Solving the Social Media Usage Issue - Free Essay Example

Sample details Pages: 4 Words: 1085 Downloads: 1 Date added: 2019/04/05 Category Society Essay Level High school Tags: Social Media Essay Did you like this example? Social media was created to further the future in technological excellence. It was created to, simply, make our lives easier than previous. It has become very helpful with communicating with others without having to be there in person. Don’t waste time! Our writers will create an original "Solving the Social Media Usage Issue" essay for you Create order This is a wonderful concept for businesses and companies alike, having to only have a decent internet connection to hold a meeting of great importance. It is inexpensive and easy to use once directed how. However, with the pros comes some cons. Social media is not only being used by companies and businesses, but they are being used by younger and older generations for entertainment purposes. Applications such as Snapchat, Facebook, Instagram, and Youtube are just a few of the entertainment services. These services are being used way too much, and are the main focus of the younger generations who grow up with this technology. Instead of using their brains, the younger generations are depending on this new technology to solve their real life problems. Humanity is becoming more and more dependant on technology and it is only going to grow. Numerous amounts of social media applications are sprouting up every second in app stores for all phones, tablets, etc. Every moment, there is someone picking up their phone to either call, text, post something on social media, or even to only scroll through these applications to keep themselves entertained. Social media tends to drag people in and almost hypnotizes them into a trance they cannot escape with encouragement from outside sources, such as parents in cases with children and young teens. Social media use needs to be limited with multiple methods, such as limiting the younger generations use of the technology, reducing the amount of time should be allowed on an platform, and divert the attention of the person back to something better in their life. In terms of social media use, the first group everyone tends to see is the younger generations, young children and young adults. Depending on the application, there is a higher percentage being used by the younger generations. For example, a platform like Snapchat would be more popular among the age group of 18 to 24. It is a very low percentage with it comes to the older generations, around the ages 30 to 50+ (Smith). The younger generations are a very large percentage of the data collected for platforms that are newer, as well. These applications include Youtube at 94%, Instagram at 71%, and Facebook at 80% (Smith). In all, younger generations are responsible for most of the percentages of usage, however, they are not the only ones accumulating the total usage. The older generation is also a factor in rising rates of social media usage. It may not be on the same level as the younger generation, but they definitely add to the total amount. When Facebook was created in 2004, it became the largest known social media to be used of that year, and years to come (The history of social media: Social networking evolution!). Today, Facebook is still the largest social media website on the internet, having a wide range of people using it, coming from multiple states, countries, and continents. This website would set the bar for all other platforms to come (The history of social media: Social networking evolution!). Back in 2004, the generation at the time would be the ones attracted to this new piece of technology, since MySpace, Six Degrees, and AOL. Its popularity skyrocketed and, since then, has been the largest populated social media website. It would only make sense that older generations would be attracted to this website since it has the old co ncepts of starting online platforms. It is a simplistic forum that even the oldest grandparents can navigate with a little bit of guidance. However, this does not mean that the emotions of the ones using these platforms are exactly happy. Social media can affect the emotional balance of humans brains, and cause them to feel overstressed or overjoyed depending on the post (Lin 2017). However, this is only a total statistic for Facebook, however this does not equal the entire life that is on the internet. All of the internet runs on statistics, including how many people of the internet use social media. Facebook has the highest rate of usage on mobile phones at 90.6%, Instagram is the second with 62.8%, Facebook messenger is third with 59.6%, and the fourth is Twitter at 37.7% (Most popular mobile social networking apps in the united states as of july 2018). These statistics show that users are using this social media as a whole, and continue to use it as the years go on. Before these were taken this year, last years statistics were even less. This shows that the younger generations are making themselves known on these platforms, and using these a lot more frequently than the older generations are. To solve the over usage of social media, there is a solution that could work with all of the generations. For all the generations, there should be a way to turn off these platforms after a certain number of hours/minutes so the person using the application can finish what they were doing prior to getting hypnotized into the app. If an adult has to do something for their business or their job, or if a child has to do homework, the device should be able to block them from using it until after they complete their assignment, or until the time can be renewed on the device for another session of social media use. This would insure that the time used normally for playing on social media will The only time where social media could be used constantly is if a business has to connect with another for meetings or sharing details with each other. For example, a company selling paper to a client overseas will have to use some sort of social platform to communicate. A Skype call would be sufficient in this communication process. Only then can the method be vanquished. Without social media, these companies would not be able to communicate to exchange goods. Without companies exchanging goods, there would be no product to buy in any country around the world. Companies not using social media would make it incredibly difficult for products to be distributed throughout the countries. In conclusion, the concept of not using so much social media does not sound all bad. It would provide the people who use it constantly for entertainment time to focus on what is important in their lives, such as work or education.

The American Civil War West Virginia - 2233 Words

West Virginia had a unique journey to statehood considering it was a product of the American Civil War. However, the journey can be traced back as far as 1776 when tension mounted between eastern regions and the western regions of Virginia, where only white males in possession of at least 25 acres of improved land were granted voting rights by the Virginia Constitution (Birthday.wv.gov par. 1). The eastern region of the state was therefore favored by this legal provision and as a result, it led to discontent with the western regions of the state (Sullivan 159). Furthermore, population factors were ignored by the Virginia constitution when deciding the number of delegates from each county. In this regard, the eastern region of the state was†¦show more content†¦George A. Porterfield engaged in one of the first land battles of the war on June 3, 1861 (Wolfe 9). Philippi was a strategic town, south of Grafton, and the Union forces determined to control the region and drove the Rebel forces back to secure an early victory in the war. As a result of the Union victory, Rebels were denied access to the Baltimore and Ohio Railroad, which hurt their efforts in the western regions of Virginia, while Union resolve in western Virginia was strengthened. Such a victory brought great political strength to region of western Virginia, consequently weakening the political hierarchy of eastern Virginia. Unmoved by the Union victory at Philippi, eastern politicians sought to secede from the Union. As a result, they crafted the Virginia ordinance of secession and had the political numbers to annul the ordinance at the Wheeling Convention. Moreover, the convention named eastern politician Francis H. Pierpont as Virginia governor after the federal government and state government offices at Richmond fell vacant (Sullivan 159). The â€Å"restored† government of Virginia took control, but the political differences between the western and eastern Virginia had only just be gun. The Election of Abraham Lincoln The election of Abraham Lincoln as the 16th President of the United States of America on March 4, 1861 marked another significant chapter in Western Virginia’s journey to statehood (Brisbin 269). TheShow MoreRelatedThe Civil War : A Central Event Of America s Historical Consciousness Essay1412 Words   |  6 Pages Civil War Professor Lenza Zachary Blaisdell 12/6/16 â€Æ' The Civil War is a central event of America s historical consciousness. Whereas the revolution from 1776 to 1783 created the United States, it was decided what kind of country it will be after the civil war. This war solved the two fundamental problems that were not solved by the revolution: whether the United States is an indivisible state of a union of sovereign countries or a state sovereign state. 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Armistead’s heritage included great participation in the military of the United States and ties to Virginia during the colonial period. Armistead was born February 18, 1817 in New Bern, North Carolina. Lewis came from a high-ranking military family. His father, George Armistead was the commander of Fort McHenry during the War of 1812, and his grandfather, John StanlyRead MoreThe Battle Of Gettysburg And Civil War1375 Words   |  6 Pageswas one of the most significant battles of the American Civil War. Union forces of the North, commanded by Major General George G. Meade met and fought the Confederate forces of the South, commanded by General Robert E. Lee. Many historians believe the battle was a large turning point in the Civil War in favor of the Union (Woodworth, 2008). However, this is disputable. 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Bloom, Gardner and Gauge Free Essays

Gagne introduced instructional design that should center on different delivery methods. Benjamin Bloom at around the same time discovered that educational activities were divided into three domains. Clark, 1999) Later Howard Gardner established the theory that instead of all intelligence being the same, each person was blessed with trengths in different areas. We will write a custom essay sample on Bloom, Gardner and Gauge or any similar topic only for you Order Now Each of these three educational theorists had a huge impact on educational practices. Though each theorist had a distinct theory, all seem to address the idea that students are not made from the same cookie cutter mold, and teaching should be adjusted accordingly. Robert Gagne Robert Gagne stated, â€Å"Learning is something that takes place inside a person’s head-in the brain. (Robert Gagne, 2005) Robert Gagne proposed there were many different ways to learn. There are five major categories of learning: intellectual, cognitive, motor, verbal, and attitudes. In order for each type of learning to occur, ertain conditions must be in place. His theory was named â€Å"Conditions of Learning† after this particular idea. Additionally, depending on the objective, specific tasks must be followed in order to meet the objective. When referring to the five major categories of learning, Gagne spends quite a bit of time discussion the intellectual category. He specified that tasks that require intellectual aptitude could be structured in a â€Å"hierarchy according to complexity. † (Kearsley, 2005, p. 1) The implication of using the hierarchy is to recognize fundamentals that must be completed in order to produce successful earning. Another interesting idea Gagne propounds is Task Analysis. To do this, the accomplished, if the instructor follows a set task analysis, the student’s chance of being successful is greatly enhanced. Gagne stated there are nine steps in a task analysis, instructional design, which must be present. (Kearsley, 2005, p. ) There are, in order, â€Å"Gaining attention (reception), informing learners of the objective (expectancy), stimulating recall of prior learning (retrieval), presenting the stimulus (selective perception), providing learning guidance (semantic encoding), eliciting performance responding), providing feedback (reinforcement), assessing performance (retrieval), enhancing retention an d transfer (generalization). † (Kearsely, 2005, p. l) This can be viewed as a framework for any instructors lesson plan, and interestingly enough looks like the traditional Madeline Hunter model of instructional design. Benjamin Bloom Benjamin Bloom stated, â€Å"The purpose of education is to change the thoughts feelings and actions of students. † (Benjamin Bloom, 2005, p. 1) Bloom revolutionized education with his taxonomy, which state that in order for learning to occur each lower level must be mastered before moving up to the next level. The levels are in ascending order are knowledge, application, understanding, analysis, synthesis, and evaluation. He also found that â€Å"95% of the test questions students encounter requires them to think only at the lowest possible level†¦ he recall of information. † (Bloom’s Taxonomy, n. d. , p. 1) Instructors are encouraged to build into their lessons each level of the taxonomy in order to promote a greater mastery of the objective. Many educators, when reading Bloom’s taxonomy, assume that they must always have questions and activities, which are geared towards analysis, synthesis, and evaluation. Unfortunately, they do not understand Bloom well. The lower levels such as knowledge, application, and understanding must be mastered before using the higher three levels. Logically, the student must have knowledge of the information, understanding of it, and be able to apply it before he or she is able to analyze the information. In addition to the cognitive domain, Bloom also identified the affective and psychomotor domains as equally important. The affective domain is how people deal with information emotionally. This domain is particularly useful when explaining insight. Insight allows people to have inspiration and â€Å"a-ha† moments. Confucius best describes the psychomotor domain, â€Å"l hear and I forget. I see and I remember. I do and I understand. (Confucius Quotes, 2005, p. 1) These basic motor skills are mastered with repetitive practice. Howard Gardner Howard Gardner challenged the view that there was only one type of levels of multiple intelligences. He also argued that intelligence is the â€Å"capacity to solve problems or to fashion products that are valued in one or more cultural settings. † (Gardner Hatch, 1989 as c ited by Smith, 2002, p. 4). Gardener listed (Smith, 2002) seven separate intelligences. They are linguistic, logical/mathematical, musical, spatial, interpersonal, intra personal, and kinesthetic. Recently he has suggested that naturalist be added to the list. Linguistic and logical intelligences are most valued and therefore rewarded by educators. IQ and state tests generally test these two intelligences. Gardner proposes (Smith, 2002) discovering each child’s intelligences and fostering them rather than stifling them which is often the case. Gardner encourages instructors to break out of the mold of formal education. â€Å"School doesn’t have to be the way we remember it,† Gardner stated. Teachers Should Diversify Approaches to Teaching, Gardner says, n. d. , p. ) When information is presented in multiple formats, children have a greater chance for success. (Teachers Should Diversify Approaches to Teaching, Gardner says, n. d. ) Theoretical Differences The three theorists who have Just been introduced have many ideas, which are the same. Chief among them is the idea that intelligence can no longer be defined as being the same for everyone. Each theorist, though they worded it differently, each proposed that differentiated instruction is necessary to a student’s success in school. Both Bloom and Gagne agreed that there are cognitive, affective and psychomotor intelligences. Gardner agreed that those three intelligences existed, but he took it a step further adding four more intelligences into the mix. . All three theorists acknowledge that there is a certain intelligence, which is rewarded in education. In fact, both Bloom and Gardner acknowledge the fact that most instructors test the intellectual or linguistic/logical intelligences almost exclusively. However, all three theorists differ on a few points. First, Gagne suggests that there is a definitive method to conduct instruction. His list of instructional events is rigid and methodic. Gagne points out that strict adherence to the events will increase the likelihood of success. Additionally, Gagne assumes that â€Å"external instructional learning conditions support internal learning conditions. † (Maeir, n. d. , p. l) Gagne had suggested that there was a hierarchical order to learning types, not intelligence. Bloom did not dwell too much on intelligence as much as how learning was presented. He postulated that instruction should be built on a hierarchy of mastery. Goal attainment was far more important than comparing a student’s intelligence. Kinnes, 2005) Gardner suggests that differentiating the instruction to fit each separate intelligence is much more beneficial to the student. He also propounds that if a student is strong in musical intelligence, he or she should be allowed to work solely on that intelligence. Current Practice in my classroom. Before this assignment, I was unaware of Gagne’s Conditions of Learning. Upon researching Gagne, I discovered that his theory was eerily close to Madeline Hunter’s Essential Elements of Instruction model. Gagne’s theory reflects good teaching practice. I might not follow them to the letter on a daily basis, but I do ollow a set pattern. When planning for a lesson, I frequently reference Bloom’s Taxonomy as a guide. Bloom’s idea of concept attainment is one that I firmly believe in and use. It is ludicrous to suggest that instructors should teach a lesson with no idea of what students should walk away with at the end of a lesson. However, many teachers do just that when they instruct. They cite time pressures as an excuse not to plan a lesson. I find that I am most effective when I plan with the end in mind. Both the students and I are more focused on the goal or objective. In addition to teaching eventh grade science, I also teach induction week classes on Madeline Hunter’s Essential Elements of Instruction. The lesson I am most passionate about is writing and teaching to effective objectives. I frequently endeavor to apply Gardner’s theory of multiple intelligences in my science classroom. I give multiple ways for students to answer and solve problems. For instance, students are given choices on how to do their vocabulary. They can draw the meaning of the word, or summarize the definition. I build into the hour opportunities for students to move around, act out theories, build something, or take otes. When children are in my classroom, they know that the traditional passive reception and regurgitation of facts is not the norm, and enjoy the class as a result because it addresses their different intelligences. Conclusion Intelligence as defined by the dictionary as â€Å"The capacity to acquire and apply knowledge, especially toward a purposeful goal. An individual’s relative standing on two quantitative indices, namely measured intelligence, as expressed by an intelligence quotient, and effectiveness of adaptive behavior. † (Lexico Publishing Group, LLC, 2005, p. Although the three theorists, Gagne, Bloom, and Gardner viewed intelligence differently, they all agree that the teacher is the decision maker in the classroom, and ultimately decides how to apply their theories for student success. References https://en.wikipedia.org/wiki/Benjamin_Bloom https://www.iup.edu/WorkArea/DownloadAsset.aspx?id=25837 https://www.brainyquote.com/quotes/quotes/c/confucius136802.html http://www.nwlink.com/~donclark/hrd/bloom.html http://www.dictionary.com/ http://www.instructionaldesign.org/theories/conditions-learning.html http://health.usf.edu/medicine/educationalaffairs/pace_files/TIP_Theories.html https://www.pdx.edu/sba/ http://weac.org/    How to cite Bloom, Gardner and Gauge, Papers

The Realization Of Passion In Jane Eyre free essay sample

Essay, Research Paper The Realization of Passion in Jane Eyre It is believed that we are born with a foreordained personality. Our religious individualism is merely every bit much a merchandise of our familial make-up as the colour of our tegument or our eyes. With our psyche steadfastly planted, we can so construct upon this footing as we are educated of the universe. The societal clime and cultural ambiance shape our personalities, nevertheless, it is the people in our lives who have the greatest influence. Charlotte Bronte # 8217 ; s fresh Jane Eyre reveals this thought by the development of the supporter. Through a series of character foils, Bronte expresses her thought of self-development and growing of the human spirit by contrasting passion with ground. By my reading of the novel, Bronte suggests that in one # 8217 ; s life clip, they will meet a figure of people and experiences that will elicit adequate emotion in them to hold the power to alter their way in life. We will write a custom essay sample on The Realization Of Passion In Jane Eyre or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page St. John Rivers plays one of these life finding foils to Jane Eyre. His assurance, devotedness and ground machination Jane about plenty to silence her interior passionate spirit, but it is the forces of nature that prove to be stronger than human will. The life way of a Victorian adult female was slightly limited in it # 8217 ; s way and look of individualism. Jane Eyre strongly adheres to the Victorian morality which was dominated by the Anglican party of the Church of England in which passion and emotion were kept concealed. Jane # 8217 ; s instinct for asseverating herself was stifled at an early age and could merely be expressed through rebelliousness. The noncompliant declaration of independency from Mrs. Reed, # 8220 ; You are fallacious # 8221 ; , ( v.i.37 ) gives Jane the power of freedom and opens up a life of # 8220 ; unthought autonomy # 8221 ; , ( v.i.37 ) . Through the predating old ages Jane develops into a extremely educated, good talk and strong willed adult female. She is taught to be glib ient and thoughtful during her old ages in Lowood, and is introduced to the emotions of the bosom and spirit in meeting Rochester. Bronte makes an accent on the religious and supernatural ambiance of -2- Thornfield. The mention to the # 8220 ; Gytrash # 8221 ; and the mystical ambiance she illustrates of their first meeting in the forests ( v.i.113 ) could propose that she is playing upon natural imagination and allusions to show the thought that Jane and Rochester are a bound, yet cryptic lucifer of the psyche. # 8220 ; I knew # 8230 ; you would make me good in some manner # 8230 ; I saw it in your eyes when I foremost beheld you, # 8221 ; Rochester tells Jane. ( v.i.152 ) and the usage of the repeated mentions to fire foreshadow and typify their turning passion for each other. However, it is the symbolic reading of the lightning striking the horse-chestnut tree in half that intimations that their love will non germinate without a crisis. ( v.ii.259 ) It is this crisis that throws Jane into the life of the Rivers household. Moor House and the values of the Rivers are the mirror image of Thornfield. Where Thornfield was mystical and romantic, Moor House has a comfy and domestic scene. Jane # 8217 ; s instant resonance with the # 8220 ; self-generated, echt, affable compassion # 8221 ; , of Mary, Diana and St. John let her to experience at easiness and safe. The contrast between Rochester and St. John play a major portion in the development of Jane # 8217 ; s self-realization. It is in Jane # 8217 ; s description of the two work forces that the reader gets the most touchable image of their contrasts. Bronte uses words such as # 8220 ; wild # 8221 ; and # 8220 ; Moody # 8221 ; to depict Rochester, whereas St. John is # 8220 ; compressed, condensed and controlled # 8221 ; , ( v.iii.356 ) . A disciplined and educated missional, he is focused on his one devotedness and # 8230 ; The remainder of the paper is available free of charge to our registered users. The enrollment procedure merely couldn # 8217 ; t be easier. Log in or registry now. It is all free! 355

Religions Spread Through Conquest Essays (2421 words) - Culture

Religions Spread Through Conquest Religions Spread Through Conquest- When studying history, both in a professional and academic sense, we try to make connections between civilizations and time periods. Historians have attempted to discover universal constants of human nature, a bond that forms from continent to continent, human being to human being. Is there a constant quality that all peoples posses, and is reflected in all civilizations? Indeed, it is extremely difficult to make generalizations about centuries of modern history. To say that something is true of all of history is virtually impossible, as a counter-example exists for just about anything that can be said of any group of civilizations. To say that all religions are spread by violence is equally unfair and untrue - because contrasted religions has been spread in exceedingly diverse regions of the world, by vastly different cultures. Islam, as a prime example, has been characterized inequitably by historians and the media as a religion of violence. To put it bluntly, as this article does, Islam was mainly spread through Arab territorial conquests (Sudo, 4). However, upon examination, it is not fair to make the generalization that Islam is a religion of violence, and one notices when looking at world religion on a whole, one finds that Islam was no more violent than any other religion. In fact, not only is Islam not a fundamentally violent philosophy, but we can also see that many other religions normally considered non-violent, such as Christianity or Hinduism, have been spread through bloody conquest. Thus, in searching for a universal constant of history, we ought not fall into the fallacy of abstractions, as Sydney J. Harris keenly puts it, and assume that because of isolated incidents and conflicts of territorial ambitions, that all religions have violent tendencies. Islam has, throughout the centuries, been somewhat a victim of circumstance - indeed it has been perceived by many as oppressive and cruel. This belief originated over a thousand years ago, when Islamic peoples first threatened the western world. As they slowly undermined Byzantine authority, Christians became terrified of their presence, resulting in widespread animosity and aversion. Hindus and Buddhists of the South Asian subcontinent lived under Islamic law for hundreds of years (Ahmad, et. al., 186), and eventually, in the twentieth century, split the region into angry factions (Ahmad, et. al., 207). Mohammed, the prophet of Islam, was a great warrior. This invariably lead defeated peoples to believe that he begot a cult of war and violence. Over the centuries, it also has developed the ability to instill a sense of holy purpose onto its believers and soldiers, where they go into a battle of certain death for their faith in the jihad, or holy war. Even today, the jihad is still a potent source of conflict and aversion, as the many of the problems in the Middle East center around the issue of Islamic Fundamentalism and the jihads. Originally, Islam was perceived by western historians as a religion of violence and conquest; by preying on the caravans of the Quraish, [Mohammed] weakened them to the point of submission (Mohammed and Islam, 1). In fact, Mohammed was a warrior, aristocrat, and brilliant strategist - a stark contrast to many other holy men of history. He was forced to both defend his cities and force submission, as the passage had shown, because of the strong military powers of his religious predecessors and oppressors, the pagans of the Middle East. Islam means submission according to the Islam discussion in class - and one might assume that the submission was attained through military and forceful means. In fact, while Mohammed preached peace from 610 to 622 AD, he attracted few converts and was persecuted by the current ruling paganistic regime. After the visions of 622 AD, he realized that his cause was even more urgent than before, and only at that point did he begin to utilize his military skills (Class Discussion). However, despite the more violent nature that his quest took, even after the revelations by Gabriel in 622 AD, by reciting his revelations aloud, Mohammed made many converts, (Mohammed and Islam,1). Mohammed was not a purely violent man, but also a great speaker and demagogue (Mueller,

Effect of concentration of copper sulphate on the action of amylase to break down starch Essays

Effect of concentration of copper sulphate on the action of amylase to break down starch Essays Effect of concentration of copper sulphate on the action of amylase to break down starch Paper Effect of concentration of copper sulphate on the action of amylase to break down starch Paper There are two ways that we could have consumed copper sulphate. Water pipes are responsible for transporting water, and some of them are made out of copper. Copper pipes can become rusted if there is high sulphate content in the water, basic copper sulphate is precipitated which can grow through the pipe wall creating pit holes [1]. Copper sulphate is also used in some places to treat sewer lines, tree roots are constantly looking for water and organic sources and sewer lines are the perfect site for them. Tree roots will penetrate and damage the pipes which will is expensive to repair. Copper sulfate kills tree roots without killing the tree or other plants [2], therefore copper sulphate is poured into these pipes to kill the tree roots. This way there is a small chance that copper sulphate will leak into the pipes that are used for drinking. Copper sulphate can do a lot of harm to the human body, but very little has been discussed on the effect of copper sulphate on amylase, which is an enzyme that is present in human saliva and in the small intestines, therefore I want to perform an experiment to find out how the concentration of copper sulphate will affect the action of amylase. Copper sulphate Copper sulphate has the formula CuSO4 and is commonly used to control fungus diseases [17], both in agriculture and medicine. According to the Turkish Journal of Zoology (source 16), copper sulphate can inhibit the activity of amylase by 5%. Enzymes- Alpha Amylase Enzymes are biological catalyst, and a catalyst is substance which speeds ups a chemical reaction but remains unchanged itself at the end. [71] Enzymes are biological catalyst because they are globular protein molecules that are made by living cells to speed up reactions inside a living organism. There are three levels of structure of enzyme; the primary, secondary and tertiary structure. The primary structure is the order and type of amino acids that made up the chains. The secondary structure is the folding of the chains into either beta sheets or helix. The tertiary structure is the overall folding of the chains into a three dimensional, globular shape with an active site of a specific shape. Amylase is an enzyme made in the salivary gland and pancreas in the human body. They are used to break down carbohydrates, in other words starch are broken down to sugar or glucose [8]. Enzymes are sensitive to its environment, changes to the pH and temperature will affect the structure and function of enzyme, and therefore these factors have to be kept the same during the experiment. How does an enzyme work? Being a biological catalyst, enzymes work by providing an alternative pathway that has a lower activation enthalpy for reaction to take place therefore speeding up reactions without changing any other factors such as temperature and concentration. Many reactions in the body will not happen at all because the activation enthalpy is too high to reach, therefore the presence of enzymes are vital in every organisms for reactions to take place and to stay alive. The first proposed theory of how the enzyme work is called the lock and key hypothesis, where the substrate is imagined being like a key whose shape is complementary to the enzyme or lock. [72] The substrate will fit into the active site of the enzyme and will form an enzyme-substrate complex. Once this complex is formed, bonds within the substrate will be affected by the bonds in the enzyme; bonds will break and reform, ultimately forming products. The products will then leave the active site of the enzyme, leaving the enzyme free again to accept another substrate. The diagram below shows how the enzyme works. A diagram showing how enzyme works Induced fit hypothesis However this is not completely true, by using technique such as X-ray crystallography and computer assisted modeling [73], we can say that the active site is actually not a perfect fit to the substrate. So when the substrate approach the active site, either the shape of the substrate or the shape of active site will change slightly so they can fit precisely together. In addition, the active site could be modified as substrate interacts with the enzyme. The amino acids which make up the active site are moulded into precise shape which enables the enzyme to perform its catalytic function effectively [74]. The diagram below illustrates the induced fit theory, the shape is different when there is no substrate bonded to it and when there is substrate bonded to it. A diagram showing the induced fit theory Enzyme inhibition There are molecules that exist which act as enzyme inhibitors. They will disrupt the normal function of the enzyme, preventing it from working so the rate of reaction will decrease, or no reaction at all. There are two forms of inhibitions; competitive and non-competitive inhibitions. Competitive inhibition Competitive inhibitors will compete with the substrates for the active sites of the enzyme. This occur when a structure which is sufficiently similar to that of the normal substrate to be able to fit into the active site [75]. As the active site is occupied by the inhibitor, the substrate cannot bind to the active site to get catalysed, so rate of reaction is decreased. However, a competitive inhibition is usually reversible if sufficient substrate molecules are available to ultimately displace the inhibitor [12]. Non-competitive reversible inhibition The inhibitor has not got a complementary shape to the active site of the enzyme; it will bind to other parts of the enzyme instead. The binding of the inhibitor to the enzyme will have no effect on the ability of the substrate to bind to the enzyme, but it makes it impossible for catalysis to take place [76]. Unlike the competitive inhibitor, the rate of reaction will not be affected by the concentration of substrate. Non-competitive irreversible inhibition This type of inhibitor is non-competitive because it has not got a complementary shape that can fit into the active site of enzyme, so will not compete with the substrate for the active site, and the inhibition is irreversible. Heavy metal ions are typical of this type of inhibitors. They will combine permanently to the sulphydryl (-SH) groups. This could be in the active site or elsewhere [13] of the enzyme. The metal ions replace the hydrogen in -SH to form -SX. This will alter the structure and active site of the enzyme permanently, therefore enzymes can no longer catalyse the break down of starch. The diagram above shows the how heavy metal ion, in this case silver, will substitute hydrogen to form -SAg bond. This will alter the shape of active site so the substrate can no longer fit into it to get catalysed. As mentioned above, heavy metal ions are typical of this type of inhibition; copper is a heavy metal ion, so if copper sulphate does inhibit the action of amylase, I can conclude that copper sulphate is a non-competitive irreversible inhibitor. The collision theory The collision theory explains how reactions occur. Two particles can only react together if they come into contact with each other. They first have to collide, and then they may react [21]. They may react because colliding particles need to satisfy two requirements to cause a successful collision or reaction. The orientation of collision When two particles collide together, they need to have the right orientation when they come into contact for them to react. The diagram below illustrates this. There are four different orientations of collisions with enough energy for a successful collision to happen. However only collision 1 results in a successful collision, this is because it has the right orientation to collide with the bond which results in a successful collision, the particles in the other three collisions will simply bounce off each other [21]. Energy of collision The second requirement for a reaction to take place is that particles must collide with a certain minimum energy, called the activation energy [21]. Without sufficient energy, the two particles will simply bounce off each other after they collide. The activation enthalpy of a reaction is shown below. Starch and iodine solution This is a test for the presence of starch in a solution. When iodine solution is added to a solution contatining starch, a blue black colour will form. This is because the amylose, or straight chain portion of starch, forms helices where iodine molecules assemble, forming a dark blue/black color. [15] This means that when starch is being broken down by the amylase, the amylose will start break down too into smaller units, therefore losing the helics shape around the iodine molecules, the blue-black colour will then start to disappear. I can exploit this characteristic in my experiment to dertermine the end point. Using a colorimeter to monitor the light absorbance, I can determine the rate of reaction as it is the same as how quickly the solution decolourises.

Duodenal Atresia Research Paper Example | Topics and Well Written Essays - 250 words

Duodenal Atresia - Research Paper Example Usually, duodenal atresia brings about other birth defects as well. Symptoms of duodenal atresia include swelling of upper abdominal, heavy early vomiting, continued vomiting even without being fed, lack of bowel movements after the initial meconium stools, and lack of urination following the initial voidings. Amniotic fluid is observed in the womb in excessive amounts by a fetal ultrasound; a condition termed as polyhydramnios. X-ray of the abdomen may reveal the presence of air in the start of the duodenum and the stomach, with no air in the further parts of the duodenum; a condition termed as double-bubble sign. In order to treat duodenum atresia, the stomach is decompressed by placing a tube. An intravenous tube is inserted to correct dehydration and electrolyte abnormalities. Other congenital anomalies are also evaluated alongside. A surgery may be required to remove the duodenal blockage, commensurate with the nature of abnormality. In most cases, the patient recovers after the treatment whereas if left untreated, duodenal atresia can prove fatal. There is no way to prevent duodenal