Queen of the Damned Review Essay Example

Queen of the Damned Review Paper Essay on Queen of the Damned Probably every woman in his life uttered the phrase: All men the goats. And if your life has been going on for thousands of years. Well this is how can get it for a period of time representatives of strong half of humanity? The third book Vampire Chronicles by Anne Rice speaks about the Akasha, the queen of the damned awakened, the mother of all vampires, that strictly speaking the same thing. Moving away from centuries of sleep, she obviously got the wrong foot. In the first place, she decided to change the faithful husband to Lestat. And the question of divorce decided quite radically killing ex-husband. As it turned out eternal love lasts 3-4 thousand years, and then companion falls in love with a rock star and leaving the narrowed, not bothering to explaining the reasons for his action. Second, kill all the vampires except for friends of her lover Lestat. Thats certainly better to keep out of the womans eyes when shes not in the mood. We will write a custom essay sample on Queen of the Damned Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Queen of the Damned Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Queen of the Damned Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Well, and, thirdly, comes to the conclusion that all the ills of the earth by men and therefore their number should be substantially reduced, leaving small part to perform the function of reproduction, so to speak. I do not know how the remaining group favorites, but the majority of those sentenced to death, I think, would not be in accordance with its decision. To make matters worse in the Akashic megalomania increased to such an extent that she imagines himself almost god. And now the surviving vampires do not know what to do with this treasure. I must say, they are not hard to please, sleeps poorly, woke up even worse. Taking care of the reader and do not forget to give the heroes of the previous books, the author collects all vampires, who in the previous two parts appeared at least briefly. However, a majority of them spelled out very blurry and taken them to a supporting role. A Lestat, which is undoubtedly one of the main characters practically unrecognizable. He lost against the background of the image of the Akash and looks very confused. Do not get tired of surprising the author, read the third book, but Lestat in each of them completely different. Do not departing from tradition, Rice constantly changing place and time of action, leaving the reader from one continent to the other, throwing through the whole Goals. Like the previous book in the series, it contains the story in history, tells us about the appearance of vampires. It was only thanks to this legend, I put the book 4 out of 5 because versions of the Damned was much more interesting main plot line. At least for the sake of this fascinating ancient Egyptian myth should read the book. Finally it must be said that those who liked the film Queen of the Damned can safely take up a book. The plot in the movie is so warped that it is, in my opinion, can not even be regarded as an adaptation of, rather it is a completely independent work.

Systems of Equations on ACT Math Algebra Strategies and Practice Problems

Systems of Equations on ACT Math Algebra Strategies and Practice Problems SAT / ACT Prep Online Guides and Tips If you’ve already tackled your single variable equations, then get ready for systems of equations. Multiple variables! Multiple equations! (Whoo!) Even better, systems of equations questions will always have multiple methods with which to solve them, depending on how you like to work best. So let us look not only at how systems of equations work, but all the various options you have available to solve them. This will be your complete guide to systems of equations questions- what they are, the many different ways for solving them, and how you’ll see them on the ACT. Before You Continue You will never see more than one systems of equations question per test, if indeed you see one at all. Remember that quantity of questions answered (as accurately as possible) is the most important aspect of scoring well on the ACT, because each question is worth the same amount of points. This means that you should prioritize understanding the more fundamental math topics on the ACT, like integers, triangles, and slopes. If you can answer two or three integer questions with the same effort as you can one question on systems of equations, it will be a better use of your time and energy. With that in mind, the same principles underlying how systems of equations work are the same for other algebra questions on the test, so it is still a good use of your time to understand how they work. Let's go tackle some systems questions, then! Whoo! What Are Systems of Equations? Systems of equations are a set of two (or more) equations that have two (or more) variables. The equations relate to one another, and each can be solved only with the information that the other provides. Most of the time, a systems of equations question on the ACT will involve two equations and two variables. It is by no means unheard of to have three or more equations and variables, but systems of equations are rare enough already and ones with more than two equations are even rarer than that. It is possible to solve systems of equations questions in a multitude of ways. As always with the ACT, how you chose to solve your problems mostly depends on how you like to work best as well as the time you have available to dedicate to the problem. The three methods to solve a system of equations problem are: #1: Graphing #2: Substitution #3: Subtraction Let us look at each method and see them in action by using the same system of equations as an example. For the sake of our example, let us say that our given system of equations is: $$3x + 2y = 44$$ $$6x - 6y = 18$$ Solving Method 1: Graphing In order to graph our equations, we must first put each equation into slope-intercept form. If you are familiar with your lines and slopes, you know that the slope-intercept form of a line looks like: $y = mx + b$ If a system of equations has one solution (and we will talk about systems that do not later in the guide), that one solution will be the intersection of the two lines. So let us put our two equations into slope-intercept form. $3x + 2y = 44$ $2y = -3x + 44$ $y = {-3/2}x + 22$ And $6x - 6y = 18$ $-6y = -6x + 18$ $y = x - 3$ Now let us graph each equation in order to find their point of intersection. Once we graphed our equation, we can see that the intersection is at (10, 7). So our final results are $x = 10$ and $y = 7$ Solving Method 2: Substitution Substitution is the second method for solving a system of equations question. In order to solve this way, we must isolate one variable in one of the equations and then use that found variable for the second equation in order to solve for the remaining variable. This may sound tricky, so let's look at it in action. For example, we have our same two equations from earlier, $$3x + 2y = 44$$ $$6x - 6y = 18$$ So let us select just one of the equations and then isolate one of the variables. In this case, let us chose the second equation and isolate our $y$ value. (Why that one? Why not!) $6x - 6y = 18$ $-6y = -6x + 18$ $y = x - 3$ Next, we must plug that found variable into the second equation. (In this case, because we used the second equation to isolate our $y$, we need to plug in that $y$ value into the first equation.) $3x + 2y = 44$ $3x + 2(x - 3) = 44$ $3x + 2x - 6 = 44$ $5x = 50$ $x = 10$ And finally, you can find the numerical value for your first variable ($y$) by plugging in the numerical value you found for your second variable ($x$) into either the first or the second equation. $3x + 2y = 44$ $3(10) + 2y = 44$ $30 + 2y = 44$ $2y = 14$ $y = 7$ Or $6x - 6y = 18$ $6(10) - 6y = 18$ $60 - 6y = 18$ $-6y = -42$ $y = 7$ Either way, you have found the value of both your $x$ and $y$. Again, $x = 10$ and $y = 7$ Solving Method 3: Subtraction Subtraction is the last method for solving our systems of equations questions. In order to use this method, you must subtract out one of the variables completely so that you can find the value of the second variable. Do take note that you can only do this if the variables in question are exactly the same. If the variables are NOT the same, then we can first multiply one of the equations- the entire equation- by the necessary amount in order to make the two variables the same. In the case of our two equations, none of our variables are equal. $$3x + 2y = 44$$ $$6x - 6y = 18$$ We can, however, make two of them equal. In this case, let us decide to subtract our $x$ values and cancel them out. This means that we must first make our $x$’s equal by multiplying our first equation by 2, so that both $x$ values match. So: $3x + 2y = 44$ $6x - 6y = 18$ Becomes: $2(3x + 2y = 44)$ = $6x + 4y = 88$ (The entire first equation is multiplied by 2.) And $6x - 6y = 18$ (The second equation remains unchanged.) Now we can cancel out our $y$ values by subtracting the entire second equation from the first. $6x + 4y = 88$ - $6x - 6y = 18$ $4y - -6y = 70$ $10y = 70$ $y = 7$ Now that we have isolated our $y$ value, we can plug it into either of our two equations to find our $x$ value. $3x + 2y = 44$ $3x + 2(7) = 44$ $3x + 14 = 44$ $3x = 30$ $x = 10$ Or $6x - 6y = 18$ $6x - 6(7) = 18$ $6x - 42 = 18$ $6x = 60$ $x = 10$ Our final results are, once again, $x = 10$ and $y = 7$. If this is all unfamiliar to you, don't worry about feeling overwhelmed! It may seem like a lot right now, but, with practice, you'll find the solution method that fits you best. No matter which method we use to solve our problems, a system of equations will either have one solution, no solution, or infinite solutions. In order for a system of equations to have one solution, the two (or more) lines must intersect at one point so that each variable has one numerical value. In order for a system of equations to have infinite solutions, each system will be identical. This means that they are the same line. And, in order for a system of equations to have no solution, the $x$ values will be equal when the $y$ values are each set to 1. This means that, for each equation, both the $x$ and $y$ values will be equal. The reason this results in a system with no solution is that it gives us two parallel lines. The lines will have the same slope and never intersect, which means there will be no solution. For instance, For which value of $a$ will there be no solution for the systems of equations? $2y - 6x = 28$ $4y - ax = 28$ -12 -6 3 6 12 We can, as always use multiple methods to solve our problem. For instance, let us first try subtraction. We must get the two $y$ variables to match so that we can eliminate them from the equation. This will mean we can isolate our $x$ variables to find the value of our $a$. So let us multiply our first equation by 2 so that our $y$ variables will match. $2(2y - 6x = 28)$ = $4y - 12x = 56$ Now, let us subtract our equations $4y - 12x = 56$ - $4y - ax = 28$ $-12x - -ax = 28$ We know that our $-12x$ and our $-ax$ must be equal, since they must have the same slope (and therefore negate to 0), so let us equate them. $-12x = -ax$ $a = 12$ $a$ must equal 12 for there to be no solution to the problem. Our final answer is E, 12. If it is frustrating or confusing to you to try to decide which of the three solving methods â€Å"best† fits the particular problem, don’t worry about it! You will almost always be able to solve your systems of equations problems no matter which method you choose. For instance, for the problem above, we could simply put each equation into slope-intercept form. We know that a system of equations question will have no solution when the two lines are parallel, which means that their slopes will be equal. Begin with our givens, $2y - 6x = 28$ $4y - ax = 28$ And let’s take them individually, $2y - 6x = 28$ $2y = 6x + 28$ $y = 3x + 14$ And $4y - ax = 28$ $4y = ax + 28$ $y = {a/4}x + 7$ We know that the two slopes must be equal, so we will find $a$ by equating the two terms. $3 = a/4$ $12 = a$ Our final answer is E, 12. As you can see, there is never any â€Å"best† method to solve a system of equations question, only the solving method that appeals to you the most. Some paths might make more sense to you, some might seem confusing or cumbersome. Either way, you will be able to solve your systems questions no matter what route you choose. Typical Systems of Equations Questions There are essentially two different types of system of equations questions you’ll see on the test. Let us look at each type. Equation Question As with our previous examples, many systems of equations questions will be presented to you as actual equations. The question will almost always ask you to find the value of a variable for one of three types of solutions- the one solution to your system, for no solution, or for infinite solutions. (We will work through how to solve this question later in the guide.) Word Problems You may also see a systems of equations question presented as a word problem. Often (though not always), these types of problems on the ACT will involve money in some way. In order to solve this type of equation, you must first define and write out your system so that you can solve it. For instance, A movie ticket is 4 dollars for children and 9 dollars for adults. Last Saturday, there were 680 movie-goers and the theater collected a total of 5,235 dollars. How many movie-goers were children on Saturday? 88 112 177 368 503 First, we know that there were a total of 680 movie-goers, made up of some combination of adults and children. So: $a + c = 680$ Next, we know that adult tickets cost 9 dollars, children’s tickets cost 4 dollars, and that the total amount spent was 5,235 dollars. So: $9a + 4c = 5,235$ Now, we can, as always, use multiple methods to solve our equations, but let us use just one for demonstration. In this case, let us use substitution so that we can find the number of children who attended the theater. If we isolate our $a$ value in the first equation, we can use it in the second equation to solve for the total number of children. $a + c = 680$ $a = 680 - c$ So let us plug this value into our second equation. $9a + 4c = 5,235$ $9(680 - c) + 4c = 5235$ $6120 - 9c + 4c = 5235$ $-5c = -885$ $c = 177$ 177 children attended the theater that day. Our final answer is C, 177. You know what to look for and how to use your solution methods, so let's talk strategy. Strategies for Solving Systems of Equations Questions All systems of equations questions can be solved through the same methods that we outlined above, but there are additional strategies you can use to solve your questions in the fastest and easiest ways possible. 1) To begin, isolate or eliminate the opposite variable that you are required to find Because the goal of most ACT systems of equations questions is to find the value of just one of your variables, you do not have to waste your time finding ALL the variable values. The easiest way to solve for the one variable you want is to either eliminate your unwanted variable using subtraction, like so: Let us say that we have a systems problem in which we are asked to find the value of $y$. $$4x + 2y = 20$$ $$8x + y = 28$$ If we are using subtraction, let us eliminate the opposite value that we are looking to find (namely, $x$.) $4x + 2y = 20$ $8x + y = 28$ First, we need to set our $x$ values equal, which means we need to multiply the entire first equation by 2. This gives us: $8x + 4y = 40$ - $8x + y = 28$ - $3y = 12$ $y = 4$ Alternatively, we can isolate the opposite variable using substitution, like so: $4x + 2y = 20$ $8x + y = 28$ So that we don't waste our time finding the value of $x$ in addition to $y$, we must isolate our $x$ value first and then plug that value into the second equation. $4x + 2y = 20$ $4x = 20 - 2y$ $x = 5 - {1/2}y$ Now, let us plug this value for $x$ into our second equation. $8x + y = 28$ $8(5 - {1/2}y) + y = 28$ $40 - 4y + y = 28$ $-3y = -12$ $y = 4$ As you can see, no matter the technique you choose to use, we always start by isolating or eliminating the opposite variable we want to find. 2) Practice all three solving methods to see which one is most comfortable to you You’ll discover the solving method that suits you the best when it comes to systems of equations once you practice on multiple problems. Though it is best to know how to solve any systems question in multiple ways, it is completely okay to pick one solving method and stick with it each time. When you test yourself on systems questions, try to solve each one using more than one method in order to see which one is most comfortable for you personally. 3) Look extra carefully at any ACT question that involves dollars and cents Many systems of equations word problem questions are easy to confuse with other types of problems, like single variable equations or equations that require you to find alternate expressions. A good rule of thumb, however, is that it is highly likely that your ACT math problem is a system of equations question if you are asked to find the value of one of your variables and/or if the question involves money in some way. Again, not all money questions are systems of equations and not all systems of equation word problem questions involve money, but the two have a high correlation on the ACT. When you see a dollar sign or a mention of currency, keep your eyes sharp. Ready to tackle your systems problems? Test Your Knowledge Now let us test your system of equation knowledge on more ACT math questions. 1. The sum of real numbers $a$ and $b$ is 20 and their difference is 6. What is the value of $ab$? A. 51B. 64C. 75D. 84E. 91 2. For what value of $a$ would the following system of equations have an infinite number of solutions? $$2x-y=8$$ $$6x-3y=4a$$ A. 2B. 6C. 8D. 24E. 32 3. What is the value of $x$ in the following systems of equations? $$3x - 2y - 7 = 18$$ $$-x + y = -8$$ A. -1B. 3C. 8D. 9E. 18 Answers: E, B, D Answer Explanations: 1. We are given two equations involving the relationship between $a$ and $b$, so let us write them out. $a + b = 20$ $a - b = 6$ (Note: we do not actually know which is larger- $a$ or $b$. But also notice that it doesn't actually matter. Because we are being asked to find the product of $a$ and $b$, it does not matter if $a$ is the larger of the two numbers or if $b$ is the larger of the two numbers; $a * b$ will be the same either way.) Now, we can use whichever method we want to solve our systems question, but for the sake of space and time we will only choose one. In this case, let us use substitution to find the value of one of our variables. Let us begin by isolating $a$ in the first equation. $a + b = 20$ $a = 20 - b$ Now let's replace this $a$ value in the second equation. $a - b = 6$ $(20 - b) - b = 6$ $-2b = -14$ $b = 7$ Now we can replace the value of $b$ back into either equation in order to find the numerical value for $a$. Let us do so in the first equation. $a + b = 20$ $a + 7 = 20$ $a = 13$ We have found the numerical values for both our unknown variables, so let us finish with the final step and multiply them together. $a = 13$ and $b = 7$ $(13)(7)$ $91$ Our final answer is E, 91. 2. We know that a system has infinite solutions only when the entire system is equal. Right now, our coefficients (the numbers in front of the variables) for $x$ and $y$ are not equal, but we can make them equal by multiplying the first equation by 3. That way, we can transform this pairing: $2x - y = 8$ $6x - 3y = 4a$ Into: $6x - 3y = 24$ $6x - 3y = 4a$ Now that we have made our $x$ and $y$ values equal, we can set our variables equal to one another as well. $24 = 4a$ $a = 6$ In order to have a system that has infinite solutions, our $a$ value must be 6. Our final answer is B, 6. 3. Before we decide on our solving method, let us combine all of our similar terms. So, $3x - 2x - 7 = 18$ = $3x - 2y = 25$ Now, we can again use any solving method we want to, but let us choose just one to save ourselves some time. In this case, let us use subtraction. So we have: $3x - 2y = 25$ $-x + y = -8$ Because we are being asked to find the value of $x$, let us subtract out our $y$ values. This means we must multiply the second equation by 2. $2(-x + y = -8)$ $-2x + 2y = -16$ Now, we have a $-2y$ in our first equation and a $+2y$ in our second, which means that we will actually be adding our two equations instead of subtracting them. (Remember: we are trying to eliminate our $y$ variable completely, so it must become 0.) $3x - 2y = 25$ + $-2x + 2y = -16$ - $x = 9$ We have successfully found the value for $x$. Our final answer is D, 9. Good job! The tiny turtle is proud of you. The Take-Aways As you can see, there is a veritable cornucopia of ways to solve your systems of equations problems, which means that you have the ability to be flexible with them more than many other types of problems. So take heart that your choices are many for how to proceed, and practice to learn the method that suits you the best. What’s Next? Ready to take on more math topics? Of course you are! Luckily, we've got your back, with math guides on all the different math topics you'll see on the ACT. From circles to polygons, angles to trigonometry, we've got guides for your needs. Bitten by the procrastination bug? Learn why you're tempted to procrastinate and how to beat the urge. Want to skip to the most important math guides? If you only have time to tackle a few articles, take a look at two of the most important math strategies for improving your math score- plugging in answers and plugging in numbers. Knowing these strategies will help you take on some of the more challenging questions on the ACT in no time. Looking to get a perfect score? Check out our guide to getting a 36 on the ACT math section, written by a perfect-scorer. 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 Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice 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:

Elementary School Observation Essay Example | Topics and Well Written Essays - 750 words

Elementary School Observation - Essay Example Most of the curriculum was centered around counting and the alphabet. The kids did have the opportunity to explore their creative sides by doing art projects, playing with Legos, and working on the computer. It was necessary for the teacher to break up the day into smaller chunks because the kids became restless quickly. After spending the first hour with the teacher, the students broke off into smaller learning groups of 5-7 children monitored by the teacher and her aides. The classroom was very clean and the supplies were readily available. There was a variety of learning tools for the students to use. Puzzles, blocks, and Legos were the tools most frequently used. All of the tools were well organized in bins. Overall, the classroom was well-organized. According to Kohlberg’s stages of moral reasoning, a child exhibiting bad behavior can be trained to behave. Middle childhood falls under stages 1 and 2 of Kohlberg’s theory of Preconventional Morality. In Stage 1, children follow rules to avoid punishment. In Stage 2, children follow rules for their own benefit (reward). (Feldman 2006). The reward system figures very prominently into a Kindergarten classroom. Children can collect prizes for doing their work well and staying on task. Conversely, they lose their chance to win prizes when they cause disruptions and refuse to do work. Children at this stage of development are seeking to establish their own identity. Self-esteem may play a role in how children view their relationships with their peers. According to Feldman, â€Å"Sometimes children make downward social comparisons with others who are obviously less competent or successful to raise or protect their own self-esteem.† Erickson’s Psychosocial Stages can be broken down as follows: Basic Trust vs. Mistrust, Autonomy vs. Shame or Doubt, Initiative vs. Guilt, Industry vs. Inferiority, Identity vs. Role Confusion, Intimacy vs. Isolation, Generativity vs.

Research typical business plan models Essay Example | Topics and Well Written Essays - 1000 words

Research typical business plan models - Essay Example It is paramount for a business to have purpose and this must be well elaborated in the executive summary (Doan, 2013). Mission and keys to success are deliverables a business must achieve to be successful. Market Analysis Summary, Strategy and Implementation Summary, Management Summary, Financial Plan and appendix are all available in every model. This is so because the concept of any business is to make a profit and for that to be achieved the above sections must be adequately analyzed. Contrast: The contrasts notable in the above layouts consist of business scope; where online businesses entail web plan summary, which is absent in other layouts. The online businesses come with internet risks, and that is the essence of web plan summary to ensure information security is properly handled. Another notable contrast type of business (step 3.0) done. Businesses that are for service delivery must handle service delivery issues, and product providers also need to handle products issues. Th ere are those businesses that provide services and products; such businesses must handle issues pertaining service delivery and goods provision. The strengths and limitations of these models Strengths: Models above provide clear road maps for transforming businesses into profitable investments. The executive summaries of the above models are well elaborated. This is a strength consideration since achievement of objectives is based on the executive summary. A thorough market analysis of potential market is significant to producing a strong business plan. Strategy and implementation summaries are essential in a business plan development since they guide processes execution in line with business’ objectives (Doan, 2013). Management summary is vital in a business plan since a number of resources are integrated to achieve objectives. Providing comprehensive background information about management and executive team is critical to an effective business plan. The plan must clarify t he expertise and experiences of management member that translates into fruitful management of the business. Strong business plans comprise all the financial records needed to scrutinize and compute income projections, cash flow, and expenses. The documents must include financial statements and practical operating budgets. The advantages discussed above concerning the various parts of business plan give strengths of the above models. The structural layout is another strength that must be noted since systematic approach of a plan is essential. Executive summary then consequentially followed by company, business type, market analysis, strategy and implementation, management and lastly financial plan summary is chronological steps essential for business plan. Limitations: The models limitations involve implementation issues whereby after they have been properly designed entrepreneurs do not adhere to requirements. These models are restricted to small businesses and also one kind of acti vity. The models may not work well with businesses that entail diversifications and large corporations. The models also lack regulations part as this is a crucial compliance issue that businesses must fulfill. It might be considered in one of the subsections, however, could be more elaborative on its on summary. Comparison of these models to the business plan models in either Microsoft Project or Apple Merlin

Multipurpose Legumes Classification Study

Multipurpose Legumes Classification Study Participatory evaluation of multipurpose legumes in integrated crop-livestock production systems in selected districts of Ethiopia and Kenya: Farmer’s preferences and decision making Chala Merera Erge (Assistant Professor) PhD Proposal Abstract In developing countries, the agricultural sector plays a central role in the economic and social life of the nation and is a cornerstone of the economy. Crop and livestock production is mainly influenced by low soil fertility and by low quality and quantity of feed resources, respectively. Multipurpose legumes are known to perform multiple functions like grain legumes provide food, feed and facilitate soil nutrient management; herbaceous and tree legumes can restore soil fertility and prevent land degradation while improving crop and livestock productivity on a more sustainable basis. Therefore, the adoption of such multipurpose legumes, which enhance agricultural productivity while conserving the natural resource base, might be instrumental for achieving income, food security and for reversing land degradation. The integration of legumes to cereal-based systems could provide services such as high quantity and quality fodder production, soil erosion prevention and soil fertility rest oration. In Ethiopia and Kenya, realizing the underexploited potential of multi-purpose legumes towards improved livelihoods and a better environment in crop-livestock systems has significant contribution to improve food and nutrition security, reduce poverty, and enhance the production environment of smallholder farmers and rural populations. Therefore, the objectives of this project are to develop a classification of legume types like food legumes, tree legumes, forage legumes, cover legumes through literature review, consultation with key informants and farm-level surveys; assess and identify contribution of each type of multipurpose legumes to farm family objectives (provision of food, forage, soil nitrogen, fuel and others) through farm-level surveys; understand farmer perceptions of legumes and their functions through focus group discussions (participatory rural appraisal/PRA tool) at community level and assess how different farmer typology demands alters the optimal choice of legume types through simple modelling approaches. INTRODUCTION Ethiopia has total human population of 96.5 million in 2014 (CSA, 2014). If Ethiopia follows its current rate of growth (3.02%), its population will double in the next 20 years and cross 300 million by 2050 (World Population Prospects: the 2012 Revision). The agricultural sector plays a central role in the economic and social life of the nation and is a cornerstone of the economy (Alemayehu, 2008) and it accounts for 48.76% to GDP (World Fact Book, 2015). The contribution of livestock to the total GDP is limited because of many factors. One the major factor is the scarcity of feed resources both in quantity and quality (Alemayehu Mengistu, 2008). In Ethiopia highlands, crop and livestock production is mainly influenced by low soil fertility and by low quality and quantity of feed resources, respectively (Kruseman et al. 2002; Tangka et al. 2002). Feed shortages both in quality and quantity can be attributed to factors. On the other hand, escalating prices, access and price uncertainty, and unavailability at the crucial moment limit the use of inorganic fertilizers in improving soil fertility (Lakew et al., 2000; Ahmed et al., 2003). In developing countries, the use of forage legumes integrated with food crops and livestock is often advocated to minimise external inputs as well as to improve the productivity and sustainability of crop-livestock production (Humphreys 1994; Peters and Lascano, 2003). Over the past two decades several forages have been tested in different ecological zones, and considerable efforts have been made to test the adaptability of different species of pasture and forage crops under varying agro-ecological conditions. As a result, quite a number of useful forages have been selected for different zones. Improved pasture and forages have been grown and used in government ranches, state farms, farmers’ demonstration plots and dairy and fattening areas. Forage. Production of forage seed by contracting smallholders has shown potential as a way of improving seed supply (Alemayehu Mengistu, 2002; 2006). Menale (2011) reported that declining soil fertility and increasing soil erosion continue to limit crop yields in the Ethiopian highlands while poor quality and quantity of feed limit livestock production. Adoption of forage legumes has been proposed as a strategy that can help alleviate these problems. However, despite their proposed potential in dealing with these challenges, adoption of forage legumes by smallholder farmers is still limited. The adoption rate for improved forage crops has been very low and less sustainable. The area occupied by improved forage crops is insignificant and little contribution to the annual feed budget (Alemayehu Mengistu, 2002). Multipurpose legumes are known to perform multiple functions like grain legumes provide food, feed and facilitate soil nutrient management; herbaceous and tree legumes can restore soil fertility and prevent land degradation while improving crop and livestock productivity on a more sustainable basis. Therefore, the adoption of such multipurpose legumes, which enhance agricultural productivity while conserving the natural resource base, might be instrumental for achieving income, food security and for reversing land degradation. The integration of legumes to cereal-based systems could provide services such as high quantity and quality fodder production, soil erosion prevention and soil fertility restoration. Enhanced availability of livestock feed can reduce degradation of grazing lands. The demand for forage and the opportunities for diffusion of forage technology might be high where livestock response to improved feed technology and profitability from livestock enterprise is high. Mu ltipurpose legumes research throughout the developing world have shown the benefits of different kinds of legumes (Khalili et al., 1994; Humphreys 1994; Omiti 1995; Umunna et al., 1995; Peters et al., 2001; Mpairwe et al., 2003). Cultivation of forage is not widely adopted and commercial feed production is not developed (Alemayehu Mengistu, 2006; 2008) If farmers have to adopt a technology, they must be able to clearly see the benefits. Sometimes beneficial technologies are not adopted because the benefits cannot be clearly demonstrated or are long term. The major benefits of forage legumes include higher DM yields (Alemayehu Mengistu, 2008; Shehu and Akinola 1995;Mwangi 1999), biological nitrogen fixation (BNF) (Thomas and Sumberg 1995;Mwangi 1999), improved soil fertility and better animal performance due to the improved N supply in the diet (Alemayehu Mengistu, 2002; 2006 and Kariuki et al., 1998a). In developing countries, despite these multiple benefits of legumes, the adoption of legumes especially for feed and soil management is very poor (Saka et al., 1994; Thomas and Sumberg, 1995; Zewdu et al., 2000; Ahmed et al., 2003). Despite these and many other attempts to introduce shrubby and herbaceous legumes on smallholder farms, adoption has been low (Paterson et al., 1996a). Several attempts have been made to introduce herbaceous legumes on smallholder farms in Central Kenya (Wandera, 1995). The key challenges in forage development are as follows: First, forage has a low adoption rate in Ethiopia (Duncan, 2009). Second, apart from forage innovation, limits in institutional structures have also hindered forage innovation (Hall et al., 2007). Third, there is scarcity in the quantity and quality of animal fodder (Tadesse, 1998 and Yeshitila, 2008). Lastly, the rise in fodder price and inefficacy in the feed market is another set of problems (Gebremedhin et al., 2009). There is very good opportunity to produce best adapted improved multipurpose legumes to improve the crop – livestock productivity in Ethiopia and Kenya. To address the problem of inadequate food, feed and soil fertility, the need for improved multipurpose legumes multiplication and distribution are paramount. In Ethiopia and Kenya, realizing the underexploited potential of multi-purpose legumes towards improved livelihoods and a better environment in crop-livestock systems has significant contribution to improve food and nutrition security, reduce poverty, and enhance the production environment of smallholder farmers and rural populations through facilitation of the smart integration and use of multi-purpose legumes, providing food, protein, feed, fuel, and/or organic matter in crop-livestock systems. It has also a vital purpose to provide knowledge and tools to farmers and development partners facilitating farmers to make rational decisions for enhancing short and long-term contributions of multi-purpose legumes to farmer livelihoods including aspects of legume production, input supply systems, and markets. The objectives of this project are: To develop a classification of legume types like food legumes, tree legumes, forage legumes, cover legumes through literature review, consultation with key informants and farm-level surveys. To assess and identify contribution of each type of multipurpose legumes to farm family objectives (provision of food, forage, soil nitrogen, fuel and others) through farm-level surveys in Kenya and Ethiopia To understand farmer perceptions of legumes and their functions through focus group discussions (participatory rural appraisal/PRA tool) at community level. To assess how different farmer typology demands alters the optimal choice of legume types through simple modelling approaches. Material and methods The participatory evaluation of the multipurpose legumes will be conducted in different agro-ecology of the crop-livestock production systems of the project sites of Ethiopia and Kenya. The project members of the farmers will be purposively identified and oriented about the objectives of the project. Multi-stage, purposive or random sampling methods will be utilized during data collection through surveys, individual interview, consultation with key informants and focus group discussions using participatory rural appraisal/PRA tool based on the type of the data to be collected. Multipurpose legume types like food legumes, tree legumes, forage legumes, cover legumes will be identified and classified through detail literature review, consultation with key informants and farm-level surveys by using semi structured questionnaire. The contribution of each type of multipurpose legumes to farm family objectives (provision of food, forage, soil nitrogen, fuel and others) will be assessed and identified through detail farm-level surveys in Kenya and Ethiopia. Farmer perceptions of legumes and their functions will be understood through focus group discussions (participatory rural appraisal/PRA tool) at community level. The way different farmer typology demands alters the optimal choice of legume types will be assessed through simple modelling approaches in Kenya and Ethiopia. Respective stakeholders, through farmers group visit, field days, study tours and workshops will be conducted during monitoring and evaluation of the project at different phases. Finally, all data will be analyzed by using the appropriate statistical latest version of SPSS or STATA. The results will be communicated to the beneficiaries through publications, reports, workshops, formal and informal meetings. Work Plan Estimated Budget break dawn References Ahmed M.A.M, S. Ehui, and Y. Assefa. 2003. â€Å"Dairy development in Ethiopia.† Paper presented at the In Went, IFPRI, NEPAD, CTA conference â€Å"Successes in African Agriculture†, Pretoria, South Africa, December 1-3. Alemayehu Mengistu. 2006. Country Pasture/Forage Resource Profiles ETHIOPIA, FAO Alemayehu Mengistu. 2008. Feed resource base of Ethiopia: Status, Limitations, and Opportunities for integrated Development. Pp 24-32. Alemayehu, M. 2001. Forage and Seed Production. MoA, Addis Ababa, Ethiopia. Alemayehu, M. 2002. Forage Production in Ethiopia: A case study with implications for livestock production. Ethiopian Society of Animal Production (ESAP), Addis Ababa, Ethiopia. Humphreys, L.R. 1994. Tropical Forages: Their role in sustainable agriculture. Australia: The University of Queens land. Kariuki J.N., Boer H., Tamminga S., Gitau G.K., Gachuiri C.K. and Muia J.M. 1998a. Rumen degradation and intestinal digestion of protein in Napier grass and other Kenyan forages.Animal Feed Science and Technology(in press). Khalili, H., P. Varvikko, and S. Crosse. 1994. â€Å"The effects of forage type and level of Concentrate Supplementation on food intake, diet apparent digestibility and milk production of Crossbred Cows (Bos taurus Ãâ€" Bos indicus).† Animal Production 54: 183-189. Kruseman, G., R, G. Ruben, and G. Tesfay. 2002. Diversity and Development Domains in the Ethiopian Highlands. IFPRI-WUR project Policies for Sustainable Land Management in the Ethiopian Highlands. Working Paper 2002-04. Lakew D., M. Kassie, S. Benin, and J. Pender. 2000. Land degradation and strategies for Menale Kassie. 2011. Economic and Environmental Benefits of Forage Legume-Cereal Intercropping in the Mixed Farming System: A Case Study in West Gojam, Ethiopia. Addis Ababa, Ethiopia: EDRI Mwangi D.M. 1999.Integration of herbaceous legumes into Napier grass fodder systems in Central Kenya: constraints and potential.PhD thesis, University of London, London, UK. Paterson R.T., Kiruiro E. and Arimi H.K. 1996a.The use of Calliandra calothyrsus for milk production.NARP (National Agro-forestry Research Project), Embu, Kenya. Peters, M., and E.C. Lascano. 2003. â€Å"Forage technology adoption: linking on-station research with participatory methods.† Tropical Grasslands 37: 197-203. Saka A.R., Haque I., Said A.N., Lupwayi N.Z. and El-Wakeel A. 1994.Forage legumes in crop–livestock systems of sub-Saharan Africa.Environmental Sciences Working Document 24. ILCA (International Livestock Centre for Africa), Addis Ababa, Ethiopia. 82 pp. Shehu Y. and Akinola J.O. 1995. The productivity of pure and mixed grass-legume pastures in the northern Guinea savanna zone of Nigeria.Tropical Grasslands29:115–121. Tangka F.K., R.D. Emerson, and M.A. Jabbar. 2002. Food security effects of intensified dairying—Evidence from the Ethiopian highlands. Socio-economic and Policy Research Working Paper 44. Nairobi, Kenya: International Livestock Research Institute. Thomas, D., and E.J. Sumberg. 1995. â€Å"A review of the evaluation and use of tropical forage legumes in Sub-Saharan Africa.† Agriculture, Ecosystems and Environment 54: 151-163. Umunna, N.N., P.O. Osuji, H. Khalili, I.V. Nsahlai, and S. Crosse. 1995. â€Å"Comparative Feeding Value of Forage from Two Cereal Legume-based Cropping Systems for Beef Production from Crossbred (Bos taurus Ãâ€" Bos indicus) Steers and Subsequent performance of Underfed and Realimented Steers.† Animal Science 61: 35-42. Wandera J.L. 1995.Pasture/Fodder Research Program. National Agricultural Research Centre, KARI (Kenya Agricultural Research Institute), Kitale, Kenya. World Fact Book of the United States Central Intelligence Agency 2015: Ethiopia Economy 2015 Yeshitila Admassu. 2008. Assessment of livestock feed resources utilization in alaba woreda, southern Ethiopia, Haramaya University, m.sc. Thesis

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