Discover the affects of PH on the enzyme catalase

Catalase-This is a chemical found in food, for example, potato and liver. It is utilized for expelling Hydrogen Peroxide from cells. Hydrogen Peroxide is the toxic result of digestion. It accelerates the disintegration of hydrogen Peroxide into oxygen and water. It can do this in light of the fact that the state of its dynamic site coordinates the state of Hydrogen Peroxide atom. This kind of response where an atom is separated into littler pieces is an ANABOLIC REACTION. Foundation INFORMATION ON ENZYMES: Compounds Enzymes are unpredictable 3-D globular proteins, some of which have other related particles. Proteins are an impetus which modifies the pace of concoction response without itself experiencing a perpetual change, and hence can be utilized again and again. Proteins assist responses with accelerating which would somehow or another occur gradually. While the protein atom is moderately bigger than the bigger than the substrate particle it follows up on, just a little piece of the compound atom really comes into contact. This district is known as the ACTIVE SITE. The dynamic site of a protein is the district that ties the substrate and contributes the amino corrosive deposits that legitimately take an interest really taking shape and breaking of synthetic securities. In any case, all catalysts work just on a particular shape and in this way fit just integral locks, so just substrates of a specific shape will fit the dynamic site of a compound. Expectation I anticipate that as the PH expands the action of compound increments until the ideal PH is reached. Catalase ideal ph is around 6-7.after that the chemical will be denatured. Speculation The protein will have an ideal pH of around nonpartisan. Either side of the ideal pH will have generally high paces of response or distant from the ideal pH will have a low pace of response. The chemical catalase is found in numerous tissues including potato and liver. It is significant in light of the fact that it separates the hydrogen peroxide framed in digestion. Hydrogen peroxide is poisonous and on the off chance that it were not separated it would slaughter the cells. As it does this, it frees carbon dioxide that can be gathered. Concoction EQUATION: 2H2O2 â€â€â€â€â€â€- > 2H2O + O2 I additionally theorize that the catalase movement will be most elevated with the example of potato contrasting with the apple. Factors The variables, which will have an effect on the protein movement, will be: * Temperature * Concentration of chemicals * pH The variable wherein I will use to explore the protein movement is the temperature. The remainder of the factors will be kept consistent and just the temperatures will be changed. Device To test how the PH influences the pace of response, I will utilize the accompanying device: * Gas syringe through bung * Potato * Hydrogen Peroxide * Stop Clock * Cork borer * Scalpel * water Beaker-250 cm㠯⠿â ½ * Delivery Tube * Ph 3,5,7,9 * 5 cm㠯⠿â ½ or 10 cm㠯⠿â ½ plastic syringe with end cut off * estimating chamber * tapered carafe * White tile * wax * Test tubes * Test tube rack * Safety hardware; goggles, sterile garment, gloves Elective: Use yeast, expansive beans or liver, rather than potato and apple. Technique 1. Measure out 5cm3 of potato into a tapered carafe 2. Measure out 10 cm3 of support arrangement into a different holder and blend it in with minced potato. 3. Measure out 5cm3 volume of hydrogen peroxide in syringe. 4. Fill a tub with water. 5. Totally submerge an estimating chamber in the water making a point to discharge all air rises in the chamber and keep submerged. 6. Position the chamber upstanding guaranteeing the open end stays submerged and clip safely 7. Add the hydrogen peroxide to the potato and spot bung on tapered flagon while beginning clock. 8. Run test for 5 minutes taking readings at regular intervals by noticing the measure of gas at top of chamber (at meniscus) 9. Rehash the test with various ph. Legitimization of strategy: I have decided to utilize this strategy since it is protected, effective and precise. I feel that it will assist me with obtaining dependable outcomes. Hazard Assessment * Hydrogen peroxide is a risky substance. It can make genuine injury the eyes and skin. It is along these lines vital that goggles be utilized for eye assurance. Likewise, eye water system hardware ought to be promptly accessible if there should arise an occurrence of a crisis. * The working territory must be perfect, clean and dry. Ensure there is no snag in the working zone with the goal that you can without much of a stretch move around as. This permits you to play out the analysis securely and unrestricted consideration ought to be taken to guarantee that fluid isn't spilled onto the floor to cause slippage. Result table Time(s) Oxygen gas gathered (cm3) Ph 3 ph 5 ph7 ph9 30 1.5 0.5 1.5 60 1.5 3.0 1.5 2.0 90 1.5 5.0 2.0 120 1.5 7.0 5.65 2.0 150 1.5 8.3 10.3 2.0 180 1.5 9.0 14.35 2.0 210 1.5 10.0 17.35 2.0 240 1.5 11.1 20.15 2.0 270 1.5 13.6 24.15 2.0 300 1.5 14.0 31.15 2.0 These outcomes explain that the ideal ph for catalase is 7 which underpins my expectation. At the most minimal ph 3, less oxygen was discharged, estimating a more slow pace of response. My experience data clarifies this. The compound don't fill in as it is approached extraordinary PHS. This is on the grounds that its shape would have been change somewhat; implies the dynamic site may not fit into the substrate any more. Further examination: On the off chance that this examination were to be done once more, I would take all outcomes myself and utilize my own translation, along these lines increasing progressively dependable outcomes. I will realize how much potato to allot for each examination and furthermore I will ensure that different factors are kept consistent. I have taken a similar measure of each, keeping them steady. This would give me more clear outcomes to help me in my understanding concerning how ph can influence the movement of catalase.

Duramold - Fairchild - Howard Hughes and the Spruce Goose

Duramold - Fairchild - Howard Hughes and the Spruce Goose In the late 1930s, airplane of composite materials started to seem made of plastic-impregnated wood materials called duramold. The most well known and biggest airplane of duramold development was the eight-motor Howard Hughes flying pontoon named the Spruce Goose. Sherman Mills Fairchild As per the Fairchild Corporation, In the mid-1930s, Fairchild spearheaded the use of composite structures to airframe plan and creation - duramold. The glue holding procedures and strategies are still followed in the production of composite structures today. Fairchild additionally built up the initial nine-focal point mapping camera for the U. S. Coast and Geodetic Survey in 1936. Duramold Aircraft Tidy Goose The Spruce Goose was not the principal plane to utilize duramold material. Numerous little planes had been manufactured utilizing duramold during the mid thirties by the Fairchild Aviation. The Spruce Goose was initially brought about by Henry J. Kaiser, a steel creator and developer of Liberty ships. The airplane was structured, built, and designed by Howard Hughes and his staff. The Spruce Gooses outside was made with material utilizing the duramold procedure of overlaying compressed wood and it was the biggest plane ever to fly. In 1947, Millionaire Howard Hughes turned into the primary individual to guide the Spruce Goose. Tidy Goose Howard Hughes Becomes The First Person To Fly The Spruce Goose In 1905, Howard Hughes was conceived in Houston, Texas. Hughes acquired the patent rights to an oil apparatus drill made by the Hughes Tool Company. A mogul, Howard Hughes both acquired and brought in his own cash. A gutsy soul, he framed the Hughes Aircraft Corporation and wanted to steer planes and break avionics records. In the wake of flying across America, Howard Hughes went to film making and framed his own movie studio.

One Year After Michael Jackson

One Year After Michael Jackson For MIT students, were most often having fun when were way too busy. Dont ask me why; I dont like being busy, but here I am enjoying myself AND being busy at the same time. I resent it. Regardless, its that business which brings you this entry a few days late. Now, here is a blog post, in the voice of last Friday. Where were you a year ago today? Ed.: that is, a year before June 25, 2010 Its perhaps shocking and quite revealing about our culture that these events stand out in tandem to me, but there are two days in my life that felt quite similar: September 11th, 2001, and June 25th, 2009 the day of the attacks on the World Trade Center and the day of Michael Jacksons death. For both of those days, I remember exactly where I was and how I reacted. I dont mean to compare relative impacts and significances for those days by mentioning them together; consider though that for the first, I was only in elementary school, and for the second, I was newly done with high school, and better able to perceive my surroundings and their significance. A year ago today, I felt a new kind of shock. I spent my morning and afternoon in lab at MIT, working on an application that eventually quadrupled the sampling rate for the sensor we were using. I left after dinner, walking towards central square with only a few hours of daylight left which I hoped not to spend in traffic. I was headed to alewife, where I would fetch my car for the uncomfortable daily fee of seven dollars and sit in awful traffic until I could take the highway back to my (then) home. Coincidentally, one day short of a year afterward, I became no longer able to call that place home, but thats a different topic (and one of the less fun reasons Ive been so busy, recently). I was walking through central square when I felt the first ripples. Outside of the McDonalds on Massachusetts Avenue stood three punks (I use the term punks because the image you should have in your head is that of punks standing on a street corner in a bad 80s teen comedy, smoking and wearing unusual amounts of leather. Replace the leather pants with skinny jeans and any odd jackets with awkwardly plaid shirts, change the category to hipsters, but keep the stigma of punk and youll imagine what I encountered). Some of these punks called out to me: Hey, Michael Jacksons dead! I thought they were joking, and didnt acknowledge them, eager to make it home. To a fellow punk: Doesnt even look at us. Nobody cares. [laughter] As I walked, I thought of what an odd thing to say that was; although attempted provocation of passers-by isnt all that uncommon, why would they bring up Michael Jackson, who (I thought, at least) had been out of the spotlight for a few years? Was it possible they werent joking? On the T, I started to hear more of the story. As people got on at harvard, porter, davis, I heard more: Did you hear about MJ? Is it true?. What happened to Michael Jackson? The spread of news was amazing; Im sure a similar spread occurred in 2001, although I was too young to observe it. The ripples turned into waves, and when I got into the car the tsunami hit: there was no music. No music, only talk radio. All of the stations were talking and confirming what Id slowly began to fear (and why I feared it, I didnt know) Michael Jackson had died. The King of Pop was gone. For the past few years, Michael had been an easy target. The color of his skin, the child abuse scandal the internet ate him up. One of the Scary Movies featured a nasty MJ jab, I remembered. There was the photoshopped movie poster for Home Alone with MJs face in the window, spread endlessly over the internet. The jokes went on; the King of Pop was being treated as a jester. I think that much of my generation focused on Michael in that light; we grew up on the Backstreet Boys and Britney Spears (umm no comment). And, in the uncomfortable middle school years, who of my age trying desperately to be funnier than their friends didnt crack at least one joke about Michael Jackson and child abuse, or his amazing color-changing abilities? Regrettably, I almost certainly did; fortunately, I dont remember them. However, it seemed to me that Michael had been dragged down from his throne as the King of Pop. As I caught the news over the radio stations, the Michael Jackson of my middle school years was what I expected to hear remembered. Instead of condemnations and stories of scandal, I heard praise. I heard the world come together not just through broadcast media, but through conversations in the student center and on the T in the week to follow after a mans death, and I heard them praise him for his accomplishments rather than make a mockery of his failures as had been the norm of recent years. I heard us recognize the mans talents and his weaknesses, and I was amazed. I didnt expect the world to be able to love a man whod committed such atrocities, but I was shocked and amazed that we were able to. I dont in any way condone child molestation, and I know the world doesnt either; thats what made it remarkable to me. I guess I just didnt think the world would be able to separate sin from a sinner. I didnt think that we, as a people, were that nice. I was very refreshingly shown just how wrong I was. As I listened to Billie Jean and drove down route 2 west, I was shell shocked, and I drove slowly in contemplation; sad that wed lost such a talented man, but happy to see us accept ing him as we seemingly hadnt near the end of his life. I remember wishing I had some venue through which to offer my respect for the mans accomplishments, and to share what Ive shared here. A year and a blog later, here is to Michael Jackson. For the last week, Ive listened to Oldies 103.3 FM at work; every day, they made mention of their Michael Jackson tribute scheduled for Friday. Today, spending a few hours in the car, I enjoyed remembrance of the emotions Id felt driving one year ago, and I listened to some good music. Where were you, the day Michael Jackson died?

Effects Of Wars Leave On Business - 1416 Words

Executive Summary This research paper will provide an analysis and evaluation of the effects that wars leave on business. Examples of these include embassies that prohibit their citizens to visit those countries in war. If these countries at war base their economy in tourism this will result them to not be economically stable since there is a ban in visiting their countries. Since there is no tourism and no business to survive on, the citizens of these countries may resort to drug business to feed themselves. Wars can impact economic effects and make investors seek investments in other countries. This substantially can result in these countries to not have no supply and demand in the economic growth. This substantially affects the nations economy. However, some of the effects of war may not be bad sometimes they create revenue for the country’s income. This research paper will analyze these effects. An excessive military spending can displace the economy instead of focusing in other areas to as investmentsin high-tech industries, education or infrastructure. There are a lot of economic factors that war affects such as national debt, investment, jobs, taxes, inflation and government deficits Background of War War has had a significant impact on business ever since wars began. During WWII occurred there were facilities established all throughout the US because there was a huge demand of labor to make war accessories. The demand for military equipment, vehicles, andShow MoreRelatedMandatory 12 Week Unpaid Maternity Leave1204 Words   |  5 Pagesfamily leave.† –Sen. Bernie Sanders. In the national primaries of 2016, Senator Bernie Sanders realized the magnitude of the issue this country is facing regarding not having a paid maternity leave. Currently, the United States has something called FMLA, also known as the Family and Medical Leave Act. This act allows 12 work weeks per year of leave for any medical need in the family including maternity leave. While it is great that the United States has FMLA (which did not come into effect untilRead MoreConditions and Consequences of a Price War.1402 Words   |  6 Pagesthe circumstances under which a price war c ould come about and the likely consequences for the participating firms and their consumers. A price war is a period in which multiple firms competing within the same market will react to the other firms lowering of price by lowering their own price. They have short-term and long-term advantages and disadvantages. There are many reasons for which a price war may occur, in all cases the reason for starting the price war is different but the reason for itsRead MorePrioritize And Plan Essay912 Words   |  4 Pagesand resolve customer issues within 48 business hours if more time is required, ensure you notify your supervisor in a timely manner. 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Essay on The Salem Witch Trials - 2608 Words

The Salem Witch Trials The Salem Witchcraft trials in Massachusetts during 1692 resulted in nineteen innocent men and women being hanged, one man pressed to death, and in the deaths of more than seventeen who died in jail. It all began at the end of 1691 when a few girls in the town began to experiment with magic by gathering around a crystal ball to try to find the answer to questions such as what trade their sweet harts should be of . This conjuring took place in the Parris household where a woman named Tituba, an Indian slave, headed the rituals. Soon after they had begun to practice these rituals, girls who had been involved, including the Master Parris daughter and niece, became sick. They had constant fits, twitched,†¦show more content†¦Tituba, like Good, was very poor. She worked as a servant in the Parris home and was a Carib Indian born in Barbados in the West Indies. Reverend Parris brought Tituba to New England when he was still a merchant, and after this she married John Indian who also worked as slave for Reverend Parris. Tituba was the person asked to aid with the girls illnesses by making a witchs cake to find their culprit and after this did not work, she was arrested four days later for being a witch herself. Each of these three women was examined by local Salem officials before they were sent off to await trial in a Boston jail. The girls, who these witches had supposedly inflicted sickness upon, were also present during these trials to show the court how much pain the three women had caused. During the trial Sarah Good kept insisting that she was not guilty but rather that she had been wrongly accused. When asked why she hurts the innocent children she responded, I do not hurt them. I scorn it. Then, she attempted to shift all blame onto Sarah Osborne who in turn responded with disbelief. She said that she was more like to be bewitched than she was a witch. While Good and Osborne were trying to defend themselves, Tituba confessed, most likely in fear of her Master, Reverend Parris. When asked who was to blame for all the possessed girls she responded, The devil for aught I know. Tituba told the wholeShow MoreRelatedSalem Witch Trials And The Witch Trial1494 Words   |  6 PagesFirst of all, I wanted to talk about what Salem Witch Trial is and who are the persons involve in this event. 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The idea of the devil controlling a womanRead MoreThe Trials Of The Salem Witch Trials1866 Words   |  8 Pagessurrounding the cause of the Salem Witch Trials 1692 makes the topic captivating as many historian perspectives offer explanations for the causation of the trials, yet the personal context of each historian has determined its historic reliability. This questions the level of objectivity each historian has in their responses to the Trials. The aims and purposes of a historian, as well as their differing methodologies may alter the approach the have towards the investigation of the Trials. Many interpretationsRead MoreThe Trials Of Salem Witch Trials Essay1267 Words   |  6 PagesThe notorious witch trials in Salem began in Spring of 1692. This started after a young group of girls in Salem Village, Massachusetts, professed they were possessed by the devil. These young girls even went as far as accusing some local women of practicing witchcraft. 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Since there were multiple people being accused of witchcraft, the trials were short and quick to sentence. The witch trials lasted less than a year. The first arrests were made on March 1, 1692, and the final hanging day was September 22, 1692. The Court of Oyer and Terminer was dissolved in October of 1692. The Salem Witch Trials occurred in the spring of 1692, when a groupRead MoreSalem Witch Trials And Trials1320 Words   |  6 PagesSalem Witch Trials was a series of hearings and prosecutions of people accused of witchcraft in the Salem Village of the 17th century New England. The trials caused executions of many people but mostly women. Salem Witch Trials exposed the different roles men and women were supposed to play during the seventeenth century. Women were supposed to take on â€Å"wifely duties† such as, be mothers and housewives. Women were thought to follow the men. The trials also revealed that there were strict religious

Aquinas on Conscience Essay Free Essays

For Aquinas. scruples is the act of using our cognition of good and evil to what we do ( or might make ) . So in order to ( of course ) know what is a good action or bad one. We will write a custom essay sample on Aquinas on Conscience Essay or any similar topic only for you Order Now one needs to understand how things are of course ordered by God — chiefly what human nature is and what things it needs and deserves. This order which dictates what is good or evil behavior is called the Natural Law by Aquinas. God can and does besides preternaturally uncover what is and is non in conformity with his will. e. g. the Ten Commandments and Christ’s Two Great Commandments. One besides needs to use this cognition to what one does. and so one needs to be free to move in conformity with what one knows to be the Divine order of things. or non. Our scruples is our realisation that what we might make or hold done is good or non. but it is non the existent making or the choosing. On a proficient note. for Aquinas scruples is the act of understanding what is right and incorrect. though the name may be applied by extension to a wont or power of executing this act of understanding. The virtuousness of doing right judgements about right or incorrect. i. e. appropriate exercisings of scruples is called prudence. The ground that this is of import is that one can non make the right thing if one does non cognize what the right thing is. So. if person has jobs with their scruples. it does non look appropriate to fault them. Children do non hold to the full formed scrupless. and do non ever understand what the right thing to make is. If a kid does incorrect because he or she didn’t know any better. or because he or she thought it was the right thing to make. we do non ( or should non ) incrimination and penalize him or her. Aquinas hence believes that non merely is one excused from wrongdoing if one’s scruples is in mistake. one besides is bound to make the incorrect thing if one’s scruples tells one that it is the Right thing to make. He besides believes that one has a responsibility to hold a grammatical scruples. one that knows what the right thing to make is. Even though an earring witting alibis one from making incorrect. one may hold done incorrect in allowing one’s scruples autumn into mistake. How to cite Aquinas on Conscience Essay, Essay examples

The Role of Nato and the Warsaw Pact in the Cold War free essay sample

Account for the foundation of NATO and the Warsaw Pact and assess their importance in the development of the cold war. Tensions had long been brewing between the eastern bloc and its frontrunner and big brother, The Soviet Union and the western powers primarily led by the United States of America. Fissures had appeared between the old allies over Germany, Korea as well as ideological, diplomatic and military operations. These culminated in the final divide between east and west, Communism and Capitalism, international revolution and economic interest; this divide was formalized through the North Atlantic Treaty Organization or NATO and the later formation of the Warsaw Pact in the east. This essay will examine the roles of both NATO and the Warsaw pact in concurrence with other events unfolding at the time, contributing to the development of the early Cold War. The West had long seen Soviet action as mere antagonism, coupled with what the West viewed the establishment of new communist states as Soviet expansionism. We will write a custom essay sample on The Role of Nato and the Warsaw Pact in the Cold War or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Western powers sought to combat this through the establishment of NATO – which united the member states in a common defensive goal. This was of course perceived as a direct threat by the Soviet Union, who did attempt to join in 1954 but were rejected on the basis that â€Å"they aim to subvert NATO†. Exclusion, if anything indicated that the Soviet Union which had applied vowing that they would be necessary in maintaining world peace were indeed the enemies which NATO feared. Furthermore the NATO’s militarization and establishment of army bases and regiments alongside the eastern border or the â€Å"Iron Curtain† as Winston Churchill had decried it and the introduction of West Germany into NATO 1955. These factors indicated strongly to the USSR and its allies that NATO was indeed only a tool designed against the Soviet Union. NATO also heavily indicated in their speeches and actions that they would not stand down if an open conflict against the USSR would ensue. Several historians argue that US economic interest was also intertwined in the actions undertaken by NATO. The US which had successfully harnessed and extricated itself from the devastating Depression from the 30s, only through WWII and the industry and alleviations of unemployment which it brought with it. Saw what was to became a massive influx of both troops and military arsenal back to the US which would both lead to unemployment for the troops and economic stagnation to the at the ime most lucrative industries, which were the weapons industries. Later it has been proven that military and weapons industry lobbyists heavily engaged with the U. S government. Some argue therefore that the Cold War was set up by the United States in order to keep unemployment down, keep weapons selling through constant fear mongering and unify the United States and Europe against a common foe. This argument purports that the U. S antagonism in NATO and abroad may have played a big part in escalating tensions, furthering the Cold War. The Warsaw Pact, which was formed in 1955 as a direct response to the rejection of the Soviet Union from NATO was similarly a military alliance. The goal was not only to amalgamate the Eastern Bloc but also to establish beneficial trade agreements, allowing for a more free system of trade. The Warsaw pact in concoction with the Council for Mutual Economic Assistance (COMECON) set the East as a viable opponent both militarily and economically. This furthered the Cold War as the both the militarization and economic developments posed a threat to the West. Also the proliferation of nuclear warheads amongst both these alliances created a tense climate, as evident in the Cuban missile Crisis of 1962. Yet the development of the Cold War was also accelerated by a multitude of other factors, such as several diplomatic failings. General ideological differences fueled a political feud between the nations and domestic problems accelerated further. NATO and the Warsaw pact also lacked much of the unity needed for strong military alliances, with France leaving NATO in 1958 and the several attempts of Eastern Bloc nations to leave the Warsaw pact. In conclusion the roles of the two military alliances played an incremental role in the overall development of the Cold War. Such as the militarization and the policy of detente enforced by NATO to maintain military superiority over the belligerents in the Warsaw Pact; the Warsaw pact had a similar policy and therefore these policies increased the speed of the arms race and fueled militarization.

Nitrogen Essays - Industrial Gases, Nitrogen, Pnictogen, Free Essays

Nitrogen Essays - Industrial Gases, Nitrogen, Pnictogen, Free Essays Nitrogen Nitrogen, symbol N, gaseous element that makes up the largest portion of the earth's atmosphere. The atomic number of nitrogen is 7. Nitrogen is in group 15 (or Va) of the periodic table. Nitrogen was discovered by the British physician Daniel Rutherford in 1772 and recognized as an elemental gas by the French chemist, Antoine Laurent Lavoiser about 1776. Nitrogen is a colorless, odorless tasteless, nontoxic gas. It can be condensed into a colorless liquid, which can be compressed into a colorless, crystalline solid. Nitrogen exists in two natural forms, and four radioactive forms (artificial). Nitrogen melts at -210.01 degrees C, (-349.02 F), boils at -195.79 C (320.42 F), and has a density of 1.251 g/liter at 0 C (32 F) and 1 atmosphere pressure. The atomic weight of nitrogen is 14.007. Nitrogen is obtained from the atmosphere by passing air over heated copper of iron. The oxygen is removed from the air, leaving nitrogen mixed with inert gases. Pure nitrogen is obtained by fractional distillation of liquid air; because liquid nitrogen has a lower boiling point than liquid oxygen, the nitrogen distills of first an can be collected. Nitrogen compresses about 4/5ths by volume of the atmosphere. Nitrogen is inert and serves as a diluent for oxygen in burning and respiration processes. It is an important element in plant nutrition; certain bacteria in the soil convert atmospheric nitrogen into a form, such as nitrate, that can be absorbed by plants, a process called nitrogen fixation. Nitrogen in the form of protein is an important constituent of animal tissue. The element occurs in the combined state in minerals, of which saltpeter (KNO ) and Chile saltpeter (NaNO ) are commercially important products. Nitrogen combines with other elements only at very high temperatures of pressures. It is converted to an active form by passing through an electronic discharge at low pressure. The nitrogen so produced is very active, combining with alkali metals to form azides; with the vapor of zinc, mercury cadmium, and arsenic to form nitrides; and with many hydrocarbons to form hydrocyanic acid and cyanides, also known as nitriles. Activated nitrogen returns to ordinary nitrogen in about one minute. In the combined state nitrogen takes part in many reactions; it forms so many compounds that a systematic scheme of compounds containing nitrogen in place of oxygen was created by the American chemist Edward Franklin. In compounds nitrogen exists in all the valence states between -3 and +5. Ammonia, hydrazine, and hydroxylamine represent compounds in which the valence of nitrogen is -3, -2, and -1, respectively. Oxides of nitrogen represent nitrogen in all the positive valence states. Most of the nitrogen used in the chemical industry is obtained by the fractional distillation of liquid air. It is then used to synthesize ammonia. From ammonia produced in this manner, a wide variety of important chemical products are prepared, including fertilizers, nitric acid, urea, hydrazine, and amines. In addition, an ammonia compound is used in the preparation of nitrous oxide (N 0) a colorless gas popularly known as laughing gas. Mixed with oxygen, nitrous oxide is used as an anesthetic for some types of surgery. Used as a coolant, liquid nitrogen has found widespread application in the field of cryogenics. With the recent advent of ceramic materials that become superconductive at the boiling point of nitrogen, the use of nitrogen as a coolant is increasing. In conclusion, it seems as if Nitrogen is very helpful in the modern world. It is used in dentists office's to using it for industrial applications. Without this element the world would be a little different in some fields.

Science Unit Conversion Humor

Science Unit Conversion Humor This is a list of funny, made-up scientific unit conversions. If you need help with real unit conversions, check out our collection of printable conversion worksheets and examples of worked unit conversion problems. 453.6 graham crackers 1 pound cakeExplanation: There are 453.6 grams in 1 pound.Ratio of an igloos circumference to its diameter Eskimo PiExplanation: Pi is the ratio of a circles circumference to diameter, while there is a stereotype that Eskimos dwell in igloos.2000 pounds of Chinese soup Won tonExplanation: A wonton is a type of Chinese dumpling. There are 2000 pounds in 1 ton.Time between slipping on a peel and smacking the pavement 1 bananosecondExplanation: Instead of expressing the unit in terms of nanoseconds, its bananoseconds because a banana caused the fall.1 millionth of a mouthwash 1 microscopeExplanation: This refers to the popular mouthwash, Scope. The metric prefix micro means one millionth.1 million bicycles 1 megacyclesExplanation: The metric prefix mega means 106 or one million.Weight an evangelist carries with God 1 billigramExplanation: This refers to the American evangelist Billy Graham.Time it takes to sail 220 yards at 1 nautical mile per hour Knotfurl ong 365.25 days of drinking low-calorie beer 1 Lite year16.5 feet in the Twilight Zone 1 Rod SerlingExplanation: The rod is a unit of length equal to 16.5 feet. Rod Serling is the American tv producer, screenwriter, and narrator responsible for The Twilight Zone.Basic unit of laryngitis - 1 hoarsepowerExplanation: One symptom of laryngitis is hoarseness.Shortest distance between two jokes - a straight lineExplanation: To deliver a joke as a straight line means its a short joke delivered with a straight face (like its not a joke at all).1 million microphones 1 megaphone365.25 days 1 unicycleExplanation: 365.25 days is one year or one cycle of the Earth around the Sun. Its especially clever because unicycle has another meaning. Its a bike with one wheel.Half a large intestine 1 semicolonExplanation: the large intestine is also called the colon. Since its only half a colon, its a semicolon, much like half a circle is a semicircle.2000 mockingbirds two kilomockingbirdsExplanation: To K ill a Mockingbird is a famous novel by author Harper Lee published in 1960. The kilo is the prefix for a thousand. So, 2000 is two kilo. 10 cards 1 decacardExplanation: Deca is the prefix for 10.52 cards 1 deckacardExplanation. There are 52 cards in a deck of playing cards.1,000,000 aches 1 megahurtzExplanation: There are one million (106) hertz in 1 megahertz. This is a play on words, substituting hurtz (like pain, but with a z) for hertz.1 millionth of a fish 1 microficheExplanation: The word microfiche is pronounced like micro-fish. The prefix micro means one millionth.2.4 statute miles of intravenous surgical tubing at Yale University Hospital 1 I.V. LeagueExplanation: Intravenous tubing is also called IV tubing. Yale is one of the Ivy League school, plus 2.4 statute miles is a length equal to 1 league.1 kilogram of falling figs 1 fig newtonExplanation: The newton is a unit force, which is mass under acceleration (such as youd get from falling figs). This play on words refers to the Nabisco cookie, the fig newton.1000 grams of wet socks 1 literhosenExplanation: Lederhosen are short breeches (not actually so cks). There are 1000 grams of water (more or less) in one liter. The liter is a unit of volume used for liquids, so wet socks are literhosen. 1 trillion pins 1 terrapinExplanation: The prefix terra means a trillion.10 rations 1 decarationExplanation: The prefix deca means 10.100 rations 1 C-rationExplanation: C is the Roman numeral for 100.2 monograms 1 diagramExplanation: Mono is the prefix for one, while dia means two.2 new dimes new paradigmsExplanation: Two dimes is a pair of dimes. A paradigm is a model or pattern. More Science Fun and Humor Looking for more science fun? Check out this collection of molecules with strange names, learn how to make a stink bomb, or trick your friends with disappearing ink.

Aristotles Nicomachean Ethics Essay Example | Topics and Well Written Essays - 250 words

Aristotles Nicomachean Ethics - Essay Example The lawmakers’ premise is that, when there is friendship amongst people, they would not be clamoring for justice in the first place (Aristotle). This could be true if one considers the fact, that it is only an individual that is at loggerhead with his partner that would be suing for justice from the other party (Aristotle Chapter 1. par.2). Though it is really difficult to say whether the lawmakers are really more serious about justice than friendship or not. The reason for this is that, the two of them seem to go pari passu. In spite of this seemingly anomaly, one of the issues that seem to be more on the hearts of the lawgivers as they believe that, the issue of justice only comes to the fore when there is love lost between two parties. Thus, the lawgivers hold the issue of friendship closer to their hearts than justice. It would then be right to say that, the lawgiver lends more credence to the issue of justice. It should also be noted that, just like there is no real justice in the world today, true friendship is also a mirage. Thus, the lawmakers showing preference for one over the other means that, the other one is also equally important. Also, the fact that, friendship is more of an imaginary thing means that the lawmakers are actually not really taking either friendship or justice as serious as the

The statement of Simone de Beauvoir Women and Men are made, not born Essay - 7

The statement of Simone de Beauvoir Women and Men are made, not born - Essay Example Gender addresses the socially constructed categories of feminine and masculine. Several behaviours and attributes of gender are assigned to the categories. On the other hand, sex can be determined as the universal distinction between a woman and man. It is based on several physical and biological differences. These differences are generally characterized by both external and internal sex organs, genetics and hormones. It is very much difficult to explain how gender and sex are related to each other. Moreover, it is difficult to argue that there is no connection between sex and gender. If it is stated that there is no relation between gender and sex then it is reasonable to presuppose that the notions gender and sex of individuals are social constructs. It can be assumed considering a theory recognized as social construction thesis. On the other hand, if there is a positive relationship between gender and sex, then it is logical to make an assumption that it is the sex of an individua l that determines his or her gender. The social constructionists have contended that the differences in gender derive from the cultural and social processes. These are not grounded in the nature of the biology. The social constructionists have also argued that cultural and social processes create various gender discourses that can differ across space and time. The gender discourses generally allocate different responsibilities and behaviours. However, the essay will highlight how the men and women are made, not born.

Vocabulary Learning Strategies

Vocabulary Learning Strategies Related researches in China In China, researches on students learning styles have attracted a lot of researchers to this area. The most impressive researches are conducted by Wang Churning (1988) and Hu Xiaoqiong (1997). Employing Reids Perceptual Learning Style Preference Questionnaire (PLSP), Wang Churning (1988) conducted a large scale research in Guangdong University of Foreign Studies. The participants were 490 English major students from freshmen to senior students. Four conclusions were made from his findings: firstly, individual difference of learning styles did exist among English major students. The most favored style was tactile learning style and group learning style the least favored; secondly, the length of learning time could affect students learning styles and students from different grades had the tendency of presenting different learning style preference; thirdly, there were great similarities of learning styles shown by male and female students; finally, learning styles were related to the le arning achievements and visual learning style was always preferred by students who possessed low English proficiency of listening and reading. Hu Xiaoqiong (1997) also employed Reids Perceptual Learning Style Preference Questionnaire (PLSP), with some modifications, to conduct research on 236 students of English major, from freshmen to juniors. His findings further proved Wangs research finding that students preferred tactile learning style most during their learning process. Apart from this, he also stated that students of English major preferred multi-dimensional learning styles instead of a single one. Adopting Keef and Monk Learning Style Profile, Yu Xinle (1997) tested 149 students of English majors from three universities in Beijing. According to his findings, no correlation could be found between learning style preference and gender difference, and no significant learning style preference existed between male and female students. However, sequential learning styles and memory learning styles had significant correlation with English learning achievements. From the researches mentioned above, it could be concluded that researches on learning styles are relatively few and almost all the researches are conducted among English major students, and researches on perceptual learning styles of non-English major students are greatly lacking. Therefore, further researches of perceptual learning styles are extremely needed to be conducted and explored in great detail to non-English major students for their learning style preference. Chapter 3 Literature review on learning strategies The importance of learning strategy as the key variable to influence individual learning difference in the acquisition of second language area is a topic that has drawn the attention of researchers worldwide. The following view of literature will present a brief history of learning strategy from the mid- 1970s to the present. Background of learning strategies Teachers and researchers have long noticed the fact that only seeking for the perfect teaching models cannot assure the success of students language learning. Under the same language input, not all the students can achieve the same success as others; some students obviously learn better than others. Learning is a two-way communication. Teachers and students need to work together. Neither of them can make the final success of language learning with the neglect of the other. Oxford (1990) clearly states that research interest has been shifted from what students learn or acquire to how students gain language, that is to say, from the product or outcome of learning and acquisition to the process of learning and acquisition. In a word, the focus has shifted from teachers to learners, and from learning and teaching results to learning and teaching processes. Researches on learning strategy have started from the mid-1970s abroad. Since then, a great number of researchers have become int.: ested in this area. Researchers, such as Oxford Nyikos (1989), OMalley Chamot (1990), Oxford (1990), Wenden (1991), Nyikos Oxford (1993), Sa-ngiam (1994), Ehrman Oxford (1995), Eugene (2001), Nisbet (2002), Griffiths (2003) and so on, have guided the strategy research direction and have greatly contributed to the theory development. Their general research focus includes: studies on learning strategies employed by good or successful language learners, studies on learning strategy definitions and classifications, studies on influencing variables on learning strategy use and on the application of learning strategy theories to language learning and teaching. With the development of strategy researches, classifications of learning strategies have been constantly enriched and perfected. Rubin (1975) first, and shortly after, Stern (1975) publish their stud ies on the learning of good or successful second language learners, which starts the new threshold of research in second language acquisition (Cited by Oxford, 1990). On the basis of previous researches, Freeman (1991) briefly points out that good language learners have the characteristics of willingness and accuracy and have a strong desire to communicate even at the risk of appearing foolish. They also pay attention to language form and meaning in their conversation. Moreover, they practice and monitor their own speech and speech of others. In the 1990s, researches on learning strategies have achieved great success. OMalley Chamot (1990) and Oxford (1990) propose more impressive classifications of learning strategies that have led to a spate of significant researches in this field. Wenden (1991) outlines the schema of learning strategies that includes cognitive strategies (selecting input, comprehending input, storing input, and retrieving input) and self-management strategies (p lanning, monitoring, and evaluating). Cohen (1998) identifies that strategies consist of language learning strategies and language use strategies and states that the two strategies are the processes consciously selected by learners and can enhance students learning through the storage, retention, recall, and application of information. Another interesting topic related to learning strategies is strategy training. Different names have existed for the application of strategy use to learning, such as learner training, learning-to-learn training, learner methodology training, and methodological initiation for learners. OMalley Chamot (1990) state that learning strategies are not the preserve of highly capable individuals and could be learned by others. Oxford (1990) also emphasizes the teachability of learning strategies. Their views have laid the foundation of strategy training programs. Currently, many researchers are devoting themselves to designing and executing strategy training programs, especially for inexperienced learners. Definitions of different strategies Strategies The concept of strategy derives from the Greek term strategia which means generalship or the art of war. In nonmilitary settings, it means a plan, step, or conscious action toward achievement of an objective (Oxford, 1990). Researchers, such as OMalley Chamot (1990), Oxford (1990), Wenden (1991), Ellis (1994), and Cohen (1998), have contributed greatly to the development and application of learning strategy theories. However, in educational settings, it has been variously described as fuzzy (Ellis, 1994), no consensus (Wenden, 1991), and conflicting views (Cohen, 1998). Certainly, a brief review of literature will indicate the plethora of different terms for strategy, such as techniques, tactics, potentially conscious plans and so on. There is little consensus regarding what a strategy is. Defining strategy is a difficult task and each definition will cause the controversial views easily. Researchers always emphasize this or that aspect of learning strategies when rendering the definition. For example, Brown (1994) holds the view that strategies are referred to as specific methods of approaching a problem or task, modes of operation for achieving a particular end, or planned designs for controlling and manipulating certain information. However, Ellis (1994) proposes that strategies consist of mental or behavioral activity related to some specific stage in the overall process of language acquisition or language use. Cohen (1998) defines strategies as the process consciously selected by learners. From the above definitions, it could be noticed that Brown tends to define strategies just as behavioral actions. However, Ellis emphasizes both the mental and behavioral aspects. Cohen mainly focuses on the element of cons ciousness when rendering the definition, which is not mentioned by Brown and Ellis. The writer would like to define strategies as both mental and behavioral actions consciously selected by learners when solving the problems in this study. Learning strategies and language learning strategies Learning strategies have considerable potential for enhancing the process of learners language learning and help learners know how to learn more meaningfully, successfully and automatically. Same problems exist when researchers define learning strategies. Different researchers emphasize different aspects of learning strategies. For example, Weinstein Mayer (1986) hold the view that learning strategies are the behaviors and thoughts that a learner engages in during learning which are intended to influence the learners encoding process (Cited by Ellis, 1994); however, Oxford (1990) expands the definition as specific actions taken by the learner to make learning faster, more enjoyable, more self-directed, more effective, and more transferable to new situations; Cohen (1998) defines it as the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language. Language learning strategies are language specific. Thu s the writer of this study is more likely to define learning strategies as behavioral and mental actions consciously selected by learners during learning process. And language learning strategies are behavioral and mental actions consciously selected by learners during language learning process. Classifications of learning strategies Different scholars classify learning strategies from different angles and a large number of classifications exist. In the following part, the more comprehensive and elaborate classifications will be discussed, including OMalley Chamots and Oxfords classifications. OMalley Chamots classification OMalley Chamots classification is based on information processing theory and draws on the work of cognitive psychologists who introduces and develops the concepts of declarative and procedural knowledge. Generally speaking, declarative knowledge can be described as a kind of factual information which is stored in the mind and is related to the question of what they are and procedural knowledge is about checking rules and is associated with the question of how to do. OMalley Chamots research project provides a rationale and approach in cognitive theory for discussing learning strategies in second language acquisition. Cognitive theory has explained adequately how information is stoizd in memory and what processes are entailed in learning. It states that learning strategies are stored in peoples mind in the form of declarative or procedural knowledge. In cognitive theory, learning strategies are represented as complex cognitive skills that follow the same general rules as other form s of procedural knowledge. Learning strategies begin as declarative knowledge and gradually go through associative, and autonomous stages with practice and experience. Cook (1993) further explains this by using Andersons three developmental stages theory in second language acquisition: firstly, in the declarative stage, intensive attention is involved to the new language and deliberate efforts are made to understand the new language; secondly, in the compilation stage, procedural knowledge is acquired and gradually less conscious attention is needed; thirdly, the automatic processing like native speakers is finally formed. OMalley Chamot (1990) illustrate learning strategies as mental and socio-affective processes, emphasizing learner interaction with the language in order to foster acquisition. They present three categories of learning strategies, including metacognitive, cognitive, and social/affective strategies. They point out that metacognitive strategy encompasses executive process that mainly includes planning, monitoring and evaluating strategies. Planning is the strategy used by learners for organizing of the written or spoken discourses. Monitoring is the strategy used by learners for checking ones comprehension during the process of learning. And evaluating is the strategy used by learners for checking the outcomes of ones own language learning. Cognitive strategies involve the direct manipulation of materials to be learned. Strategies concerning cognitive strategy are mental or behavioral aspects. For example, learners can link new information to previously acquired concepts mentally or physically so that they can group the learning items in meaningful categories or summarize the important information. Other frequently used cognitive strategies are resourcing, repetition, grouping, transfer and translation and so on. Social/affective strategies are used when learners interact with ot her persons in order to assist their learning. For example, learners often ask questions for clarification or use some kinds of emotional control to promote their learning. Oxfords classification Almost at the same time, Oxford (1990) offers more comprehensive and full-scale language learning classification. Her classification research on language learning strategies has great influence on second language acquisition. She makes a distinction between what she calls direct and indirect strategies and explains the relationship between them by an analogy of a theatre. Direct strategies consist of memory, cognitive, and compensation strategies. This kind of strategies deals with the new language and is like the performer in a stage play who works with the language itself in a variety ofà ¢Ã¢â‚¬Å¡Ã‚ ¬specific tasks and situations. Indirect strategies comprise metacognitive, affective, and social strategies and are compared as the director who takes the responsibility for the general management of the play. Firstly, three types of direct strategies are discussed, including memory, cognitive, and compensation strategies. Memory strategies are learning strategies that help students store and retrieve new information and mainly include strategies, such as grouping or inferencing, creating mental linkages, and applying images and sounds. Cognitive strategies are strategies that enable learners to understand and produce new language by a variety of different means. Summarizing and reasoning deductively are examples of cognitive strategies. Additional examples includ practicing, receiving and sending messages, analyzing and reasoning, and creating structure for input and output. Compensation strategies are strategies that allow learners to use the language despite their large gaps in knowledge base. Guessing intelligently, using synonyms, and overcoming limitations in speaking and writing are included in this type of strategies. Secondly, indirect strategies include metacognitive strategies, affective strategies and social strategies. Metacognitive strategies are language learning strategies, such as planning for language tasks and setting goals that provide a mechanism for individuals to coordinate their own learning process. Affective strategies are strategies that help learners gain control over emotions, attitudes, motivations, and values. To lower their anxiety, learners can listen to music or make positive statements or reward themselves to become high-spirited or try to take their emotional temperature to concentrate on their learning. Social strategies are strategies that involve interaction between and among learners. When they have classroom collaborative activities, learners could use social strategies to help them to obtain information they need, for example, strategies of asking questions, cooperating with others, and empathizing with others. The classification of learning strategies is still controversial. Oxfords classificatory system is different from OMalley Chamots, but there is similarity between them. For example, both of the two classifications include the category of metacognitive strategy which involves the process of thinking, planning, monitoring and evaluating. OMalley Chamots (1990) classification emphasizes more on metacognitive and cognitive strategies and lesser focus on social/affective strategies. In their classification, they provide cognitive theories to support the classification of their learning strategies. However, Oxfords classification is more comprehensive and offers six types of learning strategies with an emphasis both on direct and indirect functions of strategies. In addition, Oxfords classification addresses the social and affective components, which are less developed in OMalley Chamots classification. Moreover, Oxfords classification system can be measured by her widely recognized Strategy Inventory for Language Learning (SILL). For these reasons, Oxfords classification system and the accompanying strategy inventory are more acknowledged in the academic world and are always approved by researchers who are interested in this field. Related research in China Wen (2003) identifies two distinctive development stages of learning strategies in China. The two stages are respectively named as the budding stage and the full developing stage. The budding stage is from 1984 to 1992, and the full developing stage is from 1993 to 2003. In the former stage, Huang (1984) publishes her postgraduate dissertation An investigation of learning strategies in oral communication that Chinese EFL learners in China employ, which has laid the foundation of Chinese research on learning strategies. In the latter stage, a large number of researchers have made great contributions both in theory and practice in this field. It is worth noticing that researches of learning strategies in todays China have entered the flourishing age. In theoretical aspect, Wen (1996) has put forward the classification system of learning strategies. She classifies strategies into two groups: management strategies and language learning strategies. Management strategies comprise aim estab lishing, planning, strategy selecting, self-monitoring, self-evaluating and self-adjusting. Language learning strategies can be subdivided into traditional and non-traditional strategies. Traditional language learning strategies consist of form-focused strategies, accuracy strategies, and using-mother tongue strategies. Non-traditional strategies are made up of meaning-focused strategies, fluency strategies and mother-tongue avoidance strategies. Based on her classification, many studies are conducted, such as Wen Qiufang and Wang Haixiao (1996a, 1996b), Wen Qiufang (1996c), Qin Xiaoging(1998) and the like. Wen and Wang (1996) conducted the comparatively important research on sophomores of non-English majors and one of their research findings was that correlation existed between learners belief and their choice of learning strategies. There are a large number of empirical studies on learning strategies in different language learning areas. For example, Wu Yian and Liu Runging (1993) investigated the psychology and social-psychology factors that affected students English language learning. According to the results of their studies, the strategy use had no effect on English achievements. Liu Shaolong(1996) chose 7 adult middle school teachers to investigate the influence of background knowledge on learning strategy choice in listening. After data analysis, he pointed it out that background knowledge did have great influence on the choice of strategy use in listening. Hou Songshan (1998) examined the effect of task types and gender difference towards the choice of communicative strategy use. His participants were sophomore students of English major from PLA Foreign Language College. His findings proved that task types could affect the choice of communicative strategy use. Males and females had different choice of com municative strategy use. Wu Xia Wang Qiang (1998) investigated strategy use on vocabulary learning. He conducted research on sophomore students of non-English major students in Beijing Normal Universities. According to their findings, metacognitive and cognitive strategies were frequently used by students when learning vocabulary. And good language learners employed more vocabulary learning strategies than those of bad language learners. Wang Yu (2002) conducted strategy research on sophomore students in Suzhou University. His research findings were that strategies, such as metacognitive, form-focused, meaning-focused, using-mother tongue, and social/affective strategies could account for students different listening abilities to a large extent. Thus, according to Wen (2003), all researches of learning strategies fall into two categories: macro and micro aspects. In macro-aspect, researches usually focus on the general situation of learners beliefs and learning strategies; and in micro-aspect, researches often concentrate on the strategy use in different language learning areas, for example, strategies use in speaking, listening, reading and writing areas. References Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. N.J.: Prentice Hall. Brown, H. D. (1994). Principles of language learning and teaching (3rd). New York: Pearson Hall Regents. Bailey, B. Onwuegbuzie, A. J. Daley, C. E. (2000). `Using learning style to predict foreign language achievement at the college level. System, 1, 115-133. Cook, V. (1993). Linguistics and second language acquisition. United Kingdom: Macmillan Publishers Ltd. Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Addison Wesley Longman. Decapua, A. Wintergerst, A. C. (2005). `Assessing and validating a learning style instrument. System, 1, 1-16. Dunn, R. Griggs, S. A. (2000). Practical approaches to using learning styles in higher education. Westport, Conn: Bergin Garvey. Eliason, P. (1995). Difficulties with Cross-Cultural Learning Styles Assessment. In J. M. Reid (Ed.), Learning Styles in the ESL/EFL Classroom (pp. 19-33). Boston: Heinle Heinle. Ellis, R. (1994). The study of second language acquisition. New York: Oxford University Press. Ehrman, M. E., Oxford, R. L. (1995). `Cognition Plus: Correlates of Language Learning Success. The Modern Language Journal, 1, 67-89. Eugene, S. S. (2001). `The relationship between learning style and cognitive style. System, 30, 609-616. Ehrman, M. Leaver, B. L. (2003). `Cognitive styles in the service of language learning. System, 3, 393-415. Ehrman, M. E. Leaver, B. L. Oxford, R. L. (2003). `A brief overview of individual differences in second language learning. System, 31, 313-330. Freeman, D. L., Long, M. H. (1991). An introduction to second language acquisition research. New York: Longman. Griffiths, C. (2003). `Patterns of language learning strategy use. System, 31, 367-383. Hauer, P. Straub, P. Wolf, S. (2005) `Learning Styles of Allied Health Students Using Kolbs LSI. Scholarly Journal 3. Johnson, K. (2001). An introduction to foreign language learning and teaching. South Asia: Pearson Education Limited. Lardner, T. (1989). `Rethinking classrooms: Perspectives on Teaching and Learning Styles. English Journal, 8, 88. Malinsky, M. (2001). Matched learning styles of teacher and student. Ann Arbor, Mich.:UMI. Melton, C. D. (1990). `A Study of Chinese Students Learning Style Preferences. RELC Journal,1, 29-44. Nyikos, M. Oxford, R. (1993). `A Factor Analysis Study of Language-learning Strategy Use: Interpretations from Information-Processing Theory and Social  Psychology. The Modern Language Journal, 1, 11-12. Nam, C. Oxford, R. (1998). `Portrait of a future teacher: case study of learning styles, strategies, and language abilities. System, 26, 51-63. Numan, D. (1999). Second language teaching and learning. Boston: Heinle Heinle. Nisbet, D. L. (2002). Language learning strategies and English proficiency of Chinese university students. Ann Arbor, Mich: UMI. Nelson, G. L. (1995). Cultural differences in learning styles. In J. M. ReO (Eds), Learning Styles in the ESL/EFL Classroom (pp. 3-18). Boston: Heinle Heinle. Oxford, R. Nyikos, M. (1989). `Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 3, 291-300. OMalley, J. M., Chamot, A. U. (1990). 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Bright Light Big City

What not to Do: Paper 2, Question 2 With almost every mistake made in life, there are lessons that can be learned from them. They can be minor changes in a person’s character or they can completely alter the way people live their lives. These decisions can be for the better or for the worst as well. In Jay McInerney’s Bright Lights, Big City, the character of You faces these very dilemmas. He made mistakes in his life that have altered the way he works, his social life, and, most importantly, the way he interacts with his family.It is almost as if he is a completely different person who simply wanted to fit into the in crowd. Throughout the book it is evident that the pretender makes his imagination reality, and he cannot keep up with it. This books entire plot should be a what not to do guide for every adolescent who is tempted by peer pressure, because it is a perfect image of what can happen in such a short amount of time, and how quick a person can forget who they r eally are. In the beginning of the novel, You are quoted, thinking, ‘You are not the kind of guy who would be at a place like this at this time of the morning.But here you are, and you cannot say that the terrain is entirely unfamiliar, although the details are fuzzy. ’ (McInerney, Pg. 1) This quote would be one of the first and most major indicators that the character of You is pretending to be something that he is not. Inside the character of You, he knows that his actions and the people he is hanging around with is not the norm or does not fit who he is on the inside: a person with morals and respect for his family. He is pretending to be a person without morals about taking drugs, his actions toward others, or honesty in order to fit into the ‘In’ crowd.As the story develops, the reader gets to learn about You’s relationships, habits, and other personal details that could give hints to his self-destruction. The reader learns that You had recently been divorced from his model wife. They also learn that he is on the verge of losing his job, and his mother had passed away a year ago. However, in my opinion, the people that You began to associate himself with were the ones who changed his morals. After all the stress he had been under, people like Tad Allagash became a sort of easy way out of his situation.Instead of dealing with his stress in a healthy way, he decided to go out into the New York City night life, where he drank excessively and took various drugs like cocaine, ecstasy, and other pills. He managed to be able to avoid his family throughout his character change which included lying to them when he was forced to talk with them. For example, when You is asked about where his wife, Amanda, is by his brother Michael, he responds, â€Å"She’s shopping. † (McInerney, Pg. 157).However later, after being knocked out by his brother, he tells the truth, â€Å"‘Amanda isn’t shopping,’ you sa y. ‘She left me. ’ â€Å"(McInerney, Pg. 159). This transition from deceit to honesty when he is vulnerable shows that the character and morality of You is still inside of him, it has just been masked by the fabricated life that he had been living for the past year. At the end of the novel, You comes to the realization that the life he is living is not who he truly is on the inside, which is a person with morals and character that is above the pseudo life that is around him. ’I just realized something. ’ (You) ‘What’s that? ’ (Tad) ‘You and Amanda would make a great couple. ’ ‘I supposed that means that you get Odysseus all to yourself. ’ ‘Later, Tad. ’† (McInerney, Pg. 177-178). You realized that Tad is one of the main sources for his self-destruction. His attitude towards life and other people have been reflected on to You. You decided that he did not need to put up with his antics anymore and to simply dismiss Tad from his life.Leaving Tad behind begins You’s change for the better and at the very end of the novel, You strives for a familiar yet basic staple from his childhood: that being bread. He smells it in the city and bribes a man to give him some in exchange for his Ray-Ban sunglasses. â€Å"You get down on your knees and tear open the bag. The smell of warm dough envelops you. The first bite sticks in your throat and you almost gag. You will have to learn everything all over again. † (McInerney, Pg. 182). This final paragraph is the start of a new beginning for You.The symbol of giving up his sunglasses for something simple yet familiar shows that he is willing to move on from the events of his past and better himself for the future. In my opinion, the moral lesson in the novel Bright Lights, Big City is to be yourself and to not let the stress in your life open yourself up to people who may alter your morals. This novel is sort of a not to do b ook that shows how easily a person can be changed when they allow stress to overcome their life. Although it is not a true story, It can be taken as precautionary tale.I do not believe the McInerney wrote this novel in order to scare people and say that if events like these happen in your life, you will end up a coke head. However, I believe he wrote this book to show that when people are at certain points in their life where they don’t know what to do, they will turn to whatever is easiest. Although at the time what is easy may seem to work, over time it will end up tearing them apart further. Bibliography 1. McInerney, Jay. Bright Lights, Big City: A Novel. New York: Vintage Contemporaries, 1984. Print.

English Learning Interest Of Junior High School Students

Zhou Ling Ivy 11110124 Francesca de Lucia Academic writing 6 January, 2015 English Learning Interest of Junior High School Students â€Å"You could draw three girls of different height on the blackboard, tall, short and of medium height. It will attract students’ attention and be easier for them to learn the adjective, medium,† the teacher said after my presentation. I was prepared for the interview of national teacher certificate and attended a training course. The teacher told us that stimulating junior high school students’ English learning interest was so crucial that teachers must bear it in mind. Why it is so significant and how could English teachers stimulate learning interest of junior high school students? Interest is the best teacher. Many famous educators all over the world have proposed their opinions on this issue. Modern American educator Bloom once said, â€Å"Students who have positive affections will study more easily and better, compared with students who lack interest and feel bored with their study materials† (54). The results of the survey show that the correlation between personal interest and academic performance is about 30% (Schiefele 151-82). Confucius, the great educationalist of ancient China, once pointed out that they who know the truth are not equal to those who love it, and they who love it are not equal to those who delight in it (105). Learning interest, as a core component of motivation, would make students take more active participation in study.Show MoreRelatedEnglish Language Vs. 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Symptoms And Symptoms Of Depression And Bipolar II Disorder

Now I can see that these were signs I was starting my first depressive episode. I was eighteen and a bit ahead of the curve in terms of onset for both depression and bipolar II disorder. However, I always did like to be early for things so I guess shouldn’t be surprised. Apparently, early onset of symptoms means a poorer prognosis for treatment, but I try to ignore that fun little tidbit of information. Another fun fact, people born in the winter are apparently more likely to develop either bipolar I or bipolar II. A link had also been found between the seasons and what times of the year depression episodes occur for individuals with a bipolar disorder. No one seems to know why. That seemed to be something that comes up again and again, even with all the research, that no one really knows why the brain works the way it does with most mental illnesses. Even when they have tangible, visible differences in brain structures they aren’t sure what’s going on. 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