Pp Lab Report Digestion Sample

Pp Lab Report Digestion Paper Dependent variable. Amount of bile acids in solution amount of fiber in meal gesture in meal, size of meal particles, calories and nutrients in meal 4, Name the type to method used to measure transit time. Radiophone 5. Name the type of method used to measure the amount of bile acids in solution. Spectrophotometer Results Table 3. Effect of Fiber on Transit Time Number of Markers in Stomach Subject 1 Subject 2 Subject 3 Average percentage of the total markers Standard diet Minutes after markers ingestion. Number of markers present. 60 min 180 min 240 m in Insoluble fiber-rich diet 240 min 21 Soluble fiber-rich diet 10 19 Laboratory Report/ Hope Schaller/ Effect of Dietary Fiber on Transit Time and Bile/ Dry. Whither / 03. 08. 2015/ Page [1] of [4] Food Transition Through the Stomach 1. For the standard meal, what is the average percentage of markers remaining in the stomach at 60 min. 180 min, and 240 min? 79, 25, O 2. For the meal with insoluble fibers, what is the average percentage of markers remaining in the stomach at 60 min, 180 min, and 240 minutes? 79, 29, 4 2. For the meal with insoluble fibers vatu is the average percentage of markers remaining in the stomach at 60 min, 180 min, and 240 min? Im Bona assume this is soluble fibers since I already did soluble? F its 83, 38, 8 4 Which meal had the greatest average percentage of markers in the stomach at 180 minutes? We will write a custom essay sample on Pp Lab Report Digestion specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Pp Lab Report Digestion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Pp Lab Report Digestion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Editing Your Medical School Personal Statements

Editing Your Medical School Personal Statements Medical school personal statements can be extremely arduous and complicated essays to compose. That is why I recommend that anyone planning to apply to medical school secure the services of a professional admissions essays editor to help. A reliable professional admissions essays editor can help make the overall writing process much easier, and can assist you in making your final product a true work of genius. Contrary to popular belief, hiring a professional editor to help with your medical school personal statement does not alleviate you from having to do most of the work. As with any other written composition to whom you would submit a professional editor, your medical school personal statement must be well-organized, complete, and written to the best of your ability. It is important to remember that the job of a professional admissions essay editor is not to write your paper for you, but rather to proof and correct your efforts. Finding a professional editor to assist with your medical school personal statement is easy with the help of the Internet. In my opinion, the easiset way to find a professional editor is to conduct an online search via a reputable Internet search engine, and then choose from the variety of results. When choosing a professional editor, make sure that he or she is well qualified and will be willing to review several drafts. Hiring a professional editor will make the task of having to write a medical school personal statement much less stressful. For help in finding an editor or if you would like additional information on medical school essays, please dont hesitate to contact me. In the meanwhile, I encourage you to take advantage of the link provided on this page. This link will direct you to an excellent online resource where you can find all sorts of admissions information.

Examining the Pros and Cons of Standardized Testing

Examining the Pros and Cons of Standardized Testing Like many issues in public education, standardized testing can be a controversial topic among parents, teachers, and voters. Many people say standardized testing provides an accurate measurement of student performance and teacher effectiveness. Others say such a one-size-fits-all approach to assessing academic achievement can be inflexible or even biased. Regardless of the diversity of opinion, there are some common arguments for and against standardized testing in the classroom. Standardized Testing Pros Proponents of standardized testing say that it is the best means of comparing data from a diverse population, allowing educators to digest large amounts of information quickly. They argue that: Its accountable.  Probably the greatest benefit of standardized testing is that educators and schools are responsible for teaching students what they are required to know for these standardized tests. This is mostly because these scores become public record, and teachers and schools that don’t perform up to par can come under intense examination. This scrutiny can lead to the loss of jobs. In some cases, a school can be closed or taken over by the state. Its analytical.  Without standardized testing, this comparison would not be possible. Public school students in Texas, for example, are required to take standardized tests, allowing test data from Amarillo to be compared to scores in Dallas. Being able to accurately analyze data is a primary reason that many states have adopted the Common Core state standards. Its structured.  Standardized testing is accompanied by a set of established standards or an instructional framework to guide classroom learning and test preparation. This incremental approach creates benchmarks to measure student progress over time. Its objective.  Standardized tests are often scored by computers or by people who do not directly know the student to remove the chance that bias would affect the scoring. Tests are also developed by experts, and each question undergoes an intense process to ensure its validity- that it properly assesses the content- and its reliability, which means that the question tests consistently over time. Its granular.  The data generated by testing can be organized according to established criteria or factors, such as ethnicity, socioeconomic status, and special needs. This approach provides schools with data to develop targeted programs and services for improving student performance. Standardized Testing Cons Opponents of standardized testing say educators have become too fixated on scores and preparing for these exams. Some of the most common arguments against testing are: Its inflexible.  Some students may excel in the classroom yet not perform well on a standardized test because theyre unfamiliar with the format or develop test anxiety. Family strife, mental and physical health issues, and language barriers can all affect a students test score. But standardized tests dont allow personal factors to be taken into consideration. Its a waste of time.  Standardized testing causes many teachers to teach to the tests, meaning they only spend instructional time on material that will appear on the test. Opponents say this practice lacks creativity and can hinder a student’s overall learning potential. It cant measure true progress.  Standardized testing only evaluates one-time performance instead of a students progress and proficiency over time. Many would argue that teacher and student performance should be evaluated for growth over the course of the year instead of one single test. Its stressful.  Teachers and students alike feel test stress. For educators, poor student performance may result in a loss of funding and teachers being fired. For students, a bad test score may mean missing out on admission to the college of their choice or even being held back. In Oklahoma, for example, high school students  must pass four standardized tests  in order to graduate, regardless of their GPA. (The state gives seven standardized  end-of-instruction (EOI) exams in Algebra I, Algebra II, English II, English III, Biology I, geometry and U.S. history. Students  who fail to pass at least four of these exams  can’t get a high school diploma.) Its political.  With public and charter schools both competing for the same public funds, politicians and educators have come to rely even more on standardized test scores. Some opponents of testing argue that low-performing schools are unfairly targeted by politicians who use academic performance as an excuse to further their own agendas.

Teamwork Essay Example | Topics and Well Written Essays - 1000 words - 1

Teamwork - Essay Example Teamwork In organizations in which cohesiveness is present within team settings the members of the team display greater motivation. These employees value the time they spend with their co-workers. There is a lower employee turnover and lower absenteeism in companies with cohesive team units. A cohesive team unit is not achieved overnight; it takes time for employees to build trust in each other. It is more likely to cohesiveness to manifest itself when group members are similar in age, attitudes, needs and backgrounds (Schermerhorn, et al. 2003, p.202). Another factor that is favorable to achieve cohesiveness is to creating small size teams. The optimum size of a team is between four and seven members (Yeatts & Hyten, 1998). When a group is too big it becomes difficult to the member to build close relationships with each other, thus cohesiveness is harder to achieve. Creating cohesiveness within a team is important, but from an organizational perspective cohesiveness is only attractive if it enables the firm to a higher work performance. A way to determine if cohesiveness is adding value to a company is by measuring the match of cohesiveness with performance norms. If a specific work team has a high degree of cohesiveness, but the performance of the team has not improved over time or has declined then it is possible that cohesiveness is having a negative impact on the work output of the team unit.

Culture and Identity Literature review Example | Topics and Well Written Essays - 2750 words

Culture and Identity - Literature review Example To understand the significance of the representations of media and the culture is also the need to examine how culture and identity is defined and how this may be affected by media perceptions or conflicts. The question of how the media changed or portrayed culture through 7/7 events can then be understood by building a sense of how culture and identity fit into a given society. Defining Culture and Identity The concept of culture and identity is one that is based on perception and the way in which one interacts within society. Identity begins with an individual and how the one person understands their own realities, experiences and expressions. The personalities, behaviours and the association which one has with others become the main attributes of identity. The concept of creating labels at an individual level becomes the main component that is associated with personality and identity and changes the way that most associate with others. This begins with the psychological relationsh ip one has to the labels and the desire to be a specific identity. This mental decision then creates an attraction to specific groups and segments in society. It is the similarities that are a part of the individual and that create a relationship to others that creates the sense of culture, or belonging to a group that has the same identity (Postmes, Jetten, 12: 2006). As the concept of identity begins to form in groups, the culture is formed with specific behaviours and ideals. Physical, mental and behavioural similarities often relate to the group that has formed and which creates a culture. However, the similarity is that each individual believes there is a similarity within themselves that is reflected in the group, either physical or through behaviour. Acculturation and adaptation combine with this at a different psychological level to create a set of relationships that can work toward the same identity. For instance, religious changes, adapting to physical presence that is exp ressed by the group and associating with mannerisms are able to add into the reflection of the culture. The conceptualization of a culture from different perspectives creates the main changes that are a part of the group (Berry et al, 303: 2006). The process of building culture becomes associated with the basis of psychological relationships which are created and the defining of behaviours and interactions which are comfortable to various individuals. The reflection that is seen then becomes a part of a minority or majority group. If the comfort is from ethnicity or race, then defined behaviours are also known to associate with this. The relationship between the individual and a segment of society becomes important in defining the way in which the individual perceives their own identity and how this integrates into the building of various groups. When looking at the definition of culture, it can be seen that individual identities that find similarities integrate to create groups and segments within a given society. Communication and Culture The concept of culture and the way in which this is expressed becomes based on various levels of communication used among groups and to show identity. The communication is not only based on the language and basic affiliation with a culture. There are also purposes that are used behind the cultural connotations and

Beowulf As Christian Allegory :: Epic of Beowulf Essays

Beowulf As Christian Allegory Beowulf’s story is somewhat of an allegory in which he is depicted as the Christ figure. The theme of Beowulf is a contrast of good and evil which is manifest in both Christian and pagan elements; Beowulf represents good, while Grendel, his mother, and the dragon represent evil. The first monster our hero, Beowulf, faces is Grendel. Grendel is said to be a descendant of Cain. â€Å"Unhappy creature (Grendel), he lived for a time in the home of the monsters’ race, after God had condemned them as kin of Cain† (Norton, 28). Cain is the son of Eve, the woman who bore sin into the world. A connection, however vague, can be made between the maternal relations of Eve and Cain and Grendel and his mother. Grendel’s mother can be considered to personify man’s fall from grace and Grendel himself might embody sin. Furthermore, the dragon Beowulf battles can be said to be a picture of Satan: â€Å"the smooth hateful dragon who flies at night wrapped in flameâ⠂¬  (56). When facing Grendel, Beowulf relies on God alone to protect him, saying, "†¦may wise God, Holy Lord, assign glory on whichever hand seems good to Him† (36). When Beowulf tears off Grendel’s arm, Hrothgar remarks, â€Å"I endured much from the foe, many griefs from Grendel† (39). It could be said that the Christian foe is sin, which causes much grief. Against Grendel’s mother, original sin, Beowulf becomes the Christian soldier. When Beowulf struggles against Grendel’s mother, God grants him a precious gift: â€Å"The Wielder of Men granted me that I should see hanging on the wall a fair, ancient, great-sword – most often He has guided the man without friends – that I should wield the weapon† (Norton, 48). This great sword is further described as â€Å"a victory-blessed blade, an old sword made by the giants†¦ the work of giants† (Norton, 47). The sword used to slay Grendel’s mother is work of her ancestral giants, who were godly until they fell from grace. â€Å"From (Cain) sprang all bad breeds, trolls and elves and monsters – likewise the giants who for a long time strove with God† (Norton, 28). Therefore, the sword was god-forged and godly. Here the hero is using â€Å"the sword of the Spirit, which is the word of God† to prevail (The Book of Ephesians 6.17, Bible). In his battle with the dragon (which may represent Satan) Beowulf is martyred, losing his life in the of the killing the dragon.

Plato’s View of Justice in the Republic Essay

Having lived an extraordinarily long life (for his time), with no consistent doctrine of belief, it has become customary to divide Plato’s writings chronologically into three periods, Early, Middle and Late. The Republic, a collection of ten books, is thought to have been written after Phaedo during the ‘middle-period’ of Plato’s life. It is during this period that Plato’s philosophy becomes his own rather than a commentary on Socrates beliefs and sayings. It is important to remember that Plato’s time was an age of constant upheaval and it is this air of upheaval and constant change that led him to focus on his societies’ failings and to put forward a structured society that puts his view of justice into practice. The main theme of The Republic is to define justice and other virtues and to put forward an idea for a Utopian city-state based on his beliefs on justice and virtue to show how these ideals could be implemented. The text takes the form of a dramatised discourse between certain characters of differing backgrounds and beliefs. The use of a dramatised debate is a useful way to demonstrate the way Plato (whose ideas are represented by the character of Socrates) would handle his sceptics. It also serves to show the development of his thought through discussion and to sceptic-proof his argument by foreseeing potential counter arguments. Plato starts demonstrating his definition by taking some popular conceptions of what justice means and whether it is better to live a just life. In book one the debate starts with a statement made by Cephalus, an old, retired self-made manufacturer. Cephalus puts forward the view that as people grow older they become more aware of religious teachings regarding retribution in the afterlife for living an unjust life and therefore monitor they’re own behaviour, in the past and present: ‘And when he finds that the sum of his transgressions is great he will many a time like a child start up in his sleep for fear, and he is filled with dark forebodings.’ He is saying that idea of justice is something that is merely a doctrine enforced by the unproven premise of damnation. If fear of an unproven afterlife is the reasoning for living a just life then the argument for justice is weak and reliant on blind faith. If an individual does not believe in ‘Hades’ or Hell then what stops him from acting unjustly? Continuing on Cephalus states ‘Wealth can do a lot to save from having to cheat or deceive someone against our will and from having to depart for that other place in fear because we owe a sacrifice to a god or money to a person’. By this Cephalus means that by having ample wealth he never had the need to be unjust to anyone. He could afford to appease the Gods with sacrifice and to keep his debts paid. This first presented description of justice is flawed. Socrates gives the following example to prove this: Suppose that a friend when in his right mind has deposited arms with me and he asks for them when he is not in his right mind, ought I to give them back to him? No one would say that I ought or that I should be right in doing so, any more than they would say that I ought always to speak the truth to one who is in his condition.’ Socrates, by Cephalus’s definition just living, was acting in a just way when he returned weapons to a maniacal friend (paying his debts). The modern day equivalent of this scenario is the United Nations returning a previously confiscated nuclear weapon to an insane and potentially violent state in full knowledge that it will be used to wreak havoc (injustice). This demonstrates that Cephalus’s popular description of justice is weak and potentially unjust! Later in book 1, When Socrates criticizes Polemarchus’ idea that man should spite his enemies, Thrasymachus puts his view forward; ‘Since the established rule is surely stronger, anyone who reasons correctly will conclude that the just is the same everywhere, namely the advantage of the  stronger’ . Using this idea Thrasymachus has declared that justice is the preserve of the strong and powerful. Justice is whatever the powerful dictate to the masses. He then goes on to state that it is the duty of the poor to rise up and take what they can from the rich. Socrates refutes all these ideas. He believes that the poor should accept the true justice that is imposed on them by the government. This is an idea that is crucial to the utopia he will later describe. Thrasymachus demonstrates a sophistic belief that injustice is more profitable to the individual than justice. By restating his belief that only the powerful have control over justice and successfully canvassing for a general consensus that rulers are fallible he shows that justice (as administered by the powerful) is ‘harmful to the one who obeys and serves’ . This in itself makes a certain degree of sense since in our own modern times we consistently see examples of ‘justice’ (as administered by the powerful) being non-beneficial to the weak and subservient. The most recently highlighted example would be the recent focus on Taliban-governed Afghanistan. Justice to the population of a Taliban controlled region meant harsh punishments and draconian, puritanical laws. This is what by European standards would be called unjust. If Thrasymachus had stopped his argument at this point then he would have contributed an important element to the definition of justice that we assume in our use of the word today, that which is morally correct. However as Thrasymachus is from a sophistic background (i.e. teacher of economics and rhetoric with especially capitalistic, profit driven motivations) he continues into a less popular (by modern standards) potential consequence of his argument, injustice is more profitable than justice. Through clever debate and reasoning with Thrasymachus, Plato (through his ‘mouthpiece’ character, Socrates) arises at the following conclusion: ‘Apparently, then, injustice has the power, first, to make whatever it arises in-whether it is a city, a family, an army, or anything else-incapable of achieving anything as a unit, because of civil wars and differences it  creates, and second, it makes that unit an enemy to itself and to what is in every way its opposite, namely justice.’ This statement shows the Sophist’s argument to be a contradiction. It is impossible for a belief to be profitable if it simply leads to dissent amongst the parties seeking profit. It is impossible for injustice to serve anyone if it is an enemy to itself. Plato points out that for a collective of individuals to act out injustice and all profit from the act there must originally be some sort of justice present to prevent them all betraying each other, an ‘honour amongst thieves’ of sorts. The argument for injustice does not end with book one and returns briefly early in book two. At the end of book one Plato is no longer refuting suggestions on the nature of justice and is no speaking in a pro-active, positive manner. He begins to start to build his own ideas of justice. He believes justice to be more profitable than injustice describing the comparison like so; ‘a just person is happy and an unjust one is wretched’ . This conclusion is reached in the p receding lines when Thrasymachus to agrees that justice is a virtue of the soul and therefore that a soul cannot perform well if its particular virtue is faulty. There is another important argument that Plato addresses in book two, where Glaucon, the youth, returns to Thrasymachus’s argument with an amendment. Glaucon asserts that it is profitable for the individual to pretend to be just but live their life in an unjust manner. The idea behind this being that the individual can appear to have the virtue of justice to others without having to be burdened with the responsibilities and constraints of living a just life. To consider all of these arguments and how they are presented would take many theses and, although relevant to this essay topic, I must move on to Plato’s own decisions of what justice is and their implementation in his polis due to space and time constraints. Plato has argued that living justly is much more superior to living unjustly because justice breeds happiness and contentment. The next step for Plato, to state and demonstrate his own positive views on justice and why it is ‘profitable’, is to describe a city-state, a polis, which is an ideal Utopia where all citizens live in harmonious eudemonia. By using the macrocosm of  the state he will show how justice can be implemented in the individual. Plato believes in the immortality of the soul (a consequence of nous ) and its division into three parts, which in turn are affected by ordering powers. The three parts of the soul are the spiritual, dedicated to the devotion of honour, the rational, dedicated to reason and logical thought and the appetitive, the basic appetites of the human soul such as sex, acquisitions, praise etc. which must be controlled. This is a fiercely rational and, I would argue, flawed break down of the human character. It takes no account for the emotional aspect of mankind and it is this inhuman and extremely rational view of humanity that would lead to the immediate failure of the polis if it wherever established due to some of the constraints placed on the citizens of the polis as will be seen later on. The virtues (aretai) of the soul that Plato describes in book four are wisdom (sophia), courage (andreia), temperance (sophrosyne) and justice (dikaiosyne). It is this idea of the soul that Plato will use in to socially structure the polis . The aim of this city is to make the soul is happy because all three parts of it are moderated, doing their own jobs and nothing else. This relates to Plato’s view of justice in the following manner. To Plato justice and injustice where to the body what health and disease are in the body. This is a beautiful analogy and is very similar to basic facets of Chinese medicine were disturbance in the mind is viewed as a pivotal cause for ill physical health, one wonders were oriental factors an influence on Plato or vice versa at this time. This correlation of classical Greek and ancient Chinese science is especially apparent in 444d of The Republic when ‘Health is defined as the establishment of an order by nature among the parts of the body; disease as a disturbance of the natural order of rule and subordination among the parts (444d)’ . This reading of Plato by Voeglin makes more sense in the context of the polis, as the disease of injustice is the divisor of peoples and the cause of discontent in society. The polis must be designed in such away that contentment is valued at a premium and corruption and vice made unnecessary and irrelevant. This has parallels with the medieval belief in The Great Chain Of Being. The Great Chain Of Being was a description of the balance of power and harmony in the world that probably was inspired by Augustinian and Platonic thought. At the  top of the chain was God who was linked to the King who was linked to his Aristocracy. If any part of a the chain was broken then the natural order of the world was disrupted. An example of how this was believed to manifest would be the mysterious change of calm weather to storms and supernatural occurrences in Shakespeare’s Macbeth following the usurping of Duncan. By usurping the legitimate ruler the chain was broken and chaos and disorder in the natural world ensued. Such is the occurrence of injustice in the Polis that the natural harmony will fall apart. I will now summarise the structure of the polis and hopefully answer how the distinctive roles of State and the individual maintain a just society. The state is divided into three classes, a producer class, a guardian (military/police) class and a ruling class. Later, Plato creates a new ruling class out of the guardians and calls the military/police class auxiliaries and this new ruling class guardians. The main point of this is to have each class fulfilling a need in the city and not ‘usurping’ any other person/classes role. Again there are similarities with the great chain of being. Everybody minds their own business and keeps to the plan and eudemonia will be intact. The city is based on various natural needs and recognises that harmony starts with the satisfying of life requirements. This idea is a nearly to a throw back to Cephalus who does not act in an unjust way because he wants for nothing. The development of a citizen starts with education. Students are thought a wide range of subjects from the academic to physical. Children are taught philosophy so that there ‘will be established within them, as in a polis, a politea’ . In other words they will have the same balanced wisdom and discipline governing their souls in life with the eudemonia of the state as a living example for the individual. The education also decided what class and profession the child would fit into. Classes could be transcended as children showed an aptitude for different and subjects abilities. Once an individual was placed in his/her class they remained in it for the duration of their lives. This has distinct parallels with the education system of Ireland were an aptitude in school for the academic can raise points for a place in a college that would further train you for a position of relatively  more power than the ‘producer class’. The most apt at philosophy and reason were sidelined for the upper two classes and had their education furthered accordingly. This begs the question of what would happen if the polis were sacked and all the ruling class slain. How could the polis recover from such an event if the lower classes are conditioned and brain-washed into believing that all they can ever be or do is be the sheep at the bottom of the chain of command? Procreation was also a stage-mannered affair. Parents deemed fit to ‘marry’ (or mate) were coupled off by what they believed to be random selection. In fact, the couples were selected for their eugenic qualities and paired off like horses on a stud. Children are taken from their parents at birth. The knowledge of their parent’s identity is never revealed to them nor is the child’s identity revealed to their parents. This anonymity was meant to promote equality between young and older generations. The child, being in full knowledge that it is from a foster family, would not be subject to family pride and would have no particular loyalties to any family as its siblings and parents would be unknown. Every elder could be addressed as father or mother as every peer could be addressed as brother or sister. With no bias towards any particular individual the harmony of the polis is further maintained. As mentioned earlier, Plato’s great failure from a modern standpoint is his inability to account for emotional aspects in the polis. The idea of splitting families was doomed to failure in that likenesses between siblings and parents would be impossible to disguise and some people could find out their relatives in this way. However, it could be argued that the psychological effect of not knowing ones natural family could be a non-issue after generations of people living in this way. The eugenic selection of partners makes a sense of sorts as families with undesirable inherited characteristics could be prevented from passing them on and those with desirable ones could be encouraged to mate. This is reminiscent of a quasi-nazi formula for the Aryan race of Third Reich. If one looks closer  one can see Plato using injustice to keep justice by lying about the random selection of couples. Due to the constraints of time and space I will have to conclude at this point by summarising the above. Plato essentially defines justice in the state as the three classes staying strictly to their individual roles in order to maintain a balance of responsibilities for the greater good of all. The state does this by ruling of over every aspect of an individual’s life from birth and plotting their destiny with the greater good of the polis to mind. It does this through education, censorship and rigorous controls. Only those with a high knowledge of wisdom (philosophy) are fit to rule as they have enough knowledge to know that justice is best for all as it is an essential virtue of the soul (dikaiosyne). Injustice is considered ignorance, as someone with a lot of wisdom could not possibly see injustice as profitable to anyone. The justice in the soul is described as the virtues (aretai) controlling the appetitive parts of the soul. In this post world war two and post ‘Brave New World’ time, it is easy to take The Republic as a strange Nazi/Taliban-esque tyrannical state on a first glance. As a state the polis would most definitely have failed. As macrocosm for justice in the individual it is unsurpassed. Its influence to this day was evident recently when it was voted best philosophical work ever by readers of the web page http://www.philosophers.co.uk. Whilst it has certain ideas that maybe questioned against the standards of modern western Europeans, it will certainly provide insight and debate on many philosophical issues for many years.