Reflection Essay Example | Topics and Well Written Essays - 1250 words - 4

Reflection - Essay Example That even though such facilities in schools provide some form of comfort, the perfect environment that guarantees the acquisition of knowledge, which is the fundamental purpose of every institution of learning, can only be ensured when security is assured. Indeed the opportunity to visit Parkwood high school with my team more than reaffirmed the very importance and/or the effect on the entire educational process. Since I am an international student, I have learnt a lot concerning school design systems and environmental related structures needed to build and run efficient schools; knowledge that I so desire to apply, or at the very least, transfer to my home country. From the information of Alqayed in addition to the knowledge acquired from the Guide for school Facility Appraisals, the observations in Parkwood School were more convincing evidence of what a school in the 21st century ought to have: the school is spacious enough for both current and future education needs; it is surrounded with huge tracks of green lands that can be utilized in erecting extra structures should arise. Accordingly, should the institution decide to increase its population, its location is perfectly placed to allow for easy expansion. The school also has a gate, which is rarely used, located along a public street; an opportunity that more than opens up easier access to the institution should such a decision be made any time in the future. The school was well-built without unnecessary additions; almost everything was well designed and well equipped to last for generations. The green spacing between the school buildings were perfectly thought out, allowing the use of ch airs and benches for outdoor classes should such be deemed necessary. Classes are in good condition and greatly equipped. The parking, situated right next to the athletic club, is big enough to accommodate even the visitors; there are parking lot is

Have power and ideology been used to achieve consensus India Essay

Have power and ideology been used to achieve consensus India - Essay Example Yet, the U.S. could not claim the same degree of representation and plurality that India can. In this respect Indian democracy can be said to be more functional than the more publicized democracies of the western world. But this is not to say that real-politic does not exist in India, or that political campaigns and policy-making are fair and just. In independent India, there were numerous instances of misuse and abuse of power. Even the once-revered Congress Party (which was once led by the great Mahatma Gandhi) has now reduced to yet another power broker, having lost its aura and initial sanctity. (Cohen, 2000, p.32) The latest sign of its deviation from founding principles is its close alliance with the United States of America, whose imperialist agenda is well documented and blatantly expressed. And recent Indian governments have projected America-led neoliberal capitalist ideology as something benign and progressive in garnering electoral consensus. â€Å"Numerous American offi cials already used the term "irreversible" to describe the course of Indo-U.S. relations. No U.S. president visited India  between January 1978 and March 2000, when President Clinton made a historic trip to the Subcontinent. Cabinet-level exchanges have since become routine, and President Bush's planned visit in early spring 2006 will reflect an agenda that has come to encompass shared global interests and concerns ranging from Iran and China to nuclear cooperation and biotechnology. Some have begun to see Bush's visit to India  as similar, in both intent and consequence, to that of Richard Nixon to China in 1972--which transformed Sino-U.S. relations and the global balance of power  for the next three decades. (Khanna & Mohan, 2006, p.43) The Congress Party, which has a history going back 115 years, is not only the oldest but also the most successful political organization in the country. In the six decades of post-Independent democracy, the party has nearly monopolized power through consistent electoral victories. But the Congress Party of today (run under the leadership of Sonia Gandhi, the widow of Rajiv Gandhi) doesn’t follow the same ideology as that under Jawaharlal Nehru. Nehru, having studied law at Harrods and much inspired by Bertrand Russell and other progressive thinkers of the time, belonged to a different era and espoused a different set of political values. Since his time, the condition of the party has undergone steady decline and it has now become power-hungry and devoid of content and ideals. In its early days, the party stood for such noble principles as secularism, egalitarianism and moderation. But today, this ethos is completely lacking. (Charlton, 1997, p.265) A reflection of the Congress Party’s lost stature is its electoral performance in the last two decades. Ever since the assassination of Rajiv Gandhi (the grandson of Jawaharlal Nehru) in 1991, the party could not manage to win a majority of parliamentary seats. As a result, it is dependent on coalition partners in holding onto power. In the 2004 general elections, for example, the Leftist parties such as Communist Party of India (CPI) and Communist Party of India (Marxist) gave outside support to the Congress-led coalition government. Interestingly, it was the pressure exerted by Leftist parties that led to constructive social measures and policies during this tenure. The NREGA

Problem of Young Generation Essay Example for Free

Problem of Young Generation Essay Although some generational differences have existed throughout history, modern generational gaps have often been attributed to rapid cultural change in the postmodern period  ·Culture is not merely an accumulation of works and knowledge which an à ©lite produces, collates and conserves in order to place it within reach of all, or that a people rich in its  ·past and its heritage offers to others as a model which their  ·own history has failed to provide for them culture is not  ·limited to access to works of art and the humanities ; it is at  ·one and the same time the acquisition of knowledge, the  ·Culture is the name for what people are interested in, their thoughts, their models, the books they read and the speeches they hear, their table-talk, gossip, controversies, historical sense and scientific training, the values they appreciate, the quality of life they admire. All communities have a culture. It is the climate of their civilization.  ·Today, teenagers spend more time in front of media than they do sleeping. Between Internet, facebook, cell phones, television and music, the teens are almost always plugged into the media. Media has significant influence over the formation of youth culture. The media culture is dangerous because it provides adults with a way to communicate to youth without permission slips or chaperones. The media culture is not interested in raising young people in virtue and character. Rather, the media exploits youth in order to make money at the expense of their moral character. To see an excellent documentary on how the media exploits youth culture, see the PBS Frontline documentary, Merchant’s of Cool.

Amylase And Catalase Enzyme Catalysts Biology Essay

Amylase And Catalase Enzyme Catalysts Biology Essay An enzyme is a catalyst that speeds up the rate of reactions by lowering the activation energy. Each enzyme works better under optimal conditions, which favor the most active shape for the enzyme molecule. Enzyme and substrate concentration, temperature, and pH are environmental factors important by producing the most reaction rate. Also, the different of factors are used to examine the effects of catalase and human amylase. Gas pressure Sensor, Vernier Gas Pressure interface, and Logger Pro are used to collect the pressure of oxygen. At 300C and pH 7 of catalase, the concentration of substrates and enzyme increase and the rates of reaction also rise. However, substrate concentration goes up at 400C and pH 7 of human amylase. Introduction: Enzymes are catalytic proteins, which control a chemical reaction by increasing the rate of a reaction without being consumed in the process (Enzyme 2007).The catalytic speeds up the chemical reaction by lowering the activation energy, which needed to break the chemical bonds between reactants to combine with other substances. In reactions, the substances at the beginning of the process are called substrate and enzyme can covert substrate molecules to product molecules. At lowering the activation energy barrier, the enzyme has specific substrates to absorb enough energy to reach the transition state (Campbell 2008). Enzymes are very specific in environmental factors, which affect the reaction rate. The enzyme only works on the substrate that fits the active site and no other (Campbell 2008). The enzyme binds to the substrate called the active site, which is made up amino acids (Enzyme 2007). The substrates enter active site, and the enzyme changes shape such that its active site enfolds the substrate and catalyze the reaction more easily. Moreover, the more substrate molecules are available, the more often they access the active sites (Campbell 2008). Enzyme works better under optimal conditions including enzyme concentration, substrate concentration, temperature, and pH because they favor the most active shape for the enzyme molecule. Nevertheless, the enzyme will denature and become less efficient the rate of reaction when the conditions get extreme alteration (Campbell 2008). Each enzyme has a different specific temperature, which affects on the rate of reaction. Most human enzymes have optimal temperature of about 35-400C. Substrates collide with active site, the kinetic energy of the molecules coverts to increase chemical potential energy (Campbell 2008). Therefore, the temperature increases to reach the activation energy and the rate of an enzymatic reaction increase. In addition, if the chemical potential energy rises greater, some of the weak bonds of 3-D shape of the active protein are broken (Enzyme 2007). It will denature of the protein and inactivate the protein. Thus, the rate of reaction decrease when there are too much heat. Just as each enzyme has an optimal temperature, pH level also has an optimal of the range pH 6-8.The pH affects the structure of enzymes by altering basic amino acids or ionization of acidic (Campbell 2008). Changes of pH affect to 3-D shape of the protein, and enzymes become denatured. Substrate concentration and enzyme concentration affect the rate of reaction of enzymes. When substrate concentration increases, it means that more substrate is added; the reaction rate increases because of using more the active site of the enzyme (enzyme 2007). However, when the active site of the substrate is reached at further point, enzymes are saturated to limit reaction rates. Thus, when the substrate concentration is constant, the rate of reaction of is constant. Nevertheless, when the substrates remain constant, the enzyme concentration increases and the rate of reaction also increases until certain limiting concentration. In the experiment, by different environment factors catalase is used to the actual experiment and human amylase is used to the simulation experiment. Catalase is enzyme present in all living cells. It decomposes hydrogen peroxide into oxygen and water and protects cells( ). Amylase a digestive enzyme made primarily by the pancreas and salivary glands. The primary function of the enzyme amylase is to break down starches in food so that they can be used by the body to trigger specific chemical reactions (Amylase tests.2006). In addition, both the salivary and pancreatic amylases are ÃŽÂ ±-amylases in human physiology; ÃŽÂ ±-amylase is an enzyme that hydrolyses alpha-bonds of large alpha-linked polysaccharides such as starch and glycogen (Amylase tests.2006). ÃŽÂ ±-amylase is predicted to work best in the human body temperature of 37 Â °C and pH from 5.6 to 6.9. If body heat exceeds 37Â °C by too much cells become impaired or permanently damaged, at lower temperature metaboli sm decreases without permanent damage until ice crystals form in the cells. Also, if pH is extremely high or low, the activity will decrease for most enzymes. Catalase is predicted in the temperature of 37.50C ,the pH under of 8, and the enzyme and substrate concentration is high. Methods: In this experiment, we tested catalase activity by using a yeast solution to determine the effects of enzyme concentration, substrate concentration, temperature, and pH. Moreover, we measured the rate of chemical reaction by producing the pressure of oxygen and breaking down of hydrogen peroxide. First, we connected the Gas pressure Sensor to the Vernier Gas Pressure interface .Then we connected the Vernier Gas Pressure interface to the laptop. From the Biology with Computers folder, we opened the file 06 Enzyme (Pressure) from Logger Pro program. Then we used a clean large test tube and placed the enzyme solution at the very bottom of the test tube. In addition, we used an Erlenmeyer flask to keep the test tube from moving during the experiment. Also, we used the rubber stopper to insert and create a tight seal onto the test tube, and the stopper valve was in the closed position. We drew up the substrate solution (3% H2O2+ H2O) into the syringe and connected the syringe to the rubber stopper assembly. Later, we opened the valve of the syringe and injected the peroxide solution into the test tube and immediately closed the valve and clicked the collect button on the Logger Pro. While we waited three minutes to collect data, we didnt swirl or move the test tube. When data coll ection had finished, we removed the rubber stopper assembly and discarded the contents of the test tube. Then, we selected experiment and stored latest run in the Logger Pro software. We clicked on the graph where the data values began to increase, dragged the mouse point to the point where the graph began to look non-linear, and clicked the Linear Fit button to a linear regression.For all the experiments, we used the same processes. For enzyme concentration, we used 15 mL of water and 15 mL of 3% hydrogen peroxide. We placed one drop of yeast at the bottom of the test tube, and we drew up 6 mL of substrate solution. Following the above procedures, we performed the experiment and determined the rate as the slope of the curves we generated during the experiment. We repeated the experiment using different enzyme concentrations of two, three, four, and five drops and calculated the slopes as mentioned before. Therefore, we recorded the data in table one. Moreover, for substrate concentration we added 1 mL of water with 5 mL of 3% hydrogen peroxide. We placed three drops of enzyme solution at the very bottom of the test tube, and we drew up the 6 mL of substate solution into the syringe from the beaker. In the same methods above, we performed the experiment and determined the rate as a slope of the curves during the experiment. We repeated the experiment using different substrate concentrations of 2, 3, 4, and 5 mL of water and 4, 3, 2, and 1 mL of 3% hydrogen peroxide. Consequently, we recorded the data in table two. Similarly, we used 3 mL of water with 3 mL of 3% hydrogen peroxide for testing the effect of temperature on the enzyme. We added three drops of yeast at the bottom of the test tube and sealed it with the rubber stopper assembly. Then we placed the test tube in the flask half full with ice water and waited for three minutes. Also, at the same we placed syringe in ice for three minutes. We recorded the temperature from the thermometer placed in the ice. After the three minute period, we removed the syringe from the ice and connected it to the rubber stopper assembly, and we followed the general procedures to determine the rate of reaction. We repeated the experiment using different temperature of room temperature, 300C water bath, 400C water bath, 500C water bath, and 600C water bath and calculated the slopes as mentioned before. Thus, we determined the data in table three. Finally, we added 3mL of the pH 3 solution and 3 mL of 3% hydrogen peroxide. We placed three drops of yeast solution at the very bottom of the test tube, and we drew up the solutions into the syringe. In the same methods above, we performed the experiment and determined the rate as a slope of the curves during the experiment. We repeated the experiment using different pH solutions of pH 5, pH 7, pH 9, and pH 11. As the result, we recorded the data in table four. Results: Figure 1. Relationship between the rate of reaction and temperature for the human amylase. The data is collected from a simulated experiment by using the program Enzyme Investigation. In this experiment, the rate of reaction of human amylase are based on the constant of substrate concentration of 0.01 mole/L, enzyme concentration of 1.0 ÃÆ'-10-6 mole/L , and pH of 7.Human amylases optimal temperature is 400C. Figure 2.Relationship between the rate of reaction and the effect of pH for the human amylase. The data is collected from a simulated experiment by using the computer software Enzyme Investigations. While temperature at 250C, substrate concentration of 0.01 mole/L, and enzyme concentration of 1.0 ÃÆ'-10-6 mole/L remain constant, pH changes different level from 1 to 14. Figure3. Relationship between the rate of reaction and the effect of substrate concentration for human amylase. The data is collected from a simulated experiment by using the computer software Enzyme Investigations. In this experiment, temperature at 400C , enzyme concentration of 1.0 ÃÆ'-10-6 mole/L, and pH of 7 remain constant. Figure4 .Relationship between the rate of reaction and the effect of temperature for the enzyme catalase by using the computer software Logger Pro and determined on a three minutes period each trial. Catalases optimal temperature is 300C. In this experiment, the rate of reaction is based on the constant of substrate concentration of 0.5 mL and yeast of 3 drops. Figure 5. Relationship between the rate of reaction and the effect of pH for enzyme catalase.The data is collected from the actual experiment by using the computer software Logger Pro and determined the experiment on a three minutes period each trial . In this experiment, 3% H2O2 of 3mL and yeast of 3 drops remain constant, but level of pH varies from 3 to 11. Figure 6. Relationship between the rate of reaction and the effect of enzyme concentration for enzyme catalase.The data is collected from the actual experiment by using the computer software Logger Pro and determined on a three minutes period per trial. In this experiment, 15mL of H2O and 15ml of 3%H2O2 remain constant, but more drops for enzyme solutions (yeast) are added. Figure 7. Relationship between the rate of reaction and the effect of substrate concentration for the enzyme catalase.The data is collected from the actual experiment by using computer software Logger Pro and determined on a three minutes period. The effects are based on constant of enzyme solutions of 3 drops. Discussion:

Forget Me Not :: Free Essays Online

Forget Me Not Freedom is not free. These powerful words resound in my mind as I admire the Korean War Memorial at the National Mall. Surrounded by several life size statues of soldiers in action I feel an odd sensation. I am either overwhelmed by emotion or completely drained of it; I cannot tell which. Staring into the smoky colored granite I see one thousand faces glaring back at me. At one instance I see the faces of thousands of soldiers’ faces reflected back to me. Seconds later, I swear I can see the faces of one thousand forgotten children looking deep into my eyes. These â€Å"children of the war† silently scream of one thousand different stories that have been forgotten or brushed aside for decades now. Abruptly, the children vanish and once again I see the soldiers, only now they are indignant. They bark at me with strong voices, â€Å"No, this was our forgotten war. We are the truly forgotten!† However, I disagree. These soldiers, now veterans, have earn ed this monument and have had their voices and stories heard. Yet, these â€Å"children of the war,† both Korean and Ameriasian, who grew up in Korea’s post war era of the 50’s and 60’s are the truly forgotten. They are forgotten because virtually no one realizes what their lives were like growing up; hence, no one recognizes the hardships and battles that many of these children faced. To fully understand these forgotten â€Å"children of the war† one must first listen to their story. The Knife It is late one Sunday afternoon and Mrs. Sook Kyung Song is in the kitchen busily preparing dinner for her family. Mrs. Song scans the counter for her favorite knife and finds it oddly misplaced in a case among several newer ones. Her favorite knife lies dully amidst a gleaming Cutco collection like a fallen star among blazing planets. Mrs. Song rescues her knife from the others and naturally grasps the handle like she has countless times before. The knife naturally molds to her hand, like an extension of her body. Slowly beginning to chop, she finds comfort in the knife, along with a sense of reassurance and humility that she has carried all of her life. Watching my mother’s careful movements, I hesitate for a moment before bombing her with questions.

Rate of Reaction Coursework :: GCSE Chemistry Coursework Investigation

An experiment to find the rate of reaction between two liquids Introduction This is an experiment to determine the effect of changing the concentration of sodium thiosluphate (Na S O (aq)) on the rate of reaction between sodium thiosulphate and hydrochloric acid (HCL (aq)). HCl+sodium thiosulphatearrowsodium chloride+sulphur dioxide+sulphur+water. HCl(aq) + Na2S2O3(aq) arrow NaCl(aq) + SO2(g) + S(s) + H2O(l) If one were to place hydrochloric acid and sodium thiosulphate into a beaker a white cloudy solution is left in the beaker. The rate of the reaction can be controlled by concentrating one of the liquids, or one could add water to dilute the mixture to slow the reaction. Method Apparatus Two beakers of 50cm3 Sodium Thiosulphate Hydrochloric acid Conical flask Measuring tube-10cm3 Measuring tube-50cm3 The apparatus is set up as shown above. I will place 50cm3 of Sodium Thiosulphate; I will keep Hydrochloric acid at a constant rate of 5cm3. Then I will reduce the sodium thiosulphate and increase the water, for example: 50cm3: 0cm3 40cm3: 10cm3 30cm3: 20cm3 20cm3: 30cm3 10cm3: 40cm3 When the reaction is complete the solution left should be white and cloudy, to test this; I will place a piece of paper with a cross on it. If I cannot see the cross on the paper then the reaction has finished. Constants * Hydrochloric acid * Temperature * Length of X on paper * Room temperature Variables  · Sodium thiosulphate  · Water Hydrochloric acid will be kept at a constant rate because the experiment is about changing the concentration of sodium thiosulphate. The temperature will be kept constant with a precise thermometer in the solution. The paper with the X on it will always be the same piece of paper. The room temperature will be kept constant because I will make sure the windows are closed. Sodium thiosulphate will be varied because that is the point of the experiment. The water will be varied to dilute the reaction. Scientific explanation In order for the sodium thiosulphate and Hydrochloric acid to react their particles must: * Collide with each other * The collision must have enough energy This is shown by the explanation below: The particles in the liquid If the collision has enough If the collision move around continually. energy, a reaction takes place does not have here an acid particle is enough energy about to collide with a no reaction sodium atom occurs. The acid particle bounces away again. If there are a lot of collisions then the rate of the reaction is fast. If there are not many, the rate is low. The rate of a reaction depends on how many successful collisions there are in a given unit of time. There are three main ways of speeding up a reaction: * Changing the concentration

“Farm Girl” by Jessica Hemauer Essay

â€Å"Farm Girl†, is an essay by Jessica Hemauer, who is trying to fit in with other kids at her school. She lives on a farm where she has her responsibilities before school and after school, and she is not able to participate in school functions or other activities that the other kids get to do. Her dream is to join basketball and other clubs because she feels that is the only way she will fit in with everyone else at school. Jessica wakes up at 5 with her sisters, Angie and Melissa and her brother, Nick so they can help their father with the morning chores on the farm. It does not matter what else is going on with the family they have to get up every morning and help with the chores. After they get up they have a routine of getting dressed and head down to the basement, where they keep their outside clothes, so they do not stick up the house. They put on their barn clothes and head out to the barn to help their father. Jessica has her chores and so does her brother and siste rs. Jessica has to help her sisters with sanitizing the milk machines, prepare the milk equipment and set up the station with towels and charts the cows that need medication. The other thing Jessica does, which is her favorite thing to do, is feed the newborn calves. She loves doing this job because she finally gets to take care of something that is not taking care of her. After she was done with that, all the kids help and clean out the pens and lay fresh straw down. Jessica does not like this job too much because it is the dirtiest job they have to do. She gets done with her morning chores about 7:30 and head back to the house to get ready for school. Once back in the basement they hang their farm clothes over a folding chair near the washing machine. As they head up the stairs, to get showers and get ready for school they can smell smoked bacon and cheese omelets being cooked. As she is running out the door yelling at the bus,† Wait!† she grabbed herself a glass of freshly squeezed orange juice. In school, the other kids are just rolling out of bed, and I have been up for hours. While other classmates are thinking of what shows to watch on TV, Jessica is thinking about all the chores she has to do when she gets home from school. Jessica has no social life except in school. Jessica would love to join a team or club after school, but with her chores she is not be able to go to practice like the other teammates. Being raised on a farm makes her feel difference from the other kids in her grade. Jessica feels left out and depressed because she cannot join in on conversations about what the kids are doing in school. â€Å"Hey, Carrie, how was basketball practice last night?† Susan asked. â€Å"It was terrible! Coach was in such a bad mood!† Carrie replied. â€Å"He made us run sprints for every shot we missed. Kelly was missing all her shots last night. I am so sore today.†(Roen/Glau/Maid 2011 pg 85) Jessica would sit in silence, eating French fries, listening to her friends talking and laughing and waiting for the lunch period to end. In eighth grade, she wanted to play basketball, she pleaded with her parents and they finally gave in and said she could play. One of the conditions was that after practice, she had to come home and do all her chores and homework, and she agreed. She became a starting point guard. She finally starts to feel like part of a group. She never tells friends or teachers that she goes home every night and does chores on the farm because she did not want them to know she was different. In High School Jessica, is more involved with school. The farm has grown to two hundred cows. In ninth grade, she continued to play basketball, and she kept up with her chores before and after school. After her ninth grade year, her father called a family meeting to inform them that he would like the farm to keep growing and that he needs more help than the family can provide. He told them that they no longer had to work on the farm anymore unless they wanted to. He wants his children more involved in school and to go off to college. So after that meeting, she joined homecoming club, auditions for musicals and plays and serves as president of student council and the class president. Since now, she is not working on the farm she goes and gets a waitressing job. Friends came up to her and asked her all the time how she manages her time so well. When at work she is always on time, never sick and does what she is told to do. One night she sat down and started thinking about her life. She thought that joining clubs and doing activities would make her fit it, but it had not, she still felt left out. From an early age, she was taught how to manage her time wisely with school and chores. She then learned how to manage it with basketball involved. Working on the farm gave her a high tolerance for work. Her boss is always asking her for more hard working people like her. She simply tells him. †Try hiring some farm girls.†(Roan/Glau/Maid 2011 Pg 86) Jessica learned at a very young age that working hard was not a bad thing. Yes she wanted to do more in school besides get an education. Her father also noticed that his children were suffering in the end with the expansion he was planning on doing. She was glad to have had the experience that her father gave her so when she got a job she knew how to work hard. References Writing for college, Writing for life, 2011, A writer’s share her experiences: Jessica Hemauer: Farm Girl Pages 83-87.