Space essays

Space essays The play The Glass Menagerie, by Tennessee Williams, Williams uses many symbols which represent many different things. Many of the symbols used in the play try to symbolize some form of escape or difference between The first symbol, presented in the first scene, is the fire escape. This represents the "bridge" between the illusory world of the Wingfields and the world of reality. This "bridge" seems to be a one way passage. But the direction varies for each character. For Tom, the fire escape is the way out of the world of Amanda and Laura and an entrance into the world of reality. For Laura, the fire escape is a way into her world. A way to escape from reality. Both examples can readily be seen: Tom will stand outside on the fire escape to smoke, showing that he does not like to be inside, to be a part of the illusionary world. Laura, on the other hand, thinks of the fire escape as a way in and not a way out. This can be seen when Amanda sends Laura to go to the store: Laura trips on the fire escape. This also shows that Laura's fears and emotions greatly affect her physical condition, more so than normal people. Another symbol presented deals more with Tom than any of the other characters: Tom's habit of going to the movies shows us his longing to leave the apartment and head out into the world of reality. A place where one can find adventure. And Tom, being a poet, can understand the needs of man to long for adventure and romance. But he is kept from entering reality by Amanda, who criticizes him as being a "selfish dreamer." But, Tom has made steps to escape into reality by transferring the payment of a light bill to pay for his dues in the Merchant Seaman's Union. Another symbol, which deals with both Amanda and Laura, is Jim O'Connor. To Laura, Jim represents the one thing she fears and does not want to face, reality. Jim is a perfect example of "the common man." A person wi...

Definition and Examples of Deep Reading

Definition and Examples of Deep Reading Deep reading is the active process of thoughtful and deliberate reading carried out to enhance ones comprehension and enjoyment of a text. Contrast with skimming or superficial reading. Also called slow reading. The term deep reading was coined by Sven Birkerts in The Gutenberg Elegies (1994): Reading, because we control it, is adaptable to our needs and rhythms. We are free to indulge our subjective associative impulse; the term I coin for this is deep reading: the slow and meditative possession of a book. We dont just read the words, we dream our lives in their vicinity. Deep Reading Skills By deep reading, we mean the array of sophisticated processes that propel comprehension and that include inferential and deductive reasoning, analogical skills, critical analysis, reflection, and insight. The expert reader needs milliseconds to execute these processes; the young brain needs years to develop them. Both of these pivotal dimensions of time are potentially endangered by the digital cultures pervasive emphases on immediacy, information loading, and a media-driven cognitive set that embraces speed and can discourage deliberation in both our reading and our thinking.(Maryanne Wolf and Mirit Barzillai, The Importance of Deep Reading. Challenging the Whole Child: Reflections on Best Practices in Learning, Teaching, and Leadership, ed. by Marge Scherer. ASCD, 2009) [D]eep reading requires human beings to call upon and develop attentional skills, to be thoughtful and fully aware. . . .Unlike watching television or engaging in the other illusions of entertainment and pseudo-events, deep reading is not an escape, but a discovery. Deep reading provides a way of discovering how we are all connected to the world and to our own evolving stories. Reading deeply, we find our own plots and stories unfolding through the language and voice of others.(Robert P. Waxler and Maureen P. Hall, Transforming Literacy: Changing Lives Through Reading and Writing. Emerald Group, 2011) Writing and Deep Reading Why is marking up a book indispensable to reading? First, it keeps you awake. (And I dont mean merely conscious; I mean  awake.) In the second place, reading, if it is active, is thinking, and thinking tends to express itself in words, spoken or written. The marked book is usually the thought-through book. Finally, writing helps you remember the thoughts you had, or the thoughts the author expressed.(Mortimer J. Adler and  Charles Van Doren, How to Read a Book. Rpt. by Touchstone, 2014) Deep Reading Strategies [Judith] Roberts and [Keith] Roberts [2008] rightly identify students desire to avoid the deep reading process, which involves substantial time-on-task. When experts read difficult texts, they read slowly and reread often. They struggle with the text to make it comprehensible. They hold confusing passages in mental suspension, having faith that later parts of the text may clarify earlier parts. They nutshell passages as they proceed, often writing gist statements in the margins. They read a difficult text a second and a third time, considering first readings as approximations or rough drafts. They interact with the text by asking questions, expressing disagreements, linking the text with other readings or with personal experience.But resistance to deep reading may involve more than an unwillingness to spend the time. Students may actually misunderstand the reading process. They may believe that experts are speed readers who dont need to struggle. Therefore students assume that their own reading difficulties must stem from their lack of expertise, which makes the text too hard for them. Consequently, they dont allot the study time needed to read a text deeply.(John C. Bean, Engaging Ideas: The Professors Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, 2nd ed. Jossey-Bass, 2011 Deep Reading and the Brain In one fascinating study, conducted at Washington Universitys Dynamic Cognition Laboratory and published in the journal Psychological Science in 2009, researchers used brain scans to examine what happens inside peoples heads as they read fiction. They found that readers mentally simulate each new situation encountered in a narrative. Details about actions and sensation are captured from the text and integrated with personal knowledge from past experiences. The brain regions that are activated often mirror those involved when people perform, imagine, or observe similar real-world activities. Deep reading, says the studys lead researcher, Nicole Speer, is by no means a passive exercise. The reader becomes the book.(Nicholas Carr, The Shallows: What the Internet Is Doing to Our Brains. W.W. Norton, 2010 [Nicholas] Carrs charge [in the article Is Google Making Us Stupid? The Atlantic, July 2008] that superficiality bleeds over into other activities such as deep reading and analysis is a serious one for scholarship, which is almost entirely constituted of such activity. In this view engagement with technology is not just a distraction, or another pressure on an overloaded academic, but is positively dangerous. It becomes something akin to a virus, infecting the key critical engagement skills required for scholarship to function. . . .What is . . . not clear is if people are engaging in new types of activity that replace the function of deep reading.(Martin Weller, The Digital Scholar: How Technology is Transforming Scholarly Practice. Bloomsbury Academic, 2011)

Head-O produced by Fatih Akin Essay Example | Topics and Well Written Essays - 1500 words

Head-O produced by Fatih Akin - Essay Example That night, in the streets all alone and with no one else to turn to, she decides she does not want to live anymore and baits some men to beat her up. She is stabbed by one of them and then they leave her all out there to die, but to her luck she does not die though it is not clear how she manages to recover from both the rape and assault. After serving his jail term, Cahit is out again. Determined to find Sibel again, he sets on for Istanbul where Sibel had gone to live with her cousin Selma. The cousin refuses to disclose to Cahit where Sibel lives but informs him of her being in a long-term relationship and her having a daughter. Cahit wants to talk to Sibel and is waiting in a hotel for a call from Sibel. When she finally calls, he tries to convince her to elope with him, something she finally agrees to. Unfortunately, she does not show up at the appointed date for reasons not disclosed. Eventually, Cahit beaten by life takes on a bus, probably headed to his place of Birth, Mersi n. Theme (main idea) The main theme brought forward by Head-On is the conflict of cultures between individuals of Turkish origin and their daily lives in Germany. Both characters are of Turkish origin but they live in Germany; Hamburg where the setting of the movie was made. Sibel’s family represents the conventional conservative Turkish culture. Sibel, having grown up within a liberal German culture yearns to break away from the yoke of her family restrictions. She is more open-minded and libel about her sexuality and that is why she can afford to engage in one-night stands. Cahit on the other hand is torn between both cultures. He has an element of both German and Turkish cultures and he is not yet decided completely which way... The main theme brought forward by Head-On is the conflict of cultures between individuals of Turkish origin and their daily lives in Germany. Both characters are of Turkish origin but they live in Germany; Hamburg where the setting of the movie was made. Sibel’s family represents the conventional conservative Turkish culture. Sibel, having grown up within a liberal German culture yearns to break away from the yoke of her family restrictions. She is more open-minded and libel about her sexuality and that is why she can afford to engage in one-night stands. Cahit on the other hand is torn between both cultures. He has an element of both German and Turkish cultures and he is not yet decided completely which way to go. This is the reason why he was reluctant to engage in a marriage of convenience in the first place and even after the marriage, he was in a relationship with a single partner, though on-again and off-again. This could also be the reason why he was enraged with Sibelà ¢â‚¬â„¢s previous partner and the eventual killing.The cities have also been carefully selected to effectively carry message home. Hamburg, the place where the movie is set, represents a multi-cultured population where people from various citizenry and cultures converge. The increased Turkish population could be traced to the 17th and 18th century the period during which there was an attempt to expand the Ottoman Empire to the North Balkan territories leaving a trail of Muslim Turks from the army.

Enzymes Lab Report Example | Topics and Well Written Essays - 2000 words

Enzymes - Lab Report Example As stated by Onteh et al (2005), most biochemical reactions would be very slow without enzymes since enzymes increase the rate of biochemical reactions by thousands times. It is therefore important to study the environmental factors: pH and temperature and how they would affect specific enzymes. There are three characteristics of enzymes that make them function as catalysts. First enzymes increase the rate of biochemical reaction, second, they are specific to a substrate and thirdly they can be regulated to increase or reduce rate of biochemical reaction. Studies have confirmed that enzymatic activities are affected by certain factors such as enzyme concentration, pH, and temperature as well as substrate concentration. According to (), all these factors except substrate concentration have the effect of modifying the specificity nature of the enzyme there by making it incompatible with the substrate. Moreover enzymes act as catalysts because they exhibit three dimensional protein structures. As stated by Onteh et al (2005), this structure is particularly sensitive to changes in salts, pH and temperature thus a slight changes in temperatures of reaction can significantly change the rte of reaction while extreme temperatures can irreversibly alter the both the three dimensiona l structure of the enzyme thus making it impossible to catalyze a reaction. The enzymatic activity is based on the fact that enzymes are made up of certain active sites that are specific to the substrate’s active sites. As stated by Onteh et al (2005), it is on this active sites that enzymes bind to a given substrate in a geometrical fashion after which substrate undergo its inherent reaction at a much faster rate. This mode of enzymatic action is referred to as lock and key. It is important to note that enzyme does not actually react with a substrate, but brings and aligns the substrate in order for it to react with other substances. Enzymes therefore have

Memory as a Constructive and Active Process

Memory as a Constructive and Active Process Memory is a constructive and active process. Evaluate this claim. Simon Andrew Agnew To evaluate the notion that memory is a constructive process an assessment of some of the research[p1] on the exploration of memory is required. Brace and Roth (2007) argue that memory is a constructive and active process rather than a â€Å"passive mechanism for recording external information† (Brace and Roth, 2007, pg.130). However, it can be argued that memory is not exclusively constructive and active but also includes passive elements. This can be seen through the constructive reconstruction techniques and a study conducted by Godden and Braddeley (1975), which demonstrated that active learning alongside passive environment interaction that create extra retrieval cues for context reinstatement. These techniques show that linking passive processing of an environment can aid in the active process of memory retention and recollection. Memories are formed from information perceived through all the senses, after which information is coded and stored. Memory can be broken down into three components, Encoding, Storage, and Retrieval. Encoding is the process (in) by which information is stored in a person’s memory. Sensory information, information from the outside world, is transferred and coded into memory systems. There are at least two ways that sensory information can be coded. Visual codding, where shapes, words and/or objects, are received through visual receptors which in turn form the bases for the meaning of said objects and acoustic coding, which codes particular sounds, like a word or the sound an object makes, similarly linking this information to the meaning of specific sounds, either of words and/or objects. This process of encoding suggests that there is an active process in learning the association between specific sounds or objects and their specific meanings and interpretations, which are subse quently stored in a person’s memory[p2]. Memories are crucial for everyday human functions. Without memory all interactions and experiences would not be stored in memory systems inhibiting the development as individuals and a society. Erik Erikson’s research claimed that identity and memory were directly related to the development of individuality and society (Phoenix, 2007, pg.53). Erikson[p3] stated that â€Å"a conscious sense of individual uniqueness†¦ an unconscious striving for continuity†¦Ã¢â‚¬  (Phoenix, 2007, pg.53). This suggests that memory is an active process in which helps in the development toward the idea of ‘who we are’. Storage processes are the means through which information is (coded and) then stored within a person’s memory. Memory is a function that psychologists are long trying to understandThe first psychologist to conceptualise memory as involving different systems was William James (1890). James proposed that the primary memory system involved conscious use of mental activity while the secondary system was for storing knowledge and experiences. James’ theory of different memory sub-systems is still being used, however other research has since been conducted that shows that memory can be broken down into three main processes, Sensory Memory, holds sensory information from the outside world for a brief moment. Short-Term Memory holds coded information for a few seconds or minutes, and Long Term Memory holds coded information in a robust form for many years. (Brace and Roth, 2007, pg.115). There are different ways to study memory function, from methods such as laboratory experiments, quasi-experiments and field experiments (Brace and Roth, 2007, pg.117). . Brace and Roth state that â€Å"memory is an active, selective, and constructive process rather than a passive mechanism for recording external information.† (Brace and Roth, 2007, pg.130). However, this can be challenged through techniques like ‘Retrieval-Enhancing Techniques’. (These‘ are the techniques) used by police officers when interviewing witnesses to aid in memory retrieval of a particular event. The different retrieval-enhancing techniques that are adopted are context reinstatement, where a person is as to recall the physical surroundings, including light, temperature and smells. Recalling everything where a witness is asked to recall everything from a particular incident, whether they think it is relevant or not. This is because retrieving one piece of information, impo rtant or not, can assist in the retrieval of other pieces of information that may not be as easily remembered. . Recalling in different temporal orders where trying to recall an event either from start to finish, or in reverse, starting with the last memory, using salient aspects of the event and working either forward or backward from that specific point (Brace and Roth, 2007, pg.125). There is sufficient evidence that supports memory retrieval through cognitive interviews. It demonstrates the ability to recall information that would not otherwise be actively processed, but could be perceived, in at least one way or another, through particular senses, such as smell, sounds or tastes. Godden and Braddeley (1975) researched Context Reinstatement (Godden and Braddeley) They designed a study that required participants to learn a list of 40 words while underwater or on land. The results showed that the word (were) recall was 40% higher when the recall situation was the same as the learning environment, compared to (that) when the environments were different (switched) (Brace and Roth, 2007, pg.127). It can be argued that these results show that memory is in fact active in some respects and passive others in that it demonstrates links between the passive interpretation of an environment to the active process of storing and recalling words[p4]. Subsequently participants that were asked to recall the word list in (the opposite) a different environment remember less as the opposite environment provided no cues. (such). Endel Tulving (1983) explained the relationship between storing and recalling as stronger when â€Å"retrieval overlap or match with cues that were registered at encoding† (Brace and Roth, 2007, pg.126). However, memory is pliable and recollection can be influenced by post event information as well as previous mental images and thought processes. Bartlett (1932) described these changes in recognition and recall as being â€Å"unwitting[p5].† Research by Bartlett illustrated that when actively recalling new information, in order to make sense of it, a person relies on past knowledge and experiences. . Bartlett designed an experiment which highlighted influences of social factors on memory. . The experiment included participants reading an extract and then asked to recall as much of the extract as possible. . It was found that when new information was recalled the recognition was different to the original information. . He noted that unusual descriptions were changed into standard descriptions, for example, â€Å"something black came out of his mouth† became â€Å"foamed at the mouth†. . Other changes occurred through rationalisations and omission of materials (Brace and Roth, 2007, pg.132). . Bartlett explains this as ‘effect after meaning’ in that past experiences, unconsciously and/or passively, intertwine with new information to help interpret and make sense of the new information. . These particular observations supported the idea that memory adopts both active and passive processing when processing new information making memory pliable and influential (Brace and Roth, 2007, pg.133). Another example that demonstrates that memory is able to passive process information is through the works of Craik and Lckhart (1972). . Craik and Lockhart proposed two different levels of processing, shallow and deep. . They suggest that ‘shallow’ level processing is simple coded information in terms of physical characteristics, shapes and sounds. . ‘Deep’ level coding is information that is processed is assigned a meaning (Brace and Roth, 2007, pg.119). This theory led Craik and Tulving (1975) to further investigate these different levels. . A study conducted by Craik and Tulving demonstrates the abilities of incidental learning against intentional learning. . This required participants with in the study to try not actively remember the words in the stimuli, as to ‘only’ demonstrate the capabilities of incidental learning. The results found that people were more likely to incidentally learn words that they came across during the semantic task (word that fit into sentences), and less likely to incidentally learn the words in the structural task (words in block capitals), and an intermediate amount of acoustic learn words (words based on rhyme) (Brace and Roth, 2007, pg.120). This notion of incidental learning would suggest that the memory processes are also being passively stored to memory systems, as one of the main requirements was that participants were asked to try not actively learn anything during testing and yet their memory still subconsciously encodes and stores the information. In evaluating the notion that memory is a constructive process the assessment on some of the research in exploration of memory systems suggests that memory is not only constructive and active process, but a passive one as well. . It cannot be stated that memory is not an active process, as this is evident in the active process of visual and acoustic encoding, and that encoded information is key everyday human function, development and interactions. However it can be argued that memory is also a passive processes, in which sensory information is taken in and linked with active memory processes through environmental interactions or already established schemas. . This can be seen and argued through multiple studies. The results of Godden and Braddeley (1975) demonstrate that memory is active and passive in that it highlights links between the passive interpretation of an environment to the active process of storing and recalling words. Which is explained by Turlving that when â€Å" retrieval overlap or match with cues that were registered at encoding† (Brace and Roth, 2007, pg.126). . However Bartletts discussion of the pliability of memory, due to the notion that memories are processed and understood using already established schemas, and that Incidental and intentional learning, further supports the argument that memory adopts both an active and passive process when processing and/or applying meaning to new information. Words: 1637 References Brace. N, Roth I., (2007) ‘Memory: Structures, Processes and Skills’ in D. Miell, A. Phoenix, K. Thomas (Eds.), Mapping Psychology (2nd ed., pp. 113-160). Milton Keynes, The Open University. Phoenix. A. (2007) ‘Identity and Diversity’ in D. Miell, A. Phoenix, K. Thomas (Eds.), Mapping Psychology (2nd ed., pp. 45-92). Milton Keynes, The Open University. [p1]Though you have explain the issue to some extent– this cannot be said to be an introduction, as you are referring to terms and studies that have not yet been explained, You also need to inform the reader you mean to answer the question, and how it is to be organised. [p2]Though things can be stored in memory passively, without us attending to them. [p3]This quote is not really relevant to the question, and as above, there are elements of memory storage that occur without consciousness. [p4]I didn’t understand this point in the introduction, but it makes sense this time! [p5]Note that recognition is matching something to what is already in memory, whereas recall is retrieving something stored in memory.

Conclusion The combination of biased emotional sentences Essay

â€Å"It’s very hard to keep personal prejudice out of a thing like this. And no matter where you run into it, prejudice obscures the truth. † This quote from the â€Å"12 angry men† is, probably, the best sum of the bias’s meaning in the movie. Most of the jurors have their own prejudices and some of them play the important role in the movie’s plot. 12 angry men and the role of bias One of the main ideas of this film is that people’s bias often affects on their opinion. The last part of the movie proves this idea clearly. The most biased is juror 3. After the vote 8-4 â€Å"Not guilty† most of the arguments are aimed on his persuasion but juror #3 resists these attempts. At last he confesses he is biased against the young men because of his own conflict with his son. Even when 11 jurors found the boy to be not guilty, the juror #3 doesn’t agree. He is sure that the boy shouldn’t even tell to his father â€Å"I’m gonna kill you,† but the roots of his opinion go back to his own son who punched him in the face. Another biased person is juror#10. His sentences are full of racism and intolerance. He reveals his biases in the following words: â€Å"I’m telling ya, they let those kids run wild up there. Well, maybe it serves ’em right. † Conclusion The combination of biased emotional sentences and the deductive reasonable arguments makes the dialogues in the movie breathtaking and the plot dynamical. References â€Å"12 angry men† – Movie Quotes. Retrieved at http://www. cinemasavvy. com/moviequotes/1/12angrymenquotes. html

Senior Citizen Population by State Per 2010 Census

This article lists the United States senior citizen population (i.e. sixty-five years old and over) by state, as recorded in the 2010 Census. This data is relevant to national and state elections because historically, more senior citizens vote Republican than vote Democratic. In the 2008 presidential election, senior citizens nationwide heavily favored Republican John McCain over Democrat Barack Obama by a margin of 53% to 45%. Reported campaign strategists Democracy Corps about the 2008 election in comparison to 2004, According to the exit polls, while Obama made gains with nearly all groups compared to John Kerry, this did not happen with seniors. They, along with gay and lesbian voters, were the big underperformers for Obama. However, in the 2012 elections, voters sixty-five years old and over could be upset enough over Republican proposals to cut and/or change Social Security and Medicare benefits to opt to vote for Democratic candidates. States with high concentrations of senior citizens include 2012 battlegrounds Florida, Pennsylvania, Ohio, Michigan, Wisconsin, and potential battleground states Missouri, Arizona, Montana, and Iowa. State Resident Population 65 Years Old and Over According to the 2010 Census Very High Level of Senior Citizen Population1. Florida - 17.3%2. West Virginia - 16.0%3. Maine - 15.9%4. Pennsylvania - 15.4%5. Iowa - 14.9%6. Montana - 14.8%7. Vermont - 14.6%8. North Dakota - 14.5%9. Arkansas - 14.4%9. Rhode Island - 14.4%9. Delaware - 14.4%12. South Dakota - 14.3%12. Hawaii - 14.3%High Level of Senior Citizen Population14. Connecticut - 14.2%15. Ohio - 14.1 %16. Missouri - 14.0%17. Oregon - 13.9%18. Michigan - 13.8%18. Arizona - 13.8%18. Massachusetts - 13.8%18. Alabama - 13.8%22. Wisconsin - 13.7%22. South Carolina - 13.7%24. Nebraska - 13.5%24. New York - 13.5%24. Oklahoma - 13.5%24. New Jersey - 13.5%Median Level of Senior Citizen Population28. New Hampshire - 13.5%29. Tennessee - 13.4%30. Kentucky - 13.3%31. New Mexico - 13.2%31. Kansas - 13.2%33. Indiana - 13.0%34. North Carolina - 12.9%34. Minnesota - 12.9%36. Mississippi - 12.8%37. Illinois - 12.5%38. Wyoming - 12.4%38. Idaho - 12.4%40. Louisiana - 12.3%40. Maryland - 12.3%40. Washington - 12.3%43. Virginia - 12.2%44. Nevada - 12.0%Low Level of Senior Citizen Population45. California - 11.4%46. Colorado - 10.9%47. Georgia - 10.7%48. Texas - 10.3%49. Utah - 9.0%50. Alaska - 7.7%Top 20 Labor Union StatesHispanic Population by State U.S. Census Bureau, Table 16, State Resident Population by Age and State: 2010