low vision and partially sighted are general terms for a continuum of functionality that may vary from week to week or even hour to hour. Legal blindness is not necessarily the same as total blindness. Legally blind in the U.S. is defined by corrected central vision being less than 20/200 in the better eye and/or the field of vision being limited to 20 degrees or less. That is, having only one eye does not make a person blind. Totally blind is generally the inability to use light, although the perception of light and dark may or may not exist. People are said to have light perception if they can detect light and determine from which direction the light is coming, explains the American Printing House for the Blind (APH). Another type of blindness is called cortical visual impairment (CVI), which is a neurological disorder, pointing out that vision is a process involving the eye and the brain. Colors, Illumination, Textures, Heat, Sound, and Balance What do blind people see? Many people who are legally blind actually have some vision. Bright colors, wall murals, and changes in illumination can help persons whose vision is limited. Incorporating entryways and vestibules into all architectural design helps eyes adapt to illumination changes. Tactile cues, including different floor and sidewalk textures as well as changes in heat and sound, can provide landmarks for persons who cannot see. A distinctive faà §ade may help distinguish the location of a home without having to count and keep track. Sound is an important directive for people without visual cues. Technology can be built within the walls of a home just like its built into smart phones - all you have to do is ask a question, and the built-in intelligent personal assistant can orient the occupant. Aspects of a smart house will be most useful for people with disabilities. Other physical details should be common to all universal design. Handrails for balance should be incorporated into the design of buildings. And thats the thing - architects should incorporate details into the design and not try to retro-fit for someones limitations. Like all good accessible design, universality begins with the design. Designing with the blind in mind embraces the movement toward universal design. Communicating Ideas Communication and presentation are important skills of the architect. Visually impaired architects must be even more creative in getting across their ideas. Computers have become the great equalizer for professionals with disabilities of any kind, although tactile graphic toys like Wikki Stix have long been used by people of all ages. Visually impaired architects will be useful to any organization or individual desiring to focus on inclusivity. With no prejudice to the way things look visually  -   sometimes called aesthetics  - the blind architect will choose the most functional detail or material first. The way it looks? What is called eye candy can come later. Finally, the Low Vision Design Program of the National Institute of Building Sciences (NIBS) has established guidelines for residential design and  recommendations for public accommodation. Their 80-page evidence-based PDF document Design Guidelines for the Visual Environment was issued in May 2015 and is filled with useful information. Sources American Foundation for the Blind. Key Definitions of Statistical Terms. afb.org/info/blindness-statistics/key-definitions-of-statistical-terms/25Blindness Basics. American Printing House for the Blind. https://www.aph.org/blindness-basics/Downey, Chris. Design with the blind in mind. TED Talk, October 2013.https://www.ted.com/talks/chris_downey_design_with_the_blind_in_mind/transcriptDowney, Chris. Profile. Architecture for the Blind. arch4blind.com/profile.htmlGoben, Jan. Architect is visionary for the blind. AFriendlyHouse.com. http://afriendlyhouse.com/31/Architect-is-visionary-for-the-blind/McGray, Douglas. Design Within Reach: A blind architect relearns his craft. The Atlantic, October 2010