Physioex9.0 Ex8 free essay sample

Describe the significance of this result. __ pH 7. 0. Amylase is most active in neutral areas, such as the mouth and the small intestine (duodenum). __ 4. Briefly describe the need for controls and give an example used in this activity. __Controls are needed to validate the results of the experiment. One example is testing for sugar using Benedicts test on Amylase The negative control was used to detect if amylase was contaminated with maltose or not. __ 5. Describe the significance of using a 37Â °C incubation temperature to test salivary amylase activity. __37Â °C simulates an environment of normal body temperature. __ A C T I V I T Y 2 Exploring Amylase Substrate Specificity 1. Describe why the results in tube 1 and tube 2 are the same. _In tube #1 the amylase is hydrolyzing the starch to glucose, amp; in tube #2 the glucose is already present in the hydrolyzed form. __ 2. Describe the result in tube 3. How well did the results compare with your prediction? _ Amylase cannot digest cellulose, so tube #3 is not positive for Benedict’s test. We will write a custom essay sample on Physioex9.0 Ex8 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page __ 3. Describe the usual substrate for peptidase. _A protein (BAPNA in this experiment). __ 4. Explain how bacteria can aid in digestion. Bacteria can aid in digestion by breaking down cellulose with the enzyme cellulase, humans do not produce this enzyme. _ A C T I V I T Y 3 Assessing Pepsin Digestion of Protein 1. Describe the effect that boiling had on pepsin and how you could tell that it had that effect. _Boiling denatured the enzyme. You can tell because the protein was not digested in tube #1. There was no color change amp; a density of 0. __ 2. Was your prediction correct about the optimal pH for pepsin activity? Discuss the physiological correlation behind your results. _Yes. The optimum pH matches the pH secreted by gastric glands. Gastric juice is also close to pH 2. ___ 3. What do you think would happen if you reduced the incubation time to 30 minutes for tube 5? _This would reduce digestion in tube 5. __ A C T I V I T Y 4 Assessing Lipase Digestion of Fat 1. Explain why you can’t fully test the lipase activity in tube 5. _Measurement of lipase activity uses a decrease in pH. Because the pH in Tube #5 is already very low, it is hard to tell if fatty acids are released. __ 2. Which tube had the highest lipase activity? How well did the results compare with your prediction? Discuss possible reasons why it may or may not have matched. _Test tube #1 should have the highest activity because the pH is closest to that of the small intestine. __ 3. Explain why pancreatic lipase would be active in both the mouth and the intestine. _Pancreatic lipase is most active at pH 7. 0 The pH of the mouth is 7. 0 amp; the pH of the small intestine is close to 8. 0 so the enzyme would function in both places. ___ 4. Describe the process of bile emulsification of lipids and how it improves lipase activity. _Fat globules are separated into droplets by bile salts through an emulsification process which is physical not chemical, which promote lipase activity__

Arguments Against Relativism

Arguments Against Relativism There is plenty of evidence favoring the genuineness of a relativistic attitude in a wide variety of situations. Cultural relativism, religious relativism, linguistic relativism, scientific relativism, relativism moving from different historical perspectives or miscellaneous social positions: this is just the beginning of a list of sources motivating the genuineness of contrasting perspectives on a specific topic at hand. And yet, on some occasions, one may want to resist the idea that the relativistic stance is the best theoretical option: in some cases, it just seems that one of the contrasting views should ​get it more right than the others. On what grounds could such a claim be made? Truth The first ground on which a relativistic attitude can be resisted is truth. If you accept relativism, while holding a certain position, it seems that you are at once undermining that position. Suppose, for instance, that you claim that abortion shall never be endorsed while agreeing that such a judgment is relative to your upbringing; aren’t you at once conceding that abortion may be reasonably endorsed by those who had a different upbringing? Thus, it seems, a relativist is committed to the truth of a claim X, while holding at once that X may not be true when contemplated from a different perspective. That seems an outright contradiction. Cultural Universals A second point that has been stressed is the presence of universal traits across different cultures. True enough the idea of a person, of beauty, of good, of family, or of private property differ across cultures; but, if we look close enough, we can also find common traits. It can hardly be disputed that human beings can adapt their cultural development to the circumstances they come to live in. No matter who your parents are, you can equally learn English or Tagalog if you grow up with a community of native speakers of one or the other language; ditto for traits concerning manual or bodily skills, such as cooking or dancing. Common Traits in Perception Even when it comes to perception, it is easy to see that there is an agreement across different cultures. No matter what your culture is, it is probable that a powerful earthquake or a fierce tsunami will elicit fear in you; no matter your social upbringing, you will be moved by the beauty of the Grand Canyon. Similar considerations hold for the brightness of the sun at midday or the feeling of discomfort provoked by a room at 150 degrees Fahrenheit. While it is certainly the case that different human beings have different experiences of the nuances of perceptions, there seems also to be a shared common core, on the basis of which a non-relativistic account of perception may be built. Semantic Overlap What goes for perception goes also for the meaning of our words, that which is studied by the branch of Philosophy of Language that goes under the name of Semantics. When I say â€Å"spicy† I may not mean exactly what you mean; at the same time, it seems that there has to be some kind of overlap in meaning if the communication is effective at all. Thus, what my words mean cannot be fully relative to my own perspective and experience, on pain of an impossibility of communication.

Auto biography Assignment Example | Topics and Well Written Essays - 500 words

Auto biography - Assignment Example Along with a growing interest in and knowledge of electronics, Dath has shown his capacity for business and entrepreneurial initiative as well. Joining White Castle in 2004, Dath has worked his way up to Assistant General Manager and has developed all along his Having a sense of clear vision and direction, Dath has made most out of his experience at White Castle. His decision to enhance his knowledge of aeronautics and electronics made a perfect sense given his earlier interests and development. Currently attending New York-based Vaughn College of Aeronautics and Technology, Dath streamlines his work and personal interests into a coherent career path. Vaughn’s vision and mission, moreover, only reflects Dath’s acumen for investment in skills, knowledge and experiences. Consistent to his continuous self-development, Dath has most recently (2009) received an A+ certification. Being trained at Vaughn as a pilot, flying remains Dath’s real passion. On global issues, Dath’s awareness of his chosen industry’s –i.e. aueronautics – implications for environment, has made his development of keen interest in green issues most evident in activities at Vaughn and

Decisions in Paradise Paper part 1,2, and 3 Essay

Decisions in Paradise Paper part 1,2, and 3 - Essay Example It is often seen that fast urbanization and the technological advancements have been responsible for global climate change which may have contributed to the increased frequency of natural calamities, throughout the world. Kava too is prone to natural disasters and at the same time external factors like terrorism and internal strife, has produced many securities among the local population. Hence, we need to apply the technique of decision making that would help us to decide on the projects that are best suited to benefit both Kava people and us. ‘Decision matrices are most effective where you have a number of good alternatives and many factors to take into account’ (internet). Decision Matrix Analysis would facilitate us to reach to the right decision because it incorporates a huge range of factors for the various projects that can be started here. The various business options may include tourism, petroleum, natural gas and agricultural produce. The few of the salient fac tors that may influence the decision include existing interests of the company, preliminary cost, scope, local resource, local development etc. ‘Using such a distributed assessment framework, the features of a range of evidence can be catered for whilst the assessor is not forced to pre-aggregate various types of evidence into a single numerical value. Both complete and incomplete assessments can be accommodated in a unified manner within the framework’ (Yang, 2001). Kava is bestowed with rich local raw materials which include products like petroleum, natural gas, cocoa, spices, sugar etc. Another area that has vast potential is the tourism industry that can be developed into a roaring business. Initially we must identify two areas which can be developed into concrete business solution. Later the company can diversify to introduce new areas for fresh ventures. Therefore, looking at

The Alpha Level Science Term Paper Example | Topics and Well Written Essays - 3500 words

The Alpha Level Science - Term Paper Example The Alpha Level Science If the Alpha Level Science curriculum focuses more on collaborative and active learning and emphasizes the emotional and social experiences of children rather than the visual stimulation by third parties (teacher and picture books), teachers will be directed to emphasize group activities, collaborative learning, critical thinking in both informal and formal settings and will encourage kindergarten students to apply science to the real world and as such gain a more hands-on educational experience. In its Benchmark for Science Literacy, the American Association for the Advancement of Science (1993) recommended that children should be involved in an active way in learning about the world from a scientific perspective and this education should begin from the very first day they attend school. In this regard, young students need to acquire an incentive for making inquiries about science and nature, to look for explanations, collect, count, measure things, observe qualitatively, organize observations and things, discuss and explore. These kinds of experiences will help young students to form a connection to science and to enjoy science education. This will help to heighten awareness of the scientific world as they grow older and move up in school. In teaching science to all students regardless of age, it is also important to understand that science contains a system or body of knowledge representing existing knowledge and an understanding of the natural process that is constantly being expanded, revised and â€Å"refined†.... y, the American Association for the Advancement of Science (1993) recommended that children should be involved in an active way in learning about the world from a scientific perspective and this education should begin from the very first day they attend school. In this regard, young students need to acquire an incentive for making inquiries about science and nature, to look for explanations, collect, count, measure things, observe qualitatively, organize observations and things, discuss and explore. These kinds of experiences will help young students to form a connection to science and to enjoy science education. This will help to heighten awareness of the scientific world as they grow older and move up in school (Saracho & Spodek, 2008). In teaching science to all students regardless of age, it is also important to understand that science contains a system or body of knowledge representing existing knowledge and an understanding of the natural process that is constantly being expand ed, revised and â€Å"refined† (Committee on Science Learning Kindergarten Through Eighth Grade, 2007, p. 26). In other words, science education necessarily involves teaching and learning techniques informed by pragmatism and progressivism. This study analyses the Alpha Level Science curriculum for early learners and identifies how this curriculum can be improved to meet the challenges and goals of science education through the implementation of content consistent with pragmatism and progressivism ideas. The Alpha Level Science Curriculum The Alpha Level Science curriculum is broken into nine themed units each complete with lessons built around one of the particular themes. Each unit offers lessons which repeat in general order of presentation. The specifics of each lesson type are examined

Risky play in early years setting

Risky play in early years setting Introduction: There is an ongoing debate whether to prioritise the safety of children or the benefits of risky play in early years setting. More particularly, the contention is on the issue of making certain children are safe against allowing them to play in emotionally and physically motivating and challenging contexts. The emphasis is currently on the right of children to participate in risky play. Thus far, there are no investigations classifying risky play. This study will attempt to accomplish this. In the present study, risky play is defined as stimulating or thrilling varieties of play that involve a possibility of physical harm. Children usually want to and participate in risky or challenging varieties of play although, and to a certain extent, it involves the risk of getting injured or hurt. Because of the safety concerns of the Western culture, the issue of risky play in early years and the degree such play should be monitored and regulated are crucial and continuous debates (Greenfield 2003). These debates on play safety have generated safety proceedings and legislation from concerned child care workers and parents. This has invoked further disputes on the balance between the benefits of risky play for child development on one hand, and safety proceedings and litigations on the other hand (New, Mardell Robinson 2005). Normally, play occurs under the supervision of adults, hence controlling what children are permitted to do and where they are permitted to go (Gill 2007). For this reason, adults are influencing the safety of children when playing, and, simultaneously, they embody the greatest limitation on the childs capability of experiencing challenges and risks that are eventually favourable for development (Gill 2007). A persistent argument in the literature is the children gain developmentally from taking risk, and that too much protection from risk can hamper development. Historical and Current Context of the Debate In a continuously evolving world, environmental and social aspects have significantly affected childrens opportunities for emotionally and physically challenging play. Where previously youngsters may have played in the street, playing ball games, riding bicycles or playing other outdoor activities, increased road hazards has made the streets and play opportunities restricted to children as the risk or perils are extremely high. Children nowadays are confined to their houses or designated areas for relatively secured places to play. Still even these are transforming (Ball 2002). With increasing populations, the enlarged need for housing in several areas, specifically urban areas, is weakening the play spaces of children. High-density housing is increasingly becoming widespread and housing units are becoming smaller (Rivkin 1995). Coupled with diminished opportunities for parents to allocate time for the supervision and participation in their childrens play due to expanded work obligat ions, this condition has led to greatly decreased opportunities for childrens participation in risky play (Rivkin 1995). In addition to this, diminished risky play experiences have been ascribed to the fears of parents for the safety of their children. A UK survey discovered that, although 91 percent of the grown-ups asked understood the benefit of risky play, 60 percent said they were worried about their childrens safety when playing in unsafe places (Valentine McKendrick 1997). Consequently, parents place higher constraints on their childrens independent plays. Their worries have aided the development of overprotective or domineering parenting, by which the world is viewed as a naturally unsafe place from which children have to be protected (New et al. 2005). This concern for safety is present on several levels, involving concerns linked to safety stemming from stranger danger (p. 49) and increased street hazards, as well as those linked to harm inflicted by the use of play equipment, such as skateboards, roller blades, etc., and playground. In contrast, Ball (2002) emphasises that, because the advantages of risky play are not simply determined using recognised western scientific processes, they have a tendency not to be properly regarded in discussions about risk and play. He argues: If the purpose of an activity is not directly considered, then a balance between risk and benefit cannot be struck and one is in danger of considering only one side of the equation (p. 51). It is claimed risk taking can have favourable effects in terms of childrens emotional, social and developmental needs, as well as their general well-being (Ball 2002). Advocates of risky play tend to argue that removing risks deny children the opportunity to evaluate them competently, and hence they are unprepared to cope with any circumstances they may experience in later life (Childrens Play Council 2004). It is argued that, by giving chances to children to deal with their own risks in a regulated environment, they will become skilled at important life capabilities required for adulthood, and acquire the experience required to confront the changeable nature of the world (Childrens Play Council 2004). Gill (2007) claims that depriving children this opportunity may generate a society of risk-disinclined population, or citizens incapable of dealing with daily situations, or in children easily locating more hazardous areas to perform their risk-taking behaviour; risk-taking is regarded to have additional advantages, which contribute to the cultivation of favourable personality attributes, such as creativity (Ball 2002). Through exposure to cautiously supervised risks children become skilled at sound judgment in evaluating risks themselves, thus developing self-esteem, resilience, and confidence, attributes that are crucial for their later independence (Ball 2002). Moreover, a developing culture of litigation has led to the elimination of playground paraphernalia from numerous public places and a growing anxiety amongst educators and child care workers that they will be held responsible for any harm sustained by a child while in their supervision (Childrens Play Council 2004). Moreover, children who adopt and use more minor techniques to play may be open to the more threatening possibilities of chronic illness linked to diminished levels of activity. Experimental data with children in preschools (Smith Hagan 1980) and early school years (Pellegrini Davis 1993) shows that participants who have been denied of physical play for a given period of time will, when provided with the opportunity, participate in physical activities that are much more challenging and persistent. This effect of deprivation was discovered to be more intense for boys than for girls and indicates that risk reduction techniques that limit physical activities are prone to have a direct effect on the plays quality (Mitchell et al. 2006). Hence, the benefit of risk-taking in facilitating childrens development and learning in the context of risky play will be explored in the present study. Current Debate Providing opportunities of risk-taking for children in physical play does not imply that safety is taken for granted. Instead it implies that parents and educators have to be highly aware of the dangers and carry out all the essential steps to make sure that the environment is safe, and to have sufficient number of staffs to supervise risky play (Mitchell et al. 2006). Even within the field of playground safety and harm prevention there is recognition of the benefit of risk-taking during play. As argued by Mitchell and colleagues (2006), children should have opportunities to explore and experiment in an environment that provides a degree of managed risk (p. 122), because eventually, regardless how secure the play environment is, it will fall short in meeting its goal if it is not thrilling and appealing for children. Inopportunely, the concept risk-taking is generally understood with negative implications, with danger and risk usually viewed as synonymous (New et al. 2005). However, Greenfield (2003) thinks a differentiation should be made between these two concepts; risk links to the childs doubt about being capable of attaining the desired result, involving a decision whether to take risk or not, whilst danger is something the child does not perceive. Grown-ups can mostly perceive the dangers and try to get rid of them. The way is in that case certain for children to confront the challenge and take the risk should they decide to do so (Greenfield 2003). This also requires giving sufficient assistance and supervision and being conscious of those features of the childs activities that may contribute to severe injury, particularly as an outcome of improper use of playground tools (Ball 2002). The concept of finding the symmetry is integral if children are to have the chance to encounter some risk in their lives. This symmetry can be realised when adults respond perceptively to individual behaviour patterns (Gill 2007); to recognise and develop childrens capability of evaluating and managing risk, as well as their need for stimulation and challenge in their play. Conclusions Risk is a crucial deliberation within the play field, but it remains a comparatively under-studied field. The studies that have been conducted appears to assume that play is both pleasurable and favourable to children, and there is a number of substantiation that children have a higher understanding of and capability of handling risk than they are credited for. It also proposes that chances for children to evaluate and encounter risk in play are constrained because of several attitudes and structural limitations. Several authors call this a risk-averse society due to the carefulness of risk evaluation in childrens play opportunity, and the prevailing judgment adults adopt towards risky play. There is substantiation to indicate that several of the measures that have been adopted to build safer play for children are not needed or efficient. Scholars appeal for acknowledgement of the potential impacts that thorough safety norms have for children, and propose using a new strategy of risk evaluation. References Ball, D. (2002) Playgrounds: Risks, benefits and choices, Middlesex University: HSE Books. Childrens Play Council. (2004) Childrens Play Council Policy Positions: Risk and challenge in childrens play, http://www.ncb.org.uk/dotpdf/open%20access%20-%20phase%20only/policyrisk_cpc_2004.pdf. G. Valentine J. McKendrick. (1997) Childrens outdoor play: Exploring parental concerns about childrens safety and the changing nature of childhood, Geoforum , 219-235. Gill, T. (2007) No Fear: Growing up in a risk averse society, London: Calouste Gulbenkian Foundation. Greenfield, C. (2003) Outdoor play: The case for risks and challenges in childrens learning and development, Safekids News , 5. Mitchell, R., Cavanagh, M. Eager, D. (2006) Not all risk is bad, playgrounds as a learning environment for children, International Journal of Injury Control and Safety Promotion , 122-124. New, R.S., Mardell, B. Robinson, D. (2005) Early childhood education as risky business: Going beyond whats safe to discovering whats possible, Early Childhood Research and Practice , 7. Pellegrini, A.D. Davis, P. (1993) Relations between childrens playgroundand classroom behaviour, British Journal , 86-95. Rivkin, M. (1995) The great outdoors: Restoring childrens right to play outside, Washington, D.C.: National Association for the Education of Young Children.

Free College Admissions Essays: Leader and Leadership :: College Admissions Essays

College Admissions: How would you Describe a Leader and Leadership    A significant part of effective leadership is the close connection between the leader and the follower, which often determines the success of the leader's mission. Unfortunately, this leader-follower relationship cannot be created according to some simple formula. Young leaders of today face special challenges as they try to communicate and interact with their followers and potential followers. By exploring global perspectives, human diversity, and ethics, young leaders can take yet another step forward in their development and preparation for twenty-first century leadership. Globalization has many implications for leadership today and in the future. Global perspectives are being spread to the farthest points in the world and to the most isolated people. People of different cultures come to the United States daily to live, travel, or engage in business. Leaders must respond to this challenge of globalization so they can effectively reach out to as many people as possible. Opening themselves to the world's changes allows leaders to compare and contrast their culture with the arts, language, beliefs, customs, philosophies, and ways of living of other people. By observing and questioning another culture, leaders can understand the origin of an individual's viewpoints and become more sensitive to the cultural needs of that individual. By continually exposing themselves to other cultures, young leaders can thoroughly develop this global perspective and devote themselves to making connections with the entire world.    On a more individual level, openness to human diversity plays a role in adjusting to the changes of the future. People are discovering that even within cultures, individuals come from diverse backgrounds, have different personalities, and prefer different ways of life. Young leaders can build a stronger relationship with their followers as they enhance their own appreciation for human diversity. As people become more diverse, leaders must learn how to communicate with them as individuals if a vision is to be shared, a cohesive group to be formed, and a goal to be achieved. Despite differences in opinions, the leader and followers can work together to complement each other as they move toward the mission of the group. By exposing themselves to all kinds of situation and communicating with many types of people, young leaders can develop an appreciation of human diversity. Conflicts caused by differences among individuals' personalities and cultures have created many ethical issues, and the number will only increase in this global society.