What is the Urey-Miller experiment What important organic molecules Essay

What is the Urey-Miller test What significant natural particles were delivered in this examination What is substance development Why is life so hard to characterize - Essay Example As per most research laborers, the distinction among nonliving and living is more troublesome than a basic rundown of rules (Chaisson, and McMillan 365). In 1953, on the crude ground, the first exploratory exhibit for the advancement of complex atoms in a characteristic manner from easier segments was found. In this examination, Stanley Miller and Harold Urey took a blend of the various materials like an early stage soup of water, alkali (NH3), carbon dioxide (CO2) and methane (CH4) and afterward invigorated it by passing release of power through it (Chaisson, and McMillan 365). A couple of days after the examination was done, they analyzed their blend and found that the blend contained loads of the amino acids that are like those that are these days found in each living thing on earth. Later on, logical analysts effectively found nucleotide bases by playing out a comparative test. The above figure shows the trial settings of the Miller-Urey Experiment. Very nearly seven days after the fact, diverse complex particles and amino acids were identified at the base of the snare, which duplicates the early stage mass inside which overwhelming atoms were delivered in the overlying climate would have reduced (Chaisson, and McMillan 365). There are numerous essential segments in microspheres that are required in the arrangement of life yet these microspheres are not living itself. Microspheres don't have the deoxyribonucleic corrosive (DNA) innate particles. Regardless of the way that no genuine cell has been made at this point from the earliest starting point, the greater part of the natural chemists accept that the substance advancement is the arrangement of investigations above all from basic atoms that are not organic almost to the existence itself has been completely demonstrated (Chaisson, and McMillan 365). The figure above shows the concoction advancement. In this figure, a little drop like protein and rich of carbon shows the mix of a large number of the particles of amino corrosive in a

Coming of Age in The Curious Incident of the Dog in the Night-time - Literature Essay Samples

The Curious Incident of the Dog in the Night-time by Mark Haddon is the story of Christopher John Francis Boone’s adventures as told by him. The protagonist, Christopher, wrote the book as a murder mystery, describing his investigation of the killing of Mrs. Shears’ dog, Wellington. However, as he tells his story, the reader gets a clearer picture of Christopher’s life, learning about his mother and all of the secrets present within his family. Boone has some mental and behavior problems. Throughout the text, he has to struggle with his own issues as he investigates the murder of the poodle and searches for his mother. Through The Curious Incident of the Dog in the Night-time, Mark Haddon presents the themes of coming of age and bravery.Christopher John Francis Boone from Swindon is a unique, yet genuine, honest, and innocent individual. The protagonist clearly has a mental and behavioral disorder, which cause him to have many eccentricities. Some of his behavio ral problems include â€Å"not talking to people for a long time, not eating or drinking anything for a long time, not liking being touched, screaming when [he is] angry or confused, and not liking yellow things or brown things† (46). When the police officer tried to remove his watch â€Å"[he] screamed† (13), a behavior uncharacteristic of a teenager. He â€Å"does not like hugging people† (16), even his own parents. It makes him feel uneasy and uncomfortable. These behaviors are not normal for a fifteen-year-old boy. In addition, he never responds to statements, only questions. He â€Å"find[s] people confusing† (14) because he has trouble reading people’s facial expressions to understand their emotions. When he does â€Å"not know what someone is saying, [he asks] them what they mean or [he walks] away† (3), and odd, but normal behavior to him. He has trouble picking up and understanding his father’s emotions from time to time, ten ding to only understand himself. When Christopher’s father was â€Å"sitting on the sofa watching snooker on the television and drinking scotch, there were tears coming out of his eyes† (21). The protagonist cannot comprehend his father’s distress after picking up his son from the police station. In the end, Christopher decides â€Å"to leave him alone because when [he] is sad [he] wants to be left alone† (21). In addition, Boone makes the odd comment that one might think privately to himself, but would never be said aloud. For example, he adds how â€Å"Jason at school smells because his family is poor† (38). He is unaware that it is socially wrong for him to make such a comment. Finally, he never tells lies because he claims that he â€Å"can’t tell lies† (19), a mindset that most kids unfortunately do not have. Christopher clearly has a disability, but he does not let his disability stand in his way.Just because Christopher has som e mental disabilities does not mean he is lacking in intelligence; it is the complete opposite. Christopher notices everything to the last detail, even the â€Å"little red hole in the policewoman’s tights on her left ankle and the red scratch in the middle of the hole† (6). He notices minute details that others would not â€Å"The world is full of obvious things which nobody by any chance ever observes† (73), but Christopher does take the time to make these observations. Christopher describes his memory like a film:When people ask me to remember something I can simply press Rewind and Fast Forward and Pause like on a video recorder, but more like a DVD player because I don’t have to Rewind through everything in between to get to a memory of something a long time ago. And there are no buttons, either, because it is happening in my head. (76)The protagonist describes what appears to be a photographic memory like no other. He sees the world slightly differe ntly to others, but creates a creative comparison. However, he claims that he is not clever, and that â€Å"[he] just [notices] how things are, and that [is not] clever† (25). In addition, he even has some out of the ordinary talents. For example, he knows â€Å"all the countries of the world and their capital cities and every prime number up to 7,057† (2). Clearly, he is gifted at math and is even preparing to take the math A level exam, which he later receives an â€Å"A† grade on. When considering an issue or problem, he always uses logic and mathematics to answer his questions. Christopher comments how â€Å"sometimes things are so complicated that it is impossible to predict what they are going to do next, but they are only obeying really simple rules† (102), when discussing how to decipher the population of animals. He comments to his readers how when theta â€Å"is greater than 3.57 the population becomes chaotic†¦proving that people can die for no reason whatsoever, just because that is the way the numbers work† (102). Some things that would appear very complex to the average individual is simple for Christopher, as he uses his mathematics background and logical reasoning to come to conclusions, highlighting his intelligence.Mark Haddon has a coming of age, maturation, theme running through his text. Christopher has to live with his disabilities, and at times, those problems can get in his way. Throughout the text, the protagonist shows a growth in maturity in the sense of becoming more independent and self-sufficient when dealing with his mental and behavioral disabilities. At the start of the text, Christopher has to deal with his idiosyncrasies, especially his fear of having people touch him. Towards the end of the text, when he is with the police officer, he has obviously not conquered his disability, but he recognizes that he has one. He tells the cop, â€Å"You mustn’t touch me†¦because I got a caution for hitting a policeman, but I didn’t mean to hurt him and if I do it again I’ll get into even bigger trouble† (150). He knows that if the policeman grabs him that he will become overwhelmed and would react negatively. Recognizing his weakness, he warns the police officer, a sign of maturity. At the start of the text, Christopher has to rely a great deal on other people, and has much insecurity about talking to others. He admits to himself his insecurities though saying, â€Å"It takes me a long time to get used to people I do not know† (35). Recognizing his faults is a large part of handling them more effectively. When he wants to go to London to live with his mother, Christopher takes matters into his own hands, and does not rely on his father for help. Showing independence, he gets himself to London in one piece. In addition, Christopher has a hard time emotionally. He finds it challenging to feel sad. When he tells his readers that his mother is dead, and that Mr. Shears is no longer around, Boone comments how â€Å"feeling sad about something that isn’t real and doesn’t exist†¦would be stupid† (75). However, later, when he finds out that his mother has really been alive for years â€Å"[he] feels sick† (112). He was incredibly upset by what his father had done. Christopher is maturing because he is overcoming the disability that is standing in his way. At the end of the text, Christopher has more self-confidence and believes in himself. He comments, â€Å"I went to London on my own, and because I solved the mystery of Who Killed Wellington? and I found my mother and I was brave and I wrote a book and that means I can do anything† (221). Over the course of the text, the protagonist became more independent, gained maturity with his disabilities, and became more self-confident overall. A coming of age theme is clearly prevalent in Haddon’s text. Bravery is another theme in Mark Haddon’s novel. Because Christopher Boone has a disability, many people do not understand him or have patience for him. He is called as â€Å"mad as a fucking hatter† (184), and can sometimes be truly alone in the world. Having to rely on only himself requires bravery because it can be difficult. Once he discovered that his father had murdered Wellington, he became worried that his father could murder him. â€Å"[He] had to get out of the house† (122) and find a way to get to London by himself, something he had never done before. This would be a challenging task for a normal teenager, let alone someone with special needs. He â€Å"had never been anywhere apart from the shop at the end of the road on [his] own† (129), so traveling to London was quite the feat for him. â€Å"The thought of going somewhere on [his] own was frightening† to him (129). It required a lot of bravery for him to trek out into the unknown. Christopher described it †Å"like stepping off the cliff on a tightrope† (145), but he just attempted to stay calm, taking â€Å"lots of deep breaths† (137), which made it less painful for him. His mother knows what a feat this was for her son, commenting to him, â€Å"You’re very brave† (193). He conquers his fears and makes it to London safely, displaying the upmost bravery, a theme prevalent in Haddon’s text. Through The Curious Incident of the Dog in the Night-time, Mark Haddon presents the themes of coming of age and bravery. The story describes Christopher John Francis Boone’s adventures as told by him. The protagonist, Christopher, wrote the book as a murder mystery, describing his investigation of the killing of Mrs. Shears’ dog, Wellington. However, as he tells his story, the reader gets a clearer picture of Christopher’s life, learning about his mother and all of the secrets present within his family. Christopher Boone has some mental and behavi or problems. Throughout the text, he has to struggle with his own issues as he investigates the murder of the poodle and searches for his mother. The protagonist overcomes the obstacles in front of him and by the end of the text, realizes that he can do anything if he puts his mind to it – a valuable lesson for any reader.

Jean Piaget s Theory Of Cognitive Development - 1641 Words

Jean Piaget (1936), was a developmental psychologist from Switzerland. He was known to be one of the first psychologists to study cognitive development. His contributions include an in depth theory of cognitive child development. His studies include many detailed child observations and a series of simple but ingenious tests to reveal a child cognitive abilities. Before Piaget’s theory of development many psychologists believed that children were just less competent thinkers then adults. Piaget argues that this was in fact incorrect and children just thought differently to adults (simplypsychology.org). Piaget argued a child’s cognitive development occurred in four distinct and separate stages. The first stage was the sensori-motor stage†¦show more content†¦To test his theory of ego-centrism, Piaget and Inhelder (1956) developed a task known as ‘The Three Mountains Task’ (Berk, L 2012). The aim of this study was to find out what age a child is no longer ego-centric. The method used in this task was to ask children aged between 4 to 8 years to sit at a table with a model of 3 mountains placed in front of them. The model also showed a house, snow, bushes and a red cross. The children were asked to walk around the model and look at it from every angle. They were then asked to sit down. A doll was then place on the opposite side of the model to the children. The children was then shown 10 photographs of the model taken from different angles and asked which card showed the view of the doll. Piaget believed that if the child picked out the correct child they were not ego-centric. After completing the task Piaget and Inhelder found that the children aged 4 always chose the card that matched their own view. The children aged 6 were able to show some awareness of alternative perspectives. It was only the children aged between 7 and 8 years that could pick the correct card every time. Piaget concluded that ego-centrism ended at the age of 7 years (simplypsychology.org). It is also during the pre-operational that a child cannot develop or understand centration. This means they lack the ability to concentrate on more than one part of a

Negative Impact Of World Bank Structural Adjustment Program

NEGATIVE IMPACTS OF WORLD BANK’S STRUCTURAL ADJUSTMENT PROGRAM (SAP) IN GHANA INTRODUCTION: Writing about the negative impacts of The World Bank Structural Adjustment Program in Ghana, my country of origin is something I can do with my eyes closed, because being an ordinary Ghanaian, born and raised in Ghana, I do not need a research to know what these institutions have done to the developing countries they impose their ill intended programs on. Even the blind can feel hunger, lack of access to good health care, high tariffs on basic utilities such as electricity and water which is as a result of privatization. This paper is going to highlight on the negative impacts of the World Bank’s sponsored Structural Adjustment Program implemented by the government of Ghana from 1982 to 2008. 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Aung San Suu Ki free essay sample

After Aung San Lins death, the family moved to a house by  Inya Lake  where Suu Kyi met people of very different backgrounds, political views and religions. Suu Kyis mother,  Khin Kyi, gained prominence as a political figure in the newly formed Burmese government. She was appointed Burmese ambassador to  India  and  Nepal  in 1960, and Aung San Suu Kyi followed her there, she studied in the Convent of Jesus and Mary School, New Delhi and graduated from  Lady Shri Ram College  in New Delhi with a degree in politics in 1964. Suu Kyi continued her education at  St Hughs College, Oxford, obtaining a B. A. degree in  Philosophy, Politics and Economics  in 1969. She worked at the  United Nations  for three years, primarily on budget matters. She earned a PhD at the  School of Oriental and African Studies,  University of London  in 1985. She was elected as an Honorary Fellow in 1990. We will write a custom essay sample on Aung San Suu Ki or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For two years she was a Fellow at the Indian Institute of Advanced Studies (IIAS) in  Shimla, India. She also worked for the  government of the Union of Burma. Coincident with Aung San Suu Kyis return to Burma in 1988, the long-time military leader of Burma and head of the  ruling party, General  Ne Win, stepped down. Mass demonstrations for democracy followed that event on 8 August 1988 ,which were violently suppressed in what came to be known as the  8888 Uprising. On 26 August 1988, she addressed half a million people at a mass rally in front of the Shwedagon Pagoda  in the capital, calling for a democratic government. However in September, a  new military junta  took power. Influenced by both  Mahatma Gandhis philosophy of  non-violence and more specifically by Buddhist concepts, Aung San Suu Kyi entered politics to work for  democratization, helped found the  National League for Democracy  on 27 September 1988, but was put under  house arrest  on 20 July 1989. She was offered freedom if she left the country, she refused. One of her most famous speeches was Freedom From Fear, which began: It is not power that corrupts, but fear. Fear of losing power corrupts those who wield it and fear of the scourge of power corrupts those who are subject to it. She campaigned again and again to instill her countries faith in democracy and impose human right . She chose nonviolent paths to reach this goal that Burma too be a democratic country. HOUSE ARREST Aung San Suu Kyi has been placed under  house arrest  for 15 of the past 21 years, on different occasions, since she began her political career, during which time she was prevented from meeting her party supporters and international visitors. PRIZES Suu Kyi received the  Rafto Prize  and the  Sakharov Prize for Freedom of Thought  in 1990 and the  Nobel Peace Prize  in 1991. In 1992 she was awarded the  Jawaharlal Nehru Award for International Understanding  by the government of India and the  International Simon Bolivar Prize  from the government of Venezuela. In 2007, the Government of Canada made her an honorary citizen of that country; at the time, she was one of only four people ever to receive the honor. In 2011, she was awarded the  Wallenberg Medal.

Russell On Platonic Universals Essays - Ontology, Universal

Russell On Platonic Universals The consideration of Platonic universals consequently rouses controversy among philosophers. Thinkers like Bertrand Russell and Thomas Hobbes contribute reflective explanations for the undeniable usage of question-begging ideas in language and thought. While the deliberation of Platonic universals might seem to be fruitless and, at best, obscure to the layperson, it does function as a critical foundation for metaphysics and epistemology. Whether a philosopher agrees or disagrees with the idea of Platonic universals is irrelevant to the certain truth that he or she must form some opinion of them preceding most any philosophic endeavor. To attempt to summarize Plato's theory of universals in a paragraph would do it a great injustice but a simple, working definition of the theory is necessary to move any further. Plato's theory can be condensed as follows: A universal (or form) is an independently existing, nonspatial, nontemporal "something" known only through thought and that cannot be known through the senses; independently existing objects of thought; that which makes a particular thing uniquely and essentially what it is. In even simpler terms, a universal would be something like the "redness" of an apple. According to Plato, the red quality of the apple must exist because the apple is red. But"redness" itself isn't a tangible thing that can be directly experienced with the senses. You cannot produce "red" itself, only things that are red. But it is not only the fact that an apple is red that distinguishes it from other objects in the world. In addition to its "redness", an apple is an apple. An apple is not a pear. The quality unique to the apple is its "appleness". Thus, by appealing to the Platonic universals one can make a distinction between an apple and a pear, or all other things in the world. I. Thomas Hobbes' Nominalism Plato concluded that universals must actually exist. That is, that when "appleness" is appealed to, something ?out there' provides classification for the thing in question. This was (and still is) a radical notion that demanded explanation and was highly susceptible to criticism. Among those critics was Thomas Hobbes, a 16th Century social and political philosopher. In his work, The Leviathan, Hobbes argued that thought is a purely material event and that universals are just a result of language. Hobbes was a nominalist. Nominalism is the view that there are no universals over and above particular individuals2. For Hobbes, one of the answers to the question of universals could be found in the commonality of things. For instance, if a rock and a table are both hard, it is not because we refer to a universal, "hardness" for them, it is because we use the word "hard" to describe both of them. Another point made by Hobbes was that humans place things into categories in order to satisfy certain needs. Heimir Geirsson made a good analogy of this idea in his Metaphysics textbook, Beginning Metaphysics. He uses a weed for the analogy: A good example of this is the term "weed," which is defined as a plant that is not desired or cultivated by human beings and grows profusely. This is not a natural species that would exist even if human beings had never decided to classify some plants as "weeds." Many human beings are interested in having a special category for plants they don't like and that grow abundantly, and they create that category for plants they don't like, and they create that category with that name and definition. If human beings had not worried about weeds, then there would be no weeds. Of course, there would still be plants that we now call "weeds," e.g. dandelions and crabgrass, but they would not be weeds. Whether or not there are weeds depends on human beings classifying these plants as weeds.2 Geirsson's analogy is an interesting one because of the question it evokes. Why aren't all definitions like that of the weed, i.e., human classification? Hobbes thought that they were. For Hobbes, there were no real universals. Those things, which we refer to as universals, are simply created by humans out of a need to organize the world. II. Bertrand Russell on Platonic Universals Bertrand Russell attempted to defend the theory of Platonic universals. In order to do this he first thought it necessary to distinguish between universals that were qualities of things and those that were relations between things. The most practical way to separate qualities and relations is to understand them through their linguistic functions. Adjectives and common nouns express qualities or properties of

Impact of Testing Research Paper

Impact of Testing Research Paper Introduction The government of the United States of America is charged with among other roles the responsibility to ensure that its citizens receive adequate services. Such include good health care and education. Special emphasis has been to these two sectors since they are the backbone of the economy. Provision of quality education to students makes the country achieve significant progress. This is because when people study they are able to get jobs and thus become independent. This further ensures that poverty is eradicated before it takes a toll on the nation. The educated group of citizens also contributes to nation building through useful engagements other than engaging in malicious activities such as theft. They are able to provide labor in the various sectors; both government and private. Federal Initiatives relating to testing It is for this reason that the government initiates certain decisions and policies which directly affect testing in education in the U.S.A. Testing is important because it defines the student’s level of understanding of a particular matter. The government has initiated policies to this effect since it is a sensitive matter that requires care when being administered. Testing has both advantages and disadvantages. Such initiatives include the No Child Left Behind initiative, adequate yearly progress and FCAT in Florida (Wilberforce, 2005). The No Child Left Behind Act The no child left behind initiative that came to place through an act of the congress. The initiative upholds that high standards be established so as to establish quality education delivered to students. The initiative has seen increased funding go towards education. The initiative further maintains that adequate yearly progress be performed on the students in the course of their education. This refers to the use of standardized tests which are then used to determine how every school performs. The Florida Comprehensive Assessment Test The Florida Comprehensive Assessment Test is yet another initiative aimed towards helping boost performance in schools. The Bureau of K-12 Assessment is responsible for the assessment of students using these tests. These assessments provide useful information about students learning in Florid. This is as required by law (Wilberforce, 2004). Adequate yearly progress This is a measurement by the United states Department of Education. It analyzes how every public school and school district performs. This is done through administration of certain tests which are standardized. Private schools however do not conduct adequate yearly progress Policies to incorporate the admission tests These are tests used in the process of admission at elite/ private school. It also includes admission to colleges and universities. These are used as a prediction on how likely a student is to succeed in academics. The National assessment of Education progress policies This is an assessment carried out at national level and is used to find out the level of development of a student n his progress academically. This assessment is important since it gives statistics to the government and other stake holders in how the students are performing academically. Elementary and Secondary Education Test This amendment was made in 1988. This test is issued to students to test their ability academically when placed on the same conditions. All students therefore take the same test. General Education development test policies. This test is developed by the American Council on Education. The test is done by students as individuals. A certificate is issued to graduands to this effect. California Achievement Admission Test legislations These legislations led to the establishment of the National standardized examination for grades K-12. It tests the achievements of a student. The service is available all year round. Negative Impact of Testing on Learning in the Classroom Testing is known to have certain disastrous effects on students and schools generally. The students may for example suffer emotionally when preparing for examinations. This is because tests are used to gauge a student’s ability and his or her understanding of scope. This makes the student feel anxious and at times suffer from fear of failure. The student certainly knows that by failing that examination, he will not proceed to the next level and may suffer scorn. The feeling of fear and emotional insecurity is worse during the examination period. Cases have been reported in the past of students who faint in the examination room as they sit for their examinations. This depicts a feeling of fear in the student (Watson, 2011). The method of testing students is in itself not sufficient. Using testing as a method of condemning a student to fate is not sufficient at all. If we take an example of a student who has all the years been good academically then he or she fails to perform in the last exam, it is unfair to say that the student is not fit to proceed in the next level. The parameters of measuring his or her ability in this case can only be termed as flawed and without basis. It is important that a different method be used other than just administering tests otherwise the real meaning of education will fade away sooner than later (Luckzak, 2005). The method of testing also encourages cramming among students. Students read voraciously putting a lot of effort and spending time in the library just to pass exams. The true meaning of education is lost whereby it is supposed to produce all rounded students who can work with results. Students who cram to pass examinations therefore get it wrong because they lose out on important bits. Such is what would have made that student to be among the top professionals who can possibly be there. Testing is also insufficient since teachers teach to the test. Teachers want their students to pass examinations not because they want them to fit in their profession well but because they want them glory to come back to them (teachers). This makes testing lose the meaning it was intended for since teachers end up leaking the exam to the students and some even teaching it in class. The process of leaking examinations to students and them being given the same examination is actually a contravention of ethics. Teachers who leak tests to the students do it oblivious of the fact that these students are becoming wasted. Standards of unfairness are at times also exercised by teachers in the process of marking. Some teachers intentionally fail students in their exams simply because they failed to conform to a favor they possibly wanted. This again makes testing lose the intended meaning. Such students end up failing not because they are poor in that particular area but because the teacher f elt they should not pass that particular exam (Afflerbach, 2007). How Testing Influences School Funding Tests are also used by schools as a means of extorting money. They charge very high examination fees to cater for the tests and thus end up exploiting parents. The method has therefore faced a lot of opposition from parents who feel it is a petty fraudulent scheme. To add salt into injury the money received is sometimes not properly accounted for (Paul Watson, 2011) The schools are supposed to administer test which will depict how the students have been performing. The government then uses this analysis to determine how much it will give to schools. Where improvements are not made, the schools receive reduced funds. They are also given alternative punishments which make the people concerned to be more accountable. Testing as a disadvantage to non-performing schools The method of testing also discourages schools that fail to do well. This is because the schools feel they are being sidelined in terms of performance. This is especially so where the performance of different schools compared. The performance index of different schools is compared and ranking is done accordingly. This may discourage the schools at the bottom while the students feel like they are not good enough (Pearson, 2001). Effect of testing on teachers Testing gives undue pressure to the teachers who are required to mark and give timely reports. A class that does not do well in the tests may also demotivate the teacher who may feel like he or she did not teach well. This could however not be the reason why the students did not perform well. They probably did not do their part. The teacher may however be blamed by the school administration for the poor performance (Pearson, 2001). Testing is also a disadvantage in the sense that it leads to less funding to poorly performing schools. Such schools appear as if they have been sidelined which is often interpreted as unfair to them. Effect of Testing on parents Testing may have certain effects on parents. For the students who fail to do well, their parents may feel the students did not put in as much effort as required. Some may go to the extent of punishing their sons and daughters in schools while others may feel they are wasting money paying for school fees. Wrangles are common between children and their parents over poor performance while in school.