'Mon coeur s'ouvre ta voix' from Saint-Sans' Samson et Dalila Essay

'Mon coeur s'ouvre ta voix' from Saint-Sans' Samson et Dalila - Essay Example The skill to read and understand written music is not dependent of how an individual understands or enjoy the genre but how the composer uses the written words to reveal the meaning or pass the message to the audience. The composer has employed the use of melody in the opera to bring about its smoothness for the audience to listen and enjoy. The rising and lowering of the pitch between each verse regulates its frequency hence the intervals makes it romantic as intended by the composer. The musical instruments used also give the music its melodic range in that they break the tonal variation of the singer thus making the music acquire the medium voice. The tonality of the opera has been organized such that the central tone after every verse brings the audibility. This makes it possible for the audience to hear every word sung by the soloist without straining to get the words. Besides tonal variation in the music, the composer has also used texture to interweave the melodic to harmonize the music structure. The timbre in the song gives a clear distinction for the audience to get the words and message from the song. The composer as employed tis element enlighten the audience as they get to hear every word from the opera. ... Repetition use by the composer for instance in the ending stanza â€Å"Pour out to me the drunkenness!† of each verse in the song has enabled it attract the attention of the audience. It also gives minds satisfaction of the message. The change expected for the audience after listening to this opera gives them that interest to express their feedbacks on how the composition is compared to other songs of the same genre. This sustains audience interest of wanting to listen more and more of the song. The rhythmic pattern of the music is irregular such that the composer had to pause at every stanza to gasp air to enable easy aptitude of the next line in the music. This briefly depicts the emotional nature and feelings of the performer. Hence, emphasis on the note is long and short at some stanzas to let out the accent in rhythm. The tempo of the music is medium since it is emotional and the composer wanted to depict or show much sorrowful the genre is to the performer. This is also accompanied by the perfemer dramatic moves on stage. The use of minimal stage tells the audience that that the feeling in the song is no joke and thus a serious matter, which ought to be put in consideration. The composer in collaboration with people playing the instruments have enabled a constant flow of the instruments hence making the meter of the beats to be in pattern with the words in that the beats are not faster or slower than the words of the soloist as the performance continues on stage. The poetic license employed by the composer in the making of the opera music helps in the syllabic flow of the stanzas hence making the written work singable to any audience. Thus, brings out the thematic concept of the composer to the present audience. The alliteration of the consonant sounds

Cable Wars, Fox News vs MSNBC Term Paper Example | Topics and Well Written Essays - 2500 words

Cable Wars, Fox News vs MSNBC - Term Paper Example There are actually facts and history of how media reportage influenced several nationwide actions and decisions, including the infamous civil war in Rwanda, which was believed to have started as an aftermath of a journalist’s submission on air (Schudson, 2002). In the United States and other advanced countries, the kind of media attention and hype given to politicians have said to go a long way in affecting their political carries greatly. A very popular example can be cited with the role the media played in the election of the first Black person to the position of the president of the United States of America, in the person of Barack Obama. Because of the increasingly noticeable influence of the media, there seem to be a continuous urge among most media houses to be the most noted and post popular when it comes to who has the highest following and thus most influential impact on society. This has created what has come to be known as the cable war. History of Cable News In the United States, Cable news refers to television stations that are dedicated purposely for news broadcast (Shen, 2009). Not until the 1980s, not much was known of media houses in the popularization of news broadcast as a full time journalistic business. But from the early 1980s, the pace set by early television stations that became predominantly focused on news broadcast such as Cable News Network (CNN), brought about the term in its most used sense. With time, there became a more centralized approach to cable news when some television stations started narrowing their focus or definition of news. This means that instead of focusing on news as a general term, there became cable news stations that would look into issues like only business or sports as their specialized area of news broadcast (Sparks, 2007). Apart from CNN, which came in 1980, other equally reputable cable news stations or networks followed such as Financial News Network, which came about in 1981, CNN2 in 1982, and CNBC , which was formed in 1989. It was later that other names suffered, that also came to be considered as powerhouses in cable news stations such as Fox News Channel, MSNBC and ESPNews. Among those who would later come to undertake centralized cable news services were Fox Business Network and Bloomberg Television, which focused predominantly on finance, ESPN, which focused on sports, and The Weather Channel, which does weather news. Today, hardly can anyone talk of cable news without mentioning Al Jazeera America. If the history of the development of cable news is anything to go by, one would say that there remains a bright and competitive future for the industry with more faces to surface with time (Ness, 2006). The Concept of Cable War According to media professor Lance Strate, the issue of cable war between Fox News and MSNBC is more of an ideological war rather than a chaotic media war (Schudson, 2002). What this means is that the two media platforms refuse to agree on the same lev el with it comes to most aspects of political and editorial contents. The height of the war or rivalry was however experienced in the build up to the 2012 General Elections between Democrat Barack Obama and Republican Mitt Romney. Between Fox News and MSNBC, Robbins (2012) sees what was a deliberate attempt to take opposing and biased stands that seemed to favor one political divide against the other. The same

American Express Essay Example for Free

American Express Essay Bonnie Wittenburg, the plaintiff in this case filed an age discrimination lawsuit against American Express Financial Advisors, Inc. ’s (AEFA). AEFA filed a motion for summary judgment, the district court granted and the United States Court of Appeals, Eighth Circuit affirmed. Wittenburg started working at AEFA Equity Investment Department (EID) in November 1998 at the age of 46 (Walsh, 2011). According to the portfolio managers, Wittenburg provided outstanding service and displayed excellent investment skills and in 2000, she was name Analyst of the Year (Walsh, 2011). In 2001, AEFA hired a new Chief Investment Officer (CIO) and 2002 the CIO initiated a redesign of EID. The project would take approximately two years; add an additional three portfolio managers, a new satellite office and the merger or movement of certain funds to AEFA’s satellite office (Walsh, 2011). During a discussion regarding new hires, the CIO stated he was not averse to hiring younger managers or analysts to grow with the company (Walsh, 2011). The new design plan would include a reduction in force (RIF) which according to the CIO was necessary. The first RIF terminated Al Henderson, age 62. Henderson made a comment that Dan Rivera told him that AEFA fired him because the company wanted to retain the younger employees (Walsh, 2011). The second RIF eliminated three analyst positions but primarily focused on portfolio managers. During the second RIF, a team of managers reviewed about 25 people in the department giving each a rating of keep, maybe keep, maybe, maybe drop or drop (Walsh, 2011). They used the ratings to educate leaders about the individuals in the department and in late 2002 held a meeting to discuss employee ratings. Wittenburg received a low rating because of poor performance and negative input provided by portfolio managers but continued in her current position during the second RIF. Wittenburg along with two other analysts were terminated when the third RIF occurred; Wittenburg was 51 and the other two were 41 and 36. Wittenburg applied for a portfolio manager, she did not get the position and sued AEFA claiming Age Discrimination in Employment Act (ADEA) (Walsh, 2011). Wittenburg’s defense would rely on statements from co-workers such as â€Å"those that were younger† â€Å"not averse to hiring younger portfolio managers† and notes that indicated the analyst department would maybe add a junior person. In making a decision, the court will consider if the statements were made by decision makers or by someone who may influence the decision to terminate the plaintiff, the gap between statements and the date of termination, and if the statement itself was discriminatory or merely an opinion. The CIO’s comment regarding the company’s willingness to hire younger workers was a general comment. The statement was not discriminatory nor did it establish that age was the basis for Wittenburg’s termination over a year ago. The reference to adding a junior person did not show discriminatory intent and Wittenburg did not prove the employee equated junior person to a younger person or how such a notation related to her termination. Wittenburg admitted that Rivera was not a decision maker in the 2003 RIF and his statement made to Henderson did not relate to her termination. The court decided that these comments did not establish a pretext based on AEFA’s nondiscriminatory purpose given for her termination. A total of 31 analyst were affected by the 2002 and 2003 RIF, 17 of the analyst were 40 years old or older and of the 17, six were terminated, four resigned and seven retained their jobs (Walsh, 2011). In addition, there were four terminated, two resigned, two transferred and six retained their positions of the 14 analysts who were not in the protected class (Walsh, 2011). There were two members, ages 41 and 46, of the protected class who ranked first and second during the 2002 analyst ratings and the two analyst terminated in 2003 were both younger than Wittenburg, one was 41 and the other 36 (Walsh, 2011). Another analyst in the protected class whose age was the same as Wittenburg survived the 2003 RIF. Wittenburg’s accusation that scores were manipulated to retain younger employees during the 2002 RIF by ranking them in the â€Å"keep† category even though their scores were low was actually a moot point as she survived the 2002 RIF even though her score was low putting her in the maybe keep category. AEFA stated they needed only one Technology Sector analyst and then redistributed the workload amongst other employees, Wittenburg argues that pretext was shown however, as stated by the court, â€Å"employers often distribute a discharged employee’s duties to other employees performing related work for legitimate reasons† (Walsh, 2011). As far as the two vacancies, those were among the 10 analysts who had survived the RIF, they were not new positions (Walsh, 2011). The decision to downsize and redesign the Equity Investment Department was for the betterment of the company. Wittenburg’s argument that AEFA only relied on her 2002 performance review in making their decision to terminate does not help her case. The court noted there is nothing discriminatory in an employer choosing to rely on recent performance data in deciding which employees to RIF (Walsh, 2011). American Express had not been doing very well and the CIO explained analyst’s performance evaluations on an annual basis are important because consumers look at one-year performance and make decisions (Walsh, 2011).

Terry Tempest Williams Refuge :: Terry Williams Refuge Memoir Essays

Terry Tempest Williams' Refuge Everything known to man is held in some sort of balance. It is a delicate balance, one which swings rhythmically to the ebb and flow of this world. Many have studied it but it has proven too complex, too broad to understand everything that is at work. That is why it must be preserved. One such movement has recently begun which looks exclusively to preserve this balance, ecofeminism. Terry Tempest Williams is just that, an ecofeminist. In her memoir Refuge ¸ Williams attempts to examine the ecological and social worlds that balance on this pendulum. Refuge brings together a range of topics and ideas with her own mix of environmental, social, and cultural problems to present the reader with a clearly laid out stance for ecofeminism. There is an ecofeminist stance in Refuge because she believes women have a bond with nature that men do not, land has its own life, and all things were created equally. The roots of ecofeminism are credited to a rising interest in both the environment and women’s rights. These topics became hotly debated after the Victorian era but many scholars say â€Å"ecofeminism is a new term for an ancient wisdom† (Diamond & Orenstein). Ecofeminism combines ecological and feminist rights to generate a very virtuous cause. It aims to change human’s relationships with each other and also with the environment, but it of course encompasses much more than that. Ecofeminism can best be defined as an attempt to show that all life is interconnected (Baker). That humans and nature share a common bond and that bond is what each depends upon to ensure the other survives. There is a definite stance by Williams to assert that women are more connected with nature than men in Refuge. This is clear because Williams identifies each sex with different components of life. Men are matched with culture while women are connected to nature (Kircher). This is clear when Williams says, We spoke of rage. Of women and landscape. How our bodies and the body of the earth have been mined. ‘It has everything to do with intimacy,’ I said, ‘Men define intimacy through their bodies. It is physical. They define intimacy with the land in the same way.’ (10) This quotation shows that women understand the earth while men simply try to dominate and overcome nature. It is male doctors who diagnose and treat Diane.

Most prized possesion Essay

Out of all the material items I possess, I would have to call my first car my one true prized possession. Veronica, as I often refer to her is rusty black and has more than a few bruises. Pretty much a replica of the stereotypical teenager’s first car. Possessions like these often are seen as junk to the rest of the world, but in one person’s heart it remains an invaluable treasure. For myself, I was lucky enough to find that one hidden gem in a 1998 Ford Contour. In my eyes it will be forever priceless because it is not the exterior value of the car that matters, but the long road of experience it has carried me on. My car has taught me more than I expected in such a short time, but above all it has given me memories, a feeling of responsibility, and taught me that hard work pays off. As with most material items, certain memories tend to latch onto the object and are able to transport one back to a better time and place just by looking at it. Even though it is only a year old (at least in my possession), it seems as if it already carries a lifetime of memories. It treated me well through a timeless summer, the final summer before college becomes a true reality. Car rides filled with music pulsing, friends laughing, and road trips taken will never be forgotten. It has seen its share of sandy beaches and bright blues skies, as well as torrential downpours and yet has never failed me once. If I ever needed to get away from my sometimes chaotic and frustrating household, the car has allowed me to finally have some form of escape after eighteen long years. So this car has quite literally been with me through everything in this past year, and I will always remember it for the freedom it has granted me for the first time in my life. It even holds promises of even better memories in the future. I can almost guarantee things are going to get hectic at times and circumstances are going to change more than once, but through it all my car will remain the one constant. The tangible mass that is the car is enough to remind me of all I went through to finally get to this point in my life. This fact is what makes my car so special, because no price tag can be put on an unforgettable memory. The newfound responsibility that this car has given me also is what makes it  invaluable. Owning something monumental like a vehicle comes with a certain sense of pride and self-accomplishment, but that same feeling can be taken away in an instant if you do not act responsibly. The freedoms that come with a car unfortunately do not come without their restrictions. There are state laws, parking rules, and probably most important, the parental rules. If these limitations are not taken seriously, many young drivers will find that their feeling of independence is short lived, myself included. I have learned that a great deal of hard work and effort can all be a waste of time if you don’t remain responsible after you have reached your goal. One must become independent and own up to their actions, whether good or bad. This new characteristic of responsibility will carry on to all other aspects of my life and I can thank my experience as a car owner for that. Finally, my car has taught me a valuable lesson of dedication that I will never forget. Never before had I worked so hard to get something that I wanted. Without help from my parents to pay for a car, I spent months and months of job hours busing tables to pay for something I could call my own. Two thousand five hundred dollars later, for the first time in my life I have something that is 100% mine. This feeling of pride and ownership is something I truly value, a feeling I would have never experienced without the vehicle. This over year-long process of saving money and doing hard, manual labor has taught me a lesson that has always seemed abstract up to this point in my life. The car is now tangible proof to me that hard work eventually does pay off and has its rewards if you stay dedicated. It is this lesson that will always stick with my car and with myself and is what makes it one of my prized possessions. In all reality, I know I won’t have the same car for the rest of my life. Eventually I will move on to bigger and better things, as all people seem to do in this new world, and my car will become just another piece of junk on the side of the road. This doesn’t mean the memories and lessons the car has given me will become any less important. They will forever remain special in my mind and even though the car won’t be there to remind me of them, I will take these lessons with me wherever I go.

Membrane Permeability

The Neurophysiology of Nerve Impulses and Effects of Inhibitory Chemicals on their Action Potentials Aferdita Sabani Biol 2401. C5L Dr. Endley March 20, 2013 Introduction Cell structure and function can be defined in many aspects but one the most important characteristic is that it is enclosed within a cell membrane called a plasma membrane. The plasma membrane is by-layer composed of lipids and embedded proteins. This membrane is semi-permeable due to its hydrophobic and hydrophilic regions.At the boundary of every cell the plasma membrane functions as a selective barrier that allows nutrients to be brought in and/or removed from inside the cell. The cells permeability and transport mechanisms allow for this occurrence and it is vital for a functional and healthy cell. Transport through the plasma membrane occurs in two basic ways: passive and active processes. The passive transport process is driven by the concentration or pressure differences between the interior and exterior envi ronment of the cell.According to Kenyan college biology department, â€Å"Simple diffusion is when a small non-polar molecule passes through a lipid bilayer. It is classified as a means of passive transport. In simple diffusion, a hydrophobic molecule can move into the hydrophobic region of the membrane without getting rejected†. Particles diffuse passively through small pores within the plasma membrane and they also move from an environment of high concentration towards an environment with lower concentration. Osmosis is a type of diffusion when it comes to water transport.Both diffusion and osmoses move substances down their concentration gradient. Facilitated diffusion is also passive transport, but does not involve the simple movement through pores and lipid dissolving. In this case a carrier protein in the membrane is introduced to facilitate the transport of substances down their concentration gradient. Active transport is not passive because energy in the form of cellu lar ATP is required to drive the substances across the membrane, therefor the cell must spend some f its energy to get through or move against the concentration gradient. In one type of active transport the substance gets across the membrane by forming a substrate –enzyme complex where the substance is picked up by a carrier protein and are then able to move into cell. This combination is lipid and large so energy is needed to defy opposing forces. According to Pearson/biology, â€Å"Active transport uses energy to move a solute â€Å"uphill† against its gradient, whereas in facilitated diffusion, a solute moves down its concentration gradient and no energy input is required. If an experiment was conducted where the conditions of transfer were manipulated by adding in larger membrane pores, increasing protein carriers, increasing pressure and adding higher levels of ATP for active transport the rates of transfer will increase providing an optimal level of reactions. E xperimental Methods and Materials In conducting this experiment the materials needed were a computer the PhysioEX 8. 0 C D and the Anatomy and Physiology Lab Manual because this was a computer simulated experiment. Activity One: Simple DiffusionTwo beakers were placed next to each other and joined by a membrane holder. Four membranes were used and each possessed a different molecular weight cut off (MWCO) consisting of 20, 50, 100, and 200 MWCO; and were tested using NaCl, Urea, Albumin, and Glucose solutions. First, the 20 MWCO membrane was placed in the membrane holder between the beakers and the first solute studied was NaCl. A 9mM concentrated solution was dispersed into the left beaker and the right beaker was filled with deionized water. This transfer was allowed 60 minutes.At the end of this time lapse the results were recorded (see result section of the report). The 20 MWCO membrane was removed and each beaker was flushed for the next run. A membrane with the 50 MWCO was pla ced between the beakers and the steps performed above were repeated using the 9 mM NaCl solution for 60 min. and then repeated again for the 100 and 200 MWCO, as described by the A & P Lab Manual by Marieb and Mitchell. The next solutions tested were Albumin, Urea, and Glucose. All were placed into the left beaker independently and the tests were run exactly like that for NaCl.Activity Two: Facilitated Diffusion In this experiment the set-up of the two beakers and membrane holder was used again. Only NaCl and Glucose solutes were used and membranes with 500, 700 and 900 glucose carrier proteins The 500 membrane was placed between the beakers and the glucose solution with a concentration of 2. 00mM was delivered to the left beaker. The right beaker was filled with deionized water. The timer was set for 60 minutes. When the time was up the data was recorded and the beakers were flushed to set up for the next run.The same steps were repeated using the 2. 00 mM glucose solution with the 700 and 900 carrier protein membranes, separately for 60 minutes. The last run of this transport mechanism was done by increasing the 2. 00mM to 8. 00mM glucose concentration. This experiment was done the same way as above for each of the 500, 700 and 900 carrier protein membranes for 60 min. respectively. Activity 3: Osmotic Pressure In this experiment pressure readers were added in order measure osmotic pressure change and were placed on top the two beakers.A 20 MWCO membrane was placed between the beakers and a NaCl concentration of 8mM was put into the left beaker. Deionized water was placed into the right beaker. Time was set at 60 minutes. The pressure steps were repeated with the 50, 100 and 200 MWCO membranes Activity 4: Active Transport This experiment resembled the osmosis experiment except that an ATP dispenser was substituted for the pressure meters on top of the beakers. In this experiment it was assumed that the left beaker was the inside of the cell and the right bea ker was the extracellular space.The membrane used had 500 glucose carrier proteins and 500 sodium-potassium pumps. Membrane was placed between the beakers and a NaCl concentration of 9. 00mM was delivered into the left beaker and a KCl concentration of 6mM was dispensed into the right beaker. The ATP was the changing variable in this experiment. 1mM of ATP was dispensed and transfer was observed for 60 min. It was observed when no ATPmM was applied and finally when 3mM ATP was applied. Results Activity 1: Simple Diffusion TABLE 1 Dialysis Results (average diffusion rate in mM/min) Solute| Membrane (MWCO)| 20| 50| 100| 200| NaCl| No diffusion| 0. 0150| 0. 0150| 0. 0150| Urea| No diffusion| No diffusion| 0. 0094| 0. 0094| Albumin| No diffusion| No diffusion| No diffusion| No diffusion | Glucose| No diffusion| No diffusion| No diffusion| 0. 0040| NaCl had no diffusion until the 50 MWCO was introduced and then it had a constant rate through the larger pored membranes. Urea diffused at 1 00 MWCO and up. Albumin had no diffusion through any of the membranes and Glucose diffused only through the 200 MWCO membrane. Activity 2: Facilitated Diffusion TABLE 2Facilitated Diffusion Results (glucose transport rate (mM/min) | Number of glucose carrier proteins| Glucose concentration(m/M)| 500| 700| 900| 2. 00| 0. 0008| 0. 0010| 0. 0012| 8. 00| 0. 0023| 0. 0031| 0. 0038| As the number of glucose carrier proteins increased so did the rate of transfer for both concentrations of glucose. The higher concentration of the 8. 00 m/M had a faster rate than that of the 2. 00 m/M glucose concentration Activity 3: Osmotic Pressure TABLE 3 Membrane (MWCO) | Solute| 20| 50| 100| 200| Na* Cl-| 272| 0| 0| 0| Albumin| 136| 136| 136| 136|Glucose| 136| 136| 136| 0| The osmotic pressure was highest and only occurred with the 20 MWCO membrane. Albumin had a constant pressure of 136 mm Hg with every membrane and Glucose had constant pressure of 136 mm Hg until it was relieved when the 200 MWCO mem brane was introduced. Activity 4: Active Transport Table 4 Run: 1 Solute| ATP| Start Conc. L| Start Conc. R| Pumps| Carriers| Rate| Na*| 1. 00| 9. 00| 0. 00| 500| ——–| 0. 0270| K*| 1. 00| 0. 00| 6. 00| 500| ——| 0. 0180| Glucose| ———| 0. 00| 0. 00| ——-| 500| 0. 0000| Run: 2 Solute| ATP | Start Conc. L| Start Conc.R| Pumps| Carriers| Rate| Na*| 0. 00| 9. 00| 0. 00| 500| ——–| 0. 0000| K*| 0. 00| 0. 00| 6. 00| 500| ——-| 0. 0000| Glucose| ———-| 0. 00| 0. 00| ——–| 500| 0. 0000| Run: 3 Solute| ATP | Start Conc. L| Start Conc. R| Pumps| Carriers| Rate| Na*| 3. 00| 9. 00| 0. 00| 500| —–| 0. 0050| K*| 3. 00| 0. 00| 6. 00| 500| —–| 0. 0033| Glucose| ———| 0. 00| 0. 00| ———| 500| 0. 0000| When 1 ATP was dispensed the Na and K transported at a higher rate than when 3 ATP was dispense d and there was no transport when ATP was absent. Discussion Activity 1: Simple DiffusionUpon observing the results for all of the solutes with the 20 MWCO membrane between the left beaker and the artificial external environment of deionized water in the right beaker no diffusion occurred, because the pores were not large enough for them to pass through. An observation that is important to note is that even the small ions of NaCl did not diffused here, so it is obvious that the other molecules would also not diffuse. At 50 MWCO the pores were just large enough for the dissociated NaCl ions to get through but the threshold stopped there because Urea, Albumin and Glucose molecules in the solute were too large.Observations of the diffusion of the solutes with the 100 MWCO membrane showed that all but albumin and Glucose passed, so urea size was now compatible for the size of this pore. Finally, when the 200 MWCO membrane was introduced everything except Glucose got through because it i s a very large molecule that cannot diffuse simply. It must be facilitated. Activity 2: Facilitated Diffusion In the facilitated diffusion of Glucose the parameters that were introduced were the number of carrier proteins available for transport in the membrane.According to the results, when there was a 2. 00mM concentration of Glucose in the left beaker there was evidence of diffusion based on the measured rate of diffusion in mM/min. As the number of carrier proteins increased by 200 between 500 and 900 the rate between 0 . 0008 to 0. 0012mM/ min also increased by 0. 0002 min into the beaker. When 8. 00mM of Glucose was placed in the left beaker with the same carrier protein membrane criteria of 500, 700, and 800 the rate increased. The rate was actually faster than that of the 2. 00 mM concentration.As the concentration of glucose raised the demand for the protein attachment increased so more carrier proteins got involved, while previously some were just hanging out because there was less glucose to transfer. Activity 3: Osmosis In this experiment the study was based on the transfer of water across a membrane. Osmosis of water tends to balance out concentrations, so it will flow to an area of higher solute concentration. Water flowing to a more concentrated solution will usually increase in volume but in this closed system for the experiment the focus was on the increase of pressure.The solutes were confined to their area by a semi-permeable membrane based on the pores of the membrane and the size of the molecules in the solute. With 8mM of NaCl with a 20 MWCO membrane the pressure reading was 272 mHg because the salt was not able to pass through the membrane, but the water diffused to the salt side so there was pressure causing and unequal balance, but with the membranes of 50, 100 and 200 MWCO there was no pressure because the membrane became permeable to the salt allowing an equilibrium between he beakers, therefore no pressure. In the case of Albumin, t he water diffused building up pressure until there was no more water left to diffuse so pressure remained constant at all MWCOs. The same occurred with Glucose until the membrane was replaced with the 200 MWCO membrane. Glucose was able to diffuse thus resulting in equilibrium in both beakers. Pressure will rise until equilibrium is obtained. Activity 4: Active TransportThe experiment showed that at 1 ATP the reaction took place at very slow rate and not completely. Without ATP the transfer didn’t take place at all. When 3 ATP’s were added transfer took place quickly and almost completely. The more ATP introduced to the cell, the faster and more complete the transport will occur which is very important for the transport of glucose since it is a substrate for the production of more ATP.

Hand Over Hand Prompting in Special Education

Hand Over Hand Prompting in Special Education Prompting is an important tool in teaching children with disabilities, especially children with disabilities that significantly effect their ability to learn functional or life skills. Prompting happens across a continuum, from the most invasive, physical prompts, to the least invasive, gestural prompts. What Is Hand Over Hand Prompting? Hand over hand prompting is the most invasive of all prompting strategies. Also known as a full physical prompt, it can often involve actually doing the activity with the student. The person teaching the skill places his hand over the hand of the student, and may actually manipulate the hand of the child. Hand over hand prompting may help a young child learn how to manipulate a pair of scissor, either regular student scissors or special spring scissors. The goal of the teacher/practitioner is to begin to fade the hand over hand prompt, perhaps pairing it with a verbal prompt as the physical prompt is faded. Sometimes the hand over prompt can be faded to a less invasive prompt, such as a finger tap on the back of childs hand, to remind them of the hand formation. Example of Hand Over Hand Prompting Emily, a six-year-old with multiple disabilities, requires a very high level of support to learn life skills. Her aide, Ms. Ramona, places her hand over Emilys to provide hand over hand support as she learns to brush her teeth. Ms. Ramona shapes Emilys hand into a brush grip and then holds that grip as she moves the brush back and forth in her mouth.