Notion Of Houses Essay Example | Topics and Well Written Essays - 500 words

Notion Of Houses - Essay Example As an initial matter, the concept upon which I place the greatest value is education. Without an education, without knowledge and experience, I am what my father refers to as an empty house. Education, as my personal value, is not intended to be defined too narrowly; quite the contrary, I envision education as encompassing facts and experiences. It is learning how to socialize with different kinds of people as well as learning about facts. It is as much about learning about my limitations, whether physical or emotional, as well as learning about philosophies and the hard sciences. Curiosity is one of my motivations and a desire to live my life purposefully is another. We learn every day if we are aware of the opportunities, and in this way, education is something which permeates our lives. I can't think of a greater value to be passionate about.Related to my choice of education as my greatest value is my continuing passion to learn in different settings. To be sure, most people assoc iate education with formal educational settings. They think of desks, and classrooms, and exams. This is certainly one type of learning setting but is hardly the only set of which I am passionate about. My passion is to visit lakes and ponds, to examine artifacts and relics in museums, and to meet people both young and old. Each experience furnishes the house to which my father alluded, making it more beautiful and complete, and I view broad experiences as a passion to be pursued and indulged in with passion.

Ethical Use of Tecnology in a Mordern Society Essay Example for Free

Ethical Use of Tecnology in a Mordern Society Essay As a result, there are more opportunities than ever for millions of individuals to engage with information technology in an unethical manner. This is why it is essential for the education systems and businesses to address the ethical concerns of information technology usage and to develop a practical code of ethics to prevent, or at least mitigate ,ethical dilemmas and infractions. In today’s organizations, ethical challenges relate to areas like fraud, right to privacy for consumers, social responsibility, and trade restrictions. For Information Technology (IT) specifically, these can translate to considerations on how technology is used to violate people’s privacy, how automation leads to job reductions, or how management information and its corresponding systems are used and abused for personal gain. I n the last 25 years, we have seen an overwhelming technology infusion affecting business, education, and society. Virtually all areas of our society have been transformed by the usage of technology. The change is important from an ethical perspective in terms of whose Information Technology (IT) workers are today and what their tasks are. In the 1980s, IT workers were mainly limited to technical fields, such as programming, data processing, server administration, and phone services. Today, IT workers are integrated into every department of organizations, they function globally, and they have access to a wealth of knowledge and information (Payne Landry, 2006). With the power and skills to access such large amounts of data comes with the need for ethical employees. The computer Professionals for Social Responsibility (CSPR) web site provides us food for thought when they state â€Å"Technology is driving the future, the steering is up to us†¦. nd we need every hand at the wheel† (Computer Professionals For Social Responsibility, 2007). So how do we prepare for taking the wheel as an individual working with Information Technology (IT) or Information Systems (IS)? A broader view of social responsibility is coming into focus; it is one that incorporates some real Information Technology (IT) flash points. Issues that have long been concerns of corporate technology managers, including security, privacy, and intellectual property, are increasingly understood as matters of ethics and good citizenship. This perspective is far from universal. The research of CIO (Chief Information Officer), a leading information technology trade journal, shows that while IT managers are very aware of â€Å"the larger effect of technology on people’s lives,† nearly half those surveyed say IT pros are â€Å"not very concerned† about it (Cones, 2008). This more global understanding of technology’s powerful role in society is not new. Computer Professionals for Social Responsibility, an organization which deals with related issues, was founded in 1983. Much has been written on technology’s impact on the way we live and work, including musings on the moral aspects of a wired society. But the sense that these issues encompass the day-to-day operations of corporate IT appears to be gaining popularity. According to Donald Amoroso, chair of the computer science and information systems department at Kennesaw State University in Georgia, it is a piece of the maturing of information technology. As the job becomes less about the technology itself and more about the information Age, the definition of responsible corporate citizenship changes too. Social responsibility has to do with being a good person in different parts of the community,† Amoroso says. It determines how you will function and do your job in a societal sense, not just as part of the community you do philanthropy with† (Cone, 2008). At the 2007 conference of the Information

Measuring Responses of Spinach Leaves in Various Light Waves

Measuring Responses of Spinach Leaves in Various Light Waves Photosynthesis: Measuring the responses of Spinach Leaves in various Light Waves Abstract The object of this study was to measure the amount of Spinach Floating Disks in each of the petri dishes per each experiment set. The experiment was measured by using 100 mL of a 0.2% solution of Sodium Bicarbonate NAHCO3 that was poured into each of the three petri dishes for the two experiments. The 1st experiment tested Carbon Dioxide (CO2) levels created from Sodium Bicarbonate (NAHCO3) in this experiment as to test the hypothesis in comparison to that of Oxygen (O2) to determine as one level increases so will the other. In the 2nd experiment used the working hypothesis which stated that the red dye that simulates the red light spectrum will produce more photosynthesis than that of the blue, whereas green will produce very little if any. Outcomes of the 1st experiment showed that light-dependent photosynthesis reacted to the heat lamp producing more oxygen. Respectively, the red dye had a 100% effective rate of photosynthesis and oxygenation. Introduction According to the Laboratory Investigations for Biology, 2nd Ed. The process of photosynthesis can be summarized in the equation below (John, 2016). Chloroplasts 6CO2 + 12 H2Oà ¯Ã†â€™Ã‚ ¨C6H12O6 + 6H2O + 6 O2 By definition photosynthesis is the process in which some organisms and plants use sunlight to create food from carbon dioxide or CO2 and water or H2O. The products for photosynthesis can be described as the use of carbon dioxide with water to make glucose. A sugar that plants use as a source of food or convert to starch and is stored. A byproduct of this process is oxygen (John, 2016) and (Freeman, et al., 2017). There are two phases in photosynthesis. The 1st phase is known as the light dependent reaction phase. This phase requires a chemical process to occur where the pigment chlorophyll absorbs light energy. It then, in turn use high-energy bonds of ATP and NADPH molecules to complete the process. The 2nd phase of photosynthesis is called carbon-fixation process. This phase does not require light because the energy has already been captured (John, 2016). This phase is similar to the 1st phase in which ATP and NADPH are being used except this process uses carbon dioxide to make glucose. According to (Freeman, et al., 2017) glucose is a simple sugar that is a six-carbon monosaccharide and is the major source for plant food. As stated previously plants can turn glucose a carbohydrate into starch for later use or to reinforce cell walls of the plant. The photosynthesis process as a whole takes place within the chloroplast. Chlorophyll, the green color of plants is a pigment that uses enzymes and other molecules which are required for photosynthesis (John, 2016) Carbon Dioxide (CO2) levels created from Sodium Bicarbonate (NAHCO3) in this experiment is the hypothesis being tested in comparison to that of Oxygen (O2) to determine as one level increases so will the other. If the least amount of diluted NAHCO3 was used up, then the Spinach Leaf will not produce large amounts of Oxygen. This experiment is measuring various strengths of NAHCO3 as the independent variable. Other variables not recorded would include room temperature, the size of the sample, and the health of the plant. In this case the number of the disks floating in the solution is the dependent variable. For this experiment ten punched Spinach Leaf Disks were used for testing purposes. The more oxygen released from each of the disks increases the ability of the disk to float to the surface of the petri dish. This process works because the liquid is being replaced with gaseous compound and regains it buoyancy. For this experiment light was used as the control. According to (Yao, et al., 2017) the increase in photosynthesis rate correlates with the intensity of the light being used. It is also mentioned that a light that is too intense can reduce the photosynthesis rate. Which facilitates an important goal of finding the optimal conditions for cultivation. As explained earlier, the level of development of the chloroplasts is directly affected by photosynthesis. (Yao, et al., 2017) explains that this directly affects the rate of growth of a plant and have different identifying markers under varying light intensities. Leaf morphology which shows plasticity is a reflection of this, where under weak light conditions an experiment on eggplants has shown a specific decrease in of the Datura according to (Mao et al. 2012) taken from (Yao, et al., 2017) in an expanded report on Effects of light intensity on leaf microstructure and growth of rape seedlings cultivated under a combination of red and blue LEDs. (Farquhar and Sharkey 1982) of the same report by (Yao, et al., 2017) caution high-light intensity can cause serious oxidative damages and destroy the photosynthetic system to leaf tissues. Using the determined information from (Yao, et al., 2017), in this lab the experimenters created a unique experiment not to dissimilar from the Effects of light intensity on leaf microstructure and growth of rape seedlings cultivated under a combination of red and blue LEDs. To simulate the light wave spectrum of the Red, Blue, and Green (RGB) the experimenters used food coloring to dye the solute. Where the working hypothesis state that the red dye that is used to simulate the red light spectrum will produce more photosynthesis than that of the blue, whereas green will produce very little if any. The dependent variable will again be the number of floating Spinach Leaf Disks. The independent variable in the unique experiment are the various colors being introduced with the heat lamp for light as a form of light spectrum. The control will be the heat lamp. Replication of this experiment will be conducted by the team of experimenters next the unique experiment station in this report. In this experiment if the red manipulated spectrum of light produces the most oxygen then the other independent variables blue and green will produce little to no oxygen. Methods       According the lab manual by (John, 2016); The experimenters were to conduct three separate light tests to determine oxygen production if any which will cause the Spinach Leaf Disks to float. 100 mL of a 0.2% solution of Sodium Bicarbonate NAHCO3 was poured into three petri dishes. The first test measures the amount of floating disks in a light devoid room. In this case the petri dish with ten disks was placed in a drawer as to keep any light from disturbing the experiment. This part of the process is known as the 2nd phase or carbon fixation as mentioned in the introduction of this paper. The second test uses natural room light, or fluorescent tube lights to measure the amount of floating disks. Using a second set of 10 disks in a petri dish the experimenters allowed ample amounts of room light to expose the disks in order to measure the 1st phase in photosynthesis, light-dependency. The last and final test of the three experiments measures the amount of floating disks under a heat lamp. The experimenters waited 30 minutes for each of the experiments before gauging results. Following the lab manual by (John, 2016) for the unique experiment, the testers duplicated the three test process for step three only. Still measuring the amount of floating disks, the experimenters added the RGB dye to each one of petri dishes. Again the 100 mL of a 0.2% solution of Sodium Bicarbonate NAHCO3 was poured into three petri dishes. Each of the three petri dishes were left exposed to heat lamps for 30 minutes. Results The experimenters evaluated each of the initial three tests under three different conditions. Complete darkness, natural light, and under a heat lamp. Phase 1 of photosynthesis consisted of light dependent plants. Plants grown under natural light served as the control. As identified in (Table 1), the control or natural light did not produce any floating disks. While under increased light, the heat lamp the Spinach Leaf Disks thrived and photosynthesized to the extent of 100% of expected results. Phase 2, or the Carbon Fixation process which does not require light had no effect. Carbon Fixation of the plant did not store enough energy to start photosynthesis. In the unique experiment phase 2 was not conducted. The results of the unique experiment that was tested in three different color spectrums; RBG is listed in (Table 2). Predominately the synthesized red spectrum of light produced the most results of the three colors tested. Table 1 Results of Subjecting Spinach Leaf Disks to Different Light Conditions Light # of Disks Floating % of Disks Floating Dark 0 0% Room Light 0 0% Under Lamp 10 100% Table 2. Results of Subjecting Spinach Leaf Disks to Different Color Spectrums Color # of Disks Floating % Disks Floating Red 9 90% Green 3 30% Blue 5 50% Discussion In experiment one carbon dioxide (CO2) levels created from sodium bicarbonate (NAHCO3) in this experiment was used as the hypothesis that was being tested in comparison to that of oxygen (O2) to determine as one level increases so will the other. The hypothesis was accepted in this experiment. As was predicted, the more light that was exposed the more oxygen would be produced which would cause the disks to float. Sources for error in this experiment would include improper set up of the vacuum flasks conducted by the previous lab experimenters. Other errors would include bad sampling techniques of the Spinach Leaf Disk. More time in this experiment would improve or give more accurate results for photosynthesis. It would allow a greater measure of values from the experiment. Also conducting multiple sets of the same experimented in order to gain and average ratio to gauge success or failure. In this experiment the learned outcome was that photosynthesis works in two ways. The 1st is light-dependent photosynthesis and the 2nd was carbon fixation. Secondary outcomes learned in this experiment are that different light spectrums produce different results. Where red would produce more oxygenation that blue or green which produces little to no oxygen. In the Unique Experiment the working hypothesis stated that the red dye that simulates the red light spectrum will produce more photosynthesis than that of the blue, whereas green will produce very little if any. Limitations and error of this experiment will include the same listed above in the 1st experiment as well as how little or how much dye is used in the testing of the light spectrum. With greater time and multiple test of the same experiment averaged values could be derived from the test to give a more accurate result. Cited References John, D. (2016). BSC 2010L Laboratory Manual USF St. Petersburg (1st ed.). Boston MA: Pearson Custom Library. Freeman, S., Quillin, K., Allison, L., Black, M., Podgorski, G., Taylor, E., Carmichael, J. Biological science (6th ed.). Hoboken: Pearson Higher Education, [2017]. YAO, X. (2017). RESEARCH ARTICLE: Effects of light intensity on leaf microstructure and growth of rape seedlings cultivated under a combination of red and blue LEDs. Journal of Integrative Agriculture, 16(1), 97-105.

Gender Segregation and Discrimination in CTE :: Females Women Discrimination Essays

Gender Segregation and Discrimination in CTE The Traditional Reality The CTE system before Title IX has been characterized as traditionally dominated by gender segregation and discrimination (National Coalition for Women and Girls in Education 2002). In many cases, females were denied entry into training programs for higher-wage, traditionally male, industry and technical occupations. Gender stereotyping in guidance and counseling practices and materials, bias in teacher practices, and harassment by other students discouraged nontraditional enrollment by females and in practice restricted CTE opportunities for females to lower-wage, traditionally female, health and cosmetology occupations. In short, systematic practices and expectations steered females into home economics and away from shop or auto mechanics. In the long run, the most damaging consequence of such gender bias was to limit females' access to the benefits of CTE—the living wage that provides females the same economic self-sufficiency that males have long enjoyed. The Continuing Reality Unfortunately, CTE is still characterized by pervasive gender segregation and discrimination (National Women's Law Center 2002). Thirty years later, there are still striking gender disparities in guidance and counseling practices, in CTE program enrollment, in the level and quality of classes available in traditionally male and traditionally female CTE programs, and in the wages earned by female and male CTE graduates. An interesting comparison of two surveys (reported in Gloeckner and Knowlton 1995-96), one in Montana in 1980 and another in Virginia in 1995, illustrates a large, enduring gender gap in a critical CTE program area: . In Montana in 1980, females accounted for half of enrollment in only one high school technical education course—51 percent of Graphic Arts students were female. Female enrollment was less than 10 percent in all other high school technical education courses. . In Virginia in 1995, only one high school technical education course, Communications Technology, had about 50 percent female enrollment. In the 32 remaining high school technical education courses, female enrollment was less than 15 percent in 27 course and less than 10 percent in 17 courses. . In 1995, Virginia students explained gender differences in terms that could be considered classic for CTE. Females and males both perceived technology education classes as "guy" classes; females perceived technology education classrooms are dirty, hence unfeminine.

Portrayal of Marriage in Wuthering Heights and Scarlet Letter Essay exa

â€Å"The convention of marriage is portrayed as a force which is detrimental to characters achieving their desires† Set in the North of England, the convention of marriage is prominent in Victorian society. This is shown as very detrimental to many characters in Brontà «Ã¢â‚¬â„¢s ‘Wuthering Heights’ leading to marriages in which, neither the bride nor groom know each other well enough to spend their lives together, causing a breakdown of their relationship and pain for surrounding characters. Brontà « shows that, without love, a marriage is unable to function and prevents those involved from achieving their desires. In ‘Scarlet Letter’, Nathaniel Hawthorne proves to the reader that an unfortunate marriage can lead to adultery, revenge and unhappiness, caused by traditional conventionality. Catherine’s marriage to Edgar Linton is motivated by her desires to advance socially causing severe emotional damage for herself, Linton and of course, Heathcliff, who feels total adoration towards her. The force of conventionality is shown by Brontà « here, as although Catherine is so powerfully in love with Heathcliff and has such intense feelings towards him, she marries Linton instead, with whom she shares nothing like the love and connection that she has with Heathcliff. Brontà « not only shows here the faults within Catherine’s character but also the problems within society at the time, that money and status are most important in finding a husband. Heathcliff views this marriage as betrayal, bringing out the worst in his character as he dedicates his life to planning revenge. By denying herself union with Heathcliff she causes herself and Heathcliff deep emotional pain. The convention in Victorian society of marriage being a way of advancing socially ... ...as an obligation, where you were unable to choose your husband or had to choose for financial stability rather than love and companionship. The Church at the time of the setting was highly condemnatory against sin, most particularly in this case where a woman betrays the contract of marriage as men were seen as the most important and respect worthy in a marriage with women treated as second class citizens. In conclusion, one can see that in both novels the idea that the convention of marriage can cause many problems and can overall be detrimental to characters achieving their desires as in Wuthering Heights we see the torment of characters whom the marriage has caused pain and we also see the damaging effects of marriage in The Scarlet Letter as we see Hester’s love life shatter as she breaks the bond of marriage that was so sacred in the 17th century by adultery.

Living with Damage to the Hypothalamus Essay -- Brain Neurology Medica

Living with Damage to the Hypothalamus Living with some-one who has a tumor or lesion; caused by an accidental trauma to the head, a stroke or a penetrating projectile, ect., can affect many aspects of normal life. Damage to the hypothalamus can produce many different problems in the body. According to James Kalat; the hypothalamus is a small area near the base of the brain just ventral to the thalamus. It has wide spread connections with the rest of the forebrain and the midbrain. The hypothalamus contains a number of distinct nuclei. Partly through nerves and partly through hypothalamic hormones, the hypothalamus conveys message to pituitary gland, altering its release of hormones. Damage to a hypothalamic nucleus leads to abnormalities in one or more motivated behaviors, such as feeding, drinking, temperature regulation, sexual behavior, fighting, or activity level (Kalat, 2004). Some of the most predominant diseases that affect the family and the home life are; neurophysical diseases, adenohypophysical diseases, and other hypothalamic syndromes. The most common neurophysical diseases affected by damage to the hypothalamus are: Diabetes Insipidus, (SIADH) Syndrome of Inappropriate ADH Secretion and Cerebral Salt Wasting. Adenohypophysical diseases include: Panhypopituitarism (Simmonds Disease), abnormalities in growth and Cushing Disease and Cushing Syndrome. Other Hypothalamic syndromes that would affect family life include: Precocious Puberty, Adiposogenital Dystrophy (Froelich Syndrome), disturbances in regulation of temperature, appetite and sleep, lastly the Pineal Gland and Melatonin (Bostrom, 2003). The Hypothalamus serves as the â€Å"head ganglion† of bo... ...ontributing to a healthy relationship. Open communication may help family members deal with feeling of guilt, self-esteem, anxiety, and empathy towards the victim. Also, support for the spouse in planning the patient’s care regarding the specific issues and problems is extremely important for both parties. References Boller, Francois. (1982). Sexual Dysfunction in Neurological Disorders. New York, New York; Raven Press. Bostrum, Donald. (2003). Psychiatric Nursing. St.Louis; Mosbey Publishing. Engel, Jerome., Williamson, Peter. (1997). Fundamental Mechanisms of Human Brain Function. New York; New York; Raven Press. Kalat, James W. (2004). Biological Psychology. (8th ed.).Belmont; Wadsworth/Thompson Learning. Ropper, Allen H., Victor, Maurice. (2002). Manual of Neurology. (7TH ed.). International Edition, McGraw-Hill Companies, Inc.

American Gothic as it Relates to the Industrial Revolution

A Response to Davenport's Review of American Gothic After reading an except from The Geography of the Imagination, it is clear that Wood, the creator of the world-recognized American Gothic, his included many subtle references to the way our country was changed by the Industrial Revolution in his painting. Davenport begins his enlightenment by informing us that almost everything in this painting is a symbol, whether or not it was even intended to be one.He starts off with the house pictured in the background of the painting, telling us how it was a â€Å"ready-made† house that would be dropped off in pieces and simply put together by ossibly only two men. The geometry and simplicity of the house are the characteristics that have guided him to this conclusion. He later mentions both Sears ; Roebuck as well as JC Penney, which are both commonly known as companies who took advantage of and popularized mass produced items.Another aspect of this house that Davenport introduces to h is audience is the glass windowpanes. Previously a luxury item, the fact that this common farmhouse now has a glass plane is an example of how the Industrial Revolution made certain less attainable items from the previous century, such as glass, as common as the spectacles on the armer's face. Moving on to the characters portrayed, Wood has included many more references to mass production of new ideas such as buttonholes, clothing that came â€Å"ready-to- sew' including: fabric, patterns, and thread.The farmer's overalls are also a depiction of a new fabric, denim, that was popularized for its economy at this time. Even their positions are reminiscent of the Brownie Box Camera and the farmer's stance with his pitchfork which references that of Egyptian warfare. The implication of a cotton mill, dye works, and a roller press is a complicated ass of production and assembly lines that Davenport shows us is hidden behind something that appears so common to us: a curtain.A quick look i nto the buttons seen throughout the painting gives us a tour of the world, pulling into the railroad and ocean-crossing boats that made these simple circles important. Overall, Davenport tells his readers that he is not certain of Wood's intent, but regardless of the nature of the piece, he has left us many decipherable clues as to how our culture evolved during the Industrial Revolution. American Gothic as it Relates to the Industrial Revolution By rebeccachristensen92