Muscle Contraction Electrical

Muscle Contraction Electrical Experiment 5: Muscle Structure and Function Introduction Muscles are found almost any parts of our body. They can be classified in to 2 types (smooth muscle and striated muscle) based on their morphology and functions. The function unit of muscle cells is called sarcomere. The mechanism of all muscles contraction is generally the same that is based on the sliding-filament theory involving the interaction of the contractile proteins actin and myosin. Muscles are very important in locomotion, eating process, sound production and etc. different types and patterns of electrical signals will result in different muscle contraction. The aim of this experiment is to study the muscle contractions when applying electrical signal to a nervous system. The sciatic nerve of the frog was electrically stimulated to mimic the physiological trains of action potentials traveling down the nerve and its innervated muscle. When sciatic nerve was stimulated electrically, it depolarized and generates an action potential which passing along the nerve to gastrocnemius muscle through neuromuscular junction. Gastrocnemius muscle depolarized by the incoming electrical signal and contracted in respond. As a result, the gastrocnemius muscle that located on the upper legs of frog will contract. By adjusting the intensity and frequency of stimulation, the contraction pattern of a single twitch, temporal summation, tetanus and fatigue of muscle were examined. Procedure Please refer to the lab manual P.54- P.62, except In part C, students are not required to do single twitch. 2. P.62 Part D Step 8 = stimulate the muscle with electrode (not the clamp) Precaution 1. Dont touch the nerve with metal (use the glass rod instead), otherwise, no electrical current Rinse nerve and muscle with Ringer water regularly to keep them alive. Leave enough muscle for femur clamp to hold the sample. Dont damage the nerve. Result Part A: Single muscle twitch

Hawk Roosting

Hughes was fascinated by the ‘animism' of ancient cultures, especially American Indians. Animism is the belief that spirits live inside all the parts of nature. Hughes poem seems to conjure the fierce spirit of a kind of Hawk God. In this poem, Hughes writes in the imagined voice of a hawk. The hawk, in other words, is personified. For the sake of simplicity, I will call the hawk ‘he'. The hawk's tone of voice is proud, arrogant, he thinks of himself as master of his world. Indeed, like a God, he has power over life and death.His whole life is spent either being in ‘sleep' or hunting for prey. And even when he is asleep he dreams of mastering his hunting and killing technique. The physical description the hawk gives of itself, ‘Between my hooked head and hooked feet', confirms this obsession. Its weapons, the hooks, are the things that matter most to the bird. The hawk says that he has no ‘falsifying dream', nor any ‘sophistry' within himself, and that ‘no arguments assert' his rights. Sophistry means false, but clever arguments.In other words then, unlike humans, the bird is free of rules and regulations, it does not have to justify itself to anything or anyone. Imagery Hughes achieves some of his effects in this poem by changing the scale of things. The small hawk imagines itself to be as big as a God: ‘Now I hold Creation in my foot Or fly up and revolve it slowly. ‘ It is as if the world is only spinning because the hawk's claw turns it looking for its next victim. Form The poem is set out in six equal, four line stanzas. Unlike ‘Work and Play' there is no development or change in form at the end of the poem.Why not? Because the Hawk will not allow change/does not want change. It is happy with the way things are arranged. The world of the hawk is ordered, neat, efficient, controlled, and the form of the poem matches those qualities. The lines are fairly short and many end with full stops. For insta nce, the four statements, of apparent facts, in the last stanza all end with full-stops. Do the full-stops suggest ends, finality, death and in this poem certainty? Certainly the factual tone and the end-stopped, full-stopped lines suggest the hawk would not put up with any arguments.The combined effect is menacing. Summary Subject: Hughes personifies a hawk. He describes it as a survivor and a killer. He compares the hawk's freedom to act on instinct with the way we are ruled by thoughts, arguments and regulations. ATTITUDE : The hawks' attitude is arrogant; its tone is menacing, confident, absolute, and boastful. The hawk sees itself as like a king, or a god or an executioner. Hughes's attitude is more difficult to tell. He leaves the poem open for the reader to decide on how to react to this fierce spirit.Could we just laugh at the small hawk's grand deluded view of itself? Style Almost every image refers to the hawk's control and confidence. Everything revolves around the hawk. Look at the number of times ‘I', ‘me' or ‘my' is used There are lots of short, factual sounding statements in the poem, and a lot of full-stops. These help to convey the bird's certainty. Hughes appears to be using the hawk in this poem as a symbol for power. A hawk would of course act instinctively and kill for the purposes of survival.The implications of â€Å"Hawk Roosting† are therefore that the poem is an extended metaphor for the behaviour of a tyrant or power-seeking ruler. Such a person would, as the hawk is in this poem, be self-centred and arrogant. An authoritarian despot would not allow himself or his methods to be questioned, and would see the world around him as being designed to suit his purposes. Ted Hughes, in â€Å"Hawk Roosting,† paints a picture of a creature that is ruthless and self-involved, showing how a lust for power can take over a being and end in brutality. STRUCTUREThe structure of the poem is regular, with verses of four lines each and similar length lines which creates a feeling of tight control that adds to the theme of power and perfect balance in the hawk. The punctuation is equally tight, with many sentences contained within the line, which gives an abrupt, sharp, controlled feel. However, there is some enjambement which breaks free of the stanza to run across the line break, as if the hawk can disregard the rules, creating a flowing effect as he lists his powers. THEMES – IMAGERY Many nature poems deal with the beauty of nature and God’s power as creator.This poem subverts these expectations. Here, nature is brutal: it ‘kills’ and ‘eats’. What’s slightly disturbing is that the hawk views these as ‘perfect’ and ‘rehearses them’. This almost gives the feel of a psychopath, yet he is only fulfilling his natural function. The repetition of ‘hooked’ from his head to his feet creates a feel of being captured, evok ing his sharp, deadly beak and claws. These are the parts that the hawk emphasizes when he describes himself. The hawk deals in ‘death’. Hughes uses the metaphor of the bird flying direct ‘through the bones of the living’.The uneasy juxtaposition of bones with living creates an unsettling effect, and makes the bird seem almost supernaturally powerful: as if he exists beyond this one moment in time. The voice of the bird displays god-like arrogance [hubris]. He judges that earth ‘holds itself upwards for my inspection’, as if the world only exists for his benefit. The Hawk frequently uses ‘me’ and ‘my’, which shows a possessive, self-focussed streak. He says he holds ‘Creation in my foot’. This is a literal, visual image of the bird in flight and the earth seeming small below, but also a metaphor of power.Hughes deliberately subverts [turns upside down] traditional nature poems on the majesty of creation. T he hawk lists natural features: ‘sun’, ‘air’ and the ‘tree’, which he thinks exist only in as much as they are of ‘advantage to me’. He also says it took ‘the whole of Creation’ to produce his ‘feather’ and ‘foot’: the juxtaposition of something so huge and old, and biblical against a tiny foot/feather, shows how magnificent the bird thinks he is: as if he is the reason creation exists.This is interesting because it twists the traditional anthropocentric world view (i.e. humans are the peak of creation, the whole point of it all), that is set down in Genesis. When he flies up he says he will ‘revolve’ the world slowly – as if he is making it turn. He gives the gift (‘allotment’) of death, which is an ironic juxtaposition as no one would want to receive this gift. It is as if he’s the god of death. He says he has ‘permitted no change’ and end s with a final, simple declarative statement ‘I am going to keep things like this’. The use of ‘am’ stresses his power. He doesn’t say ‘will’ or ‘might’; he’s certain.

Life After College Essay Samples 2019

Life After College Essay Samples 2019 You should try and follow evocative writing while completing this kind of essay. Students should stick with the conventional personal essay format. The introduction and conclusion paragraphs are the absolute most important portion of private essay examples. If one paragraph appears weak, then the total caliber of your essay will be lacking. Essay examples can demonstrate the proper means to use grammar, and the way to compose a very clear and precise essay. Reviewing some narrative essay examples can enable you to organize your information and help you decide how to compose each paragraph to acquire the best outcomes. The essay part of your application is the most crucial. In addition, a well-written composition utilizes simple and appropriate words. You need to have a plan, an established structure, as soon as you are writing an essay. You'll observe a similar structure in a number of the essays. If you would like to create a college essay which works, you will need to provide importance on the content which you will give the admissions officer of your intended university with. A great college essay isn't just persuasive, it's a piece which highlights the suitable attitude to the college, the personal aspirations and the vision the student has once they get in the school. College application essay, is a significant aspect as it aids the panel, pick the best students that show the proper type of motivation, for placement into a few of their programs. A college application essay is a considerable method of letting the panel learn more regarding the student. Colleges are more inclined to admit students who can articulate certain explanations for why the school is a great fit about them beyond its reputation or ranking on any list. It's important the student can develop a thesis statement that's fitting with their targets. For instance, a student may want to write about a certain hardship in life which he or she has overcome. He should be in a position to share their values and dreams they hope to achieve once they get the chance to get into the college in the discussion. After the most important text, it is necessary to incorporate a great conclusion. It has to be able to encapsulate the principal points of the discussion and the gist in a quick paragraph. The previous portion of the paragraph functions as the transition in the next paragraph. The very first paragraph is the introduction and it provides a concise background on the subject. College Essay Samples 2019 Features You're attempting to show colleges your very best sel f, therefore it might appear counterintuitive to willingly acknowledge a time you struggled. Colleges want a feeling of maturity and introspectionpinpoint the transformation and demonstrate your private growth. Here's What I Know About College Essay Samples 2019 One of the absolute most troublesome things in writing essays is thinking up a fantastic title. While writing a personal narrative, you should concentrate on no more than one experience. Let it feel like you're really passionate about what you're writing about. The author starts with a rather comprehensive story of an event or description of an individual or place. Your response shouldn't be a book report. Two new essay options are added, and a number of the previous questions are revised. So you don't actually wish to obtain a topic! Make certain you do not venture away from your primary topic, since it will take away from the total interest of your essay. Individual schools sometimes need supplemental essays. The duration of your essay is not what universities search for. The majority of the colleges utilize the frequent application essay prompts. When choosing the most suitable college essay topics, students ought to be keen to center on the key ideas they're attempting to pass in their essay. College admissions also be based on the essay you write. It is not only about the topic a student chooses to write on, but instead, how they write about doing it. Most admissions officers, or hiring representatives just have a couple of minutes to read each essay, which means you wish to grab their attention straight away in your introduction paragraph. By doing that the student stays true to the very first paragraph in supplying a very clear direction throughout the whole essay.

Language Example Essay - Free Essay Example

Sample details Pages: 6 Words: 1932 Downloads: 1 Date added: 2017/06/26 Category Teaching Essay Type Research paper Did you like this example? A Proposal of Effective Improvement of English Speaking Skills in Non-Native Speaking Children In recent decades, English has become a worldwide language and plays an important role in many fields of education and employment. Because of the use of English as a Lingua Franca, people in non-English speaking countries have tried very hard to improve their English skills; listening, reading, writing and speaking. Many of them have failed in this attempt even though they have tried intensively throughout their lives. Don’t waste time! Our writers will create an original "Language Example Essay" essay for you Create order Speaking fluently and effectively in English is the skill that non-native people want to achieve. On the other hand, it is also very difficult for non-native people to improve their speaking skills. It is important, therefore, for English teachers to examine what difficulties that non-native people, especially children, have in speaking English as a foreign language and to help to enhance the proficiency of speaking English in children effectively. According to Brown Yule (1983), spoken language production, learning to talk in the foreign language, is often considered to be one of the most difficult aspects for the teacher to help the student with learning a second language. This is evident in the following practical areas. The most challenging aspect of spoken English is to be able to communicate with at least one other speaker via interaction. This means that a variety of skills are necessary at the same time: understanding and observing other speakers, thinking about the contribution of oneself, creating that contribution and monitoring its effect. Speaking occurs in real time, like listening, and usually the speakers do not have time to prepare and perform their careful utterances. In this essay, different points of view on the effective improvement of English speaking skills for non-native children will be presented. The first section is about the difficulties faced by non-native children in speaking English. The second part explains how second language is learned. The third part is about how English teachers can help non-native children to improve their speaking skills in English. The last section presents suggestions for effective activities in the teaching of spoken English. Difficulties for non-native children in speaking English Learning a second language is difficult in terms of the requirement of time for processing and reacting with the new language. With regard to the language skills: listening, speaking, reading and writing, speaking skill is classified as a productive skill, as is writing, whereas listening and reading are receptive skills. Davies Pearse (2000) indicates that there are two common misconceptions of productive and receptive skills. Productive skills, usually, are considered to be more communicative than the receptive skills. So, people often misunderstand that speaking is basis of the process of learning itself. However, to some extent, these misconceptions are understandable, but in fact children begin to learn their mother language by listening before speaking, and it is the same for learning a second language of adult, such as immigrant or foreign resident. Thus, it is difficult for non-native children to develop their communicative skills by improve their speaking witho ut improving their listening first. Many non-native children find it hard to produce language in English since they lack adequate natural language acquisition provision. It is argued that they are often taught to memorize grammatically rules and English vocabulary in order to perform English speaking task. They are not adequately encouraged to produce natural English conversation. Those children, therefore, may feel uncomfortable and can feel guilty if they make grammatically mistakes when they produce a verbal task in English alone. Harmer (1998) highlights that a constant interruption from teachers to correct mistakes every time the students speak will destroy the conversational flow and the purpose of the speaking activities. Furthermore, children will tend to be less confident in speaking English. However, his point of view of the correction of mistakes in children is not particularly to criticize individual students. The teacher should handle the mistakes they heard by general correction without mentioning who made the errors. Moreover, a lack of practice in and interaction with the English language outside the classroom creates difficulties in performing in English. It can also obstruct speaking fluency. Stage of second language acquisition: speaking According to Haynes (2005), there are five stages in which children acquire a second language. All new learners of English develop through the same stages of language acquisition. However, the time length each student spends at a particular stage may be greatly different. Stage one: Pre-production This stage is the silent period. Non-native children at this stage may have a receptive vocabulary of up to five hundred words but they are not yet producing language. They may only repeat everything they have heard, but they may still not speak. These children will listen attentively and will be able to respond to the programme aids, such as pictures and other visuals. In addition, they can show comprehension by duplicating gestures and movements. They will work well with total Physical Response. Much repetition of English, therefore, is very necessary for these English language learners at this stage. Stage two: Early production This stage may remain of up to six months and the children will progress at about a thousand words of a receptive and active vocabulary. Children can usually produce one or two word phrases during this stage. Furthermore, they can use short groups of language that they have memorized although this language may not always be correctly used. Stage three: Speech Emergence Children at this stage have developed about three thousands words of receptive vocabulary; they may also be able to communicate with simple phrases, sentences and questions, which may not always be grammatically correct. These learners will also start holding short conversations with classmates. In addition, they can follow well with easy stories with the support of pictures. Stage four: Intermediate Fluency At the intermediate fluency stage, children will have six thousands active words of vocabulary. They are beginning to use sentences which are more complex when speaking and they are more likely to share opinions and express their thoughts. At this stage, children will use strategies from their mother language as a tool to communicate and learn content in English. Many children may translate assignments from their mother language into English. Teachers, therefore, should pay more attention on studying strategies in order to help them understand more complex concepts without excessive translation. Stage five: Advanced fluency To achieve cognitive academic language proficiency in a second or foreign language, takes about four to ten years for learners. At this stage, children will have the ability to perform in subject areas close to those of native speakers. Most learners at this stage will feel confident to operate alone in English; however, the beginning of this stage they may still need support from their classroom teachers. Role of the teachers to enhance speaking of the children In the teaching of spoken English, teachers play the most important role in supporting and enhancing the ability of children to speak English. These English teachers, therefore, should understand the fundamental needs of a learner in speaking and listening to the language and how children acquire language. As a result, children will be taught in the most effective way. According to Davies Pearse (2000) there are some obvious implications for teachers in teaching spoken English: Create and provide a relaxing atmosphere and welcoming environment in the classes so that the children are not afraid of speaking in front of the rest of the class. In addition, teachers should provide as many speaking activities as possible in class both in pairs and in groups; the children, therefore, can speak English without being too nervous that the rest of the class will be listening to them. Expose the children as much as possible to pronounce speech naturally, and try to integrate some pronunciation assignments into the classes. The children will not be able to learn intelligible pronunciation or develop speaking skills in general without hearing enough natural speech. Make the children become familiar with combining listening and speaking, in natural interaction, in real time. The general use of English particularly in the classroom may be the most beneficial opportunity for children to practise natural English interaction. Speaking activities In teaching speaking skills, teachers need to be particularly skilful in organising activities in the classroom that are motivating, authentic and diverse. The use of authentic and engaging interesting materials should be the foundation for classroom activities. It is also very beneficial and enjoyable for children to listen to native speaker speech from the showing of films or television programmes as well as audiotapes and songs, so that the children can attune their voices with the sounds of the native speech that they hear. Additionally, Celce-Murcia (2001) states that the teacher can also assign outside classroom activities, such as watching and listening to English language films, television programmes and radio channels. This learning activity can become the input for following classroom activities: discussions, debates, oral presentation or oral examinations. Students should be encouraged or assigned to go English-speaking places or areas, for example going to trave lling places or hotels to find native speakers to interact with. Furthermore, inviting native speakers to the classroom to give speeches, talks, or presentations is another good opportunity for children to be able to interact with the real native guest speakers. Children can also be assigned to ask some questions or interact with native speakers in order to improve their communication skills. Teachers can also encourage children to participate in an English club or to be a member of the English group in the school or to find an English speaking conversation partner. In terms of communication, speaking is classified as a productive skill. Due to the fact that we communicate because we need to exchange information, focusing on content, not the language or the use of a variety of vocabulary and grammar, to promote real productive ability, teachers should, therefore, use interesting topics and fun activities to stimulate and support the efforts of the children to communicate and focus on information and ideas. They should avoid correcting grammatical mistakes all the time since it risks the creation of a lack of confidence in speaking English. To summarise, the improvement of English speaking skills requires understanding of the difficulties encountered by non-native children in speaking English, the stages of language acquisition, strategies and effective activities from English teachers. As stated above, speaking conversation takes place in real time and involves many skills. So, it is inevitable that children will make mistakes. For all these reasons, teachers, therefore, should create a relaxing environment and atmosphere, accustom natural interaction in listening and speaking for the children, encourage incidental classroom conversation activities as well as giving the children the opportunity to express their needs. To enhance English speaking skills in non-native children, teachers need to be aware of the communicative purpose of the language, not linguistic objectives. References Brown, G., Yule, G., 1983. Teaching the Spoken Language. 12th ed. Cambridge: Cambridge University Press. Celce-Murcia, M. 2001. Teaching English as a Second or Foreign Language. 3rd ed. Boston, MA: Von Hoffmann Graphics. Davies, P. Pearse, E. 2000. Success in English Teaching. Oxford: Oxford University Press. Harmer, J. 1998. How to Teach English. Essex: Addison Wesley Longman. Jones, D., Hodson, P., 2006. Unlocking Speaking and Listening. London: David Fulton. Haynes, J., Stages of Second Language Acquisition. [online]. Available at: https://www.everythingesl.net/inservices/language_stages.php [accessed 28 August 2008] Bibliography Finocchiaro, M. 1986. English as a second/foreign language. 4th ed. Englewood Cliffs, NJ: Prentice-Hall. Medgyes, P. 1994. The non-native teacher. 6th ed. Germany: Macmillan. Vale, D., Feunteun, A., 1995. Teaching Children English. 6th ed. Cambridge: Cambridge University Press.