How do the aligned filaments exchange excitation energy and concentrate it to the centre of core–shell structures with radial gradients in the optical bandgap?

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NANOMATERIALS HOME WORK

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Physics of nanomaterials Problem Sheet Due last teaching week of term on the Monday, check notices on blackboard for specific dates Question 1 Outline the Quantum Confinement effects in quantum wells Question 2 Outline what you know about Exciton processes in semiconductors Question 3 Outline what you understand in regard to the electronic structure in carbon nanotubes Question 4 Outline one example of where carbon nanotubes are applied in biology Question 5 Outline two methods that enable the optical measurements of single quantum dots Question 6 Outline what you know about how quantum dots can be used in imaging in biology Question 7 Answer the following by reading the 3 papers published this year. Research PAPER 1 attached on blackboard Write a short note using diagrams were possible a) How does the device work b) What role do the nanoparticles play c) Has the device been applied to single-organelle probing Research PAPER 2 Write a short note using diagrams were possible a) What is a solar concentrator and optical antenna? b) How do the aligned filaments exchange excitation energy and concentrate it to the centre of core–shell structures with radial gradients in the optical bandgap? Research PAPER 3 a) Outline how semiconductor quantum dots coated with strands of DNA can self-assemble into a variety of structures

WHO OR WHAT IS RESPONSIBLE FOR THE CONDITIONS UNDER WHICH FAMILIES HAVE TO LIVE?

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WHO OR WHAT IS RESPONSIBLE FOR THE CONDITIONS UNDER WHICH FAMILIES HAVE TO LIVE?

OCTOBER 12, 2014 NO COMMENTS

Questions to explore after reading “Reductionism, When Are the Answers

Too Easy?” 

            These questions are all based on materials in this essay.  Don’t give routine or perfunctory answers.  Search you own experience, and make sure you base your answers on that.  Even when I ask you to explain something in the text, use your own words and thoughts.

            These questions are meant to exercise your skill and imagination in readingsocial science theory, andanalyzing social processes.  Real reading of real writing is not easy; it takes practice. Social analysis, likewise, is not in your genetic code, and certainly not available from mainstream journalists or politicians: that’ll be the day.  No, it has to be learned, and learned from sources outside of what passes for “the mainstream.”

            Just answer the each question in two or more paragraphs, but each time you make a new point, make anew paragraph, as many as  .

            Short paragraphs are good.  Punchy.

1.  Is “theory” a difficult term for you?  In what contexts (where and from whom) have you heard the term before now?  How about outside of class?  What was it used to mean there?  How is/was it often misused?  What’s wrong with saying, “Oh, that’s just a theory”?  What does Strange say it means?  What does he say is important about theory in the first two paragraphs?

2.  Have you heard of ADHD (or ADD) before now?  Where and in what context?  How were its causes explained to you, or how did you imagine it could be explained? (If you have never heard of it before, say so, and move on to the next Q.)

3.  Answer the question at the end of section I about your first critical reaction to the chemical- genetic explanation of ADHD given so far.  How does it (the theory/explanation) of ADHD sound to you at this point?  Be frank.  What other human actions (complex behaviors or traits) have you heard described as having genetic, or hormonal, or biological causes (make a list)?

(The remaining questions, but especially 4, 5, 7, 8, and 10, demand a little more detail, as well as more soul-searching.)

4. a) What are the possible shortcomings stated here (but translate into you own words) with the chemical-genetic explanation of Isabelle’s ADHD?  b)  What can be said to be missing from the chemical-genetic explanation/theory?  c) What is meant by “blaming the victim”?  Do you feel the chemical/genetic theory does this to Isabelle?  How so, or how not? What is your reaction to the other examples mentioned here of blaming the victim?  Do they?

5.  a) What is Gabor Mate’s alternative explanation for the problems of children like Isabelle?

 b) Show how Mate’s theory/explanation can be applied to Isabelle’s specific case (in other words, translate his general theory into what we know about Isabelle’s social context (meaning her relation to other people and groups, and the history of those relations.)  c)  Give some features, or processes at work in the social world (social context) in which Isabelle’s parents and relatives operate which might create pressures and stresses on them, pressures that are easily communicated to children.  So should we put all blame on the parents?

6. What is your own list of the most pressing problems of our time (my list is on page 18)?

Why do these (sometimes ponderous sounding) issues matter?

7.  Throughout this essay (especially section V and VI), a number of other issues or problems are referred to (like the housing bubble, schizophrenia, etc. etc.) which could be explained either reductionistically, or more holistically (by social context.)  a) Pick  any one of these issues, or one of your own. Explain what the issue or problem is.  Show what an explanation that reduces the answer to a biological factor, or to some form of biological determinism, would look like.

b) Where would you look for a more holistic explanation?

8. a) Pick one other issue or problem that is often explained not by something biological this time, but by putting all the weight of explanation on the individual, or to individual or group mental characteristics (or to some other partof a larger social whole, like those shown in the circles just before page 9.  What issue have you chosen?  b) What would, or does, a more reductionistic explanation look like?  What part of what whole is being used to explain something?  What is missing from such an explanation?  What would a more holistic explanation look like and include?  c) What is wrong with explaining our huge wealth gaps in the US by “greed,” or with explaining Iran’s governmental actions by religion (see especially pages 12, 13, and 14)?

9.  a) How would you explain to someone else, another college student say, what reductionism means? b) What makes some forms of reductionist explanation moreextreme (more heavily reductionistic) than others? c) Looking at the two-sided, one page handout by Neville, “Neuroscience exposes..” and “Race Gap..”, how would you argue that “genes are not destiny.”  Why aren’t they?  e) What accounts for gaps in test scores between blacks and whites?  What would have to happen in order to erase (or reverse) these gaps?

10. a) What makes reductionist (and “human nature”) theories/explanations so hard to resist?  How does our cultural/historical emphasis on machines play into this fatal attraction? b) What does this essay suggest is wrong with (or suspect about) “expertise,” and with reliance on our beloved technical (or technological) solutions to current pressing human problems?

11. a) How might the recent dramatic rise in the incidence of ADHD, as well as other childhood personality or developmental disorders be explained?  (Remember, slow to change factors like DNA or psychological properties can’t explain more rapid changes in behavior or diagnoses.)  Would your explanation be in some degree holistic?  How so?  What contexts, or social units would you include to explain the rise?

12. In the Neville “Neuroscience exposes..” article, it is theorized that poverty affects things like memory, language skills, and I.Q. scores.  a) By what processes do you think this might happen?  Be specific.  b) Can cognitive (or brain) function be improved after birth, and after environmental damage has been done?  How?

Pi learns “faith and love of God through the lens of a physical world depicted as wondrous, brutal, and deeply mysterious.”

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Prompt:
[Sample Argument for Paragraph One; You must write your own argument that is different from this]:
The Life of Pi is a journey to enlightenment. It is written by a non-religious author, Yann Martel, who is a proponent of secularism. In interviews about the book, Martel said that the story was written for those who disbelieve (especially agnostics). The author’s preface to the novel describes that it will make you “believe that there is a God.” But critic Gregory Stephens goes further than this. In his essay “Feeding Tiger, Finding God: Science, Religion, and ‘the better story’ in Life of Pi,” Stephens argues that the book appeals to two different types of readers – agnostics and true believers. He contends that the story depends upon this liminality of approach and that it’s positioning midway between faiths, continents, boyhood and adulthood, fact and fiction, and animal and human is what gives the tale its great power and effect (Stephens). This essay takes up some of the questions asked by Stephens and attempts to answer them more thoroughly by looking at specific examples of passages from the book. It argues that having to establish faith outside of a church or an “institutional” context makes Pi understand something about what real faith is. Pi learns “faith and love of God through the lens of a physical world depicted as wondrous, brutal, and deeply mysterious.” (Pamela Cooper). For Pi, the body of the animal is both an “agent of God” and a sign of “unexpected cruelty” (Cooper). The novel argues that a central component of a story that makes us believe must relegate human beings to the sideline and put animals back at the “center of our secular and religious imagination.” But this essay also shows the importance of the balance of religion and science, as necessary components of believing in God. This is simply put in Gordon Houser’s view that the two central themes of the Life of Pi are that “that all life is interdependent, and that we live and breathe via belief,” a statement that encapsulates everything from God’s providential designs to the fragile nature of ecosystems and modern chaos theory (Houser). Finally, this essay argues that religion is made clear by the close connection in this novel between religion and storytelling. As Cooper puts it, in some sense, believing in God involves a willingness to suspend disbelief and to listen to fantastic stories, many informed by religion, or at least some element of faith and spirituality. Pi’s worst enemy on the lifeboat is not the Bengal Tiger, but fear and despair (loss of faith). He uses prayers to God’s and also Richard Parker himself in order to maintain faith. This is underscored by Pi’s experience on the carnivorous island, which he lands on, near the end of his ordeal. The island has been viewed as a test of not only Pi’s faith, but also the readers’. To believe in such fantastic islands is to suspend imagination, but also to be captured and transfigured by Pi’s story itself. At the end of the book, even the insurance agents who are trying to find the “real” story admit that the story with animals is the “better” story. Pi replies “that’s how it goes with God.” For Pi, “imagination is the agent of faith” (Cooper).
Instructions:
In your paper you will come up with examples (passages from the book) that illustrate each one of these points. You will use these examples (block quotes) in order to structure your paper. Please cite block quotes correctly and then go in depth into describing them. You will also (when appropriate) bring in at least 3 critics who have written about The Life of Pi. (See the examples below).
Please also staple your paper, include a creative title, and page numbers. I will also be looking for a complex, interesting, and well-articulated thesis in paragraph one.
I will not accept papers that don’t have these features.
Papers should be minimum 7 pages. There is more than enough information to write 7 pages on this topic.
Aspects of religion in the novel that you should include (use at least 5 of the following, and you must include 6, 7, and 8):

  1. Pi learns “faith and love of God through the lens of a physical world depicted as wondrous, brutal, and deeply mysterious.” (Pamela Cooper).

 

  1. For Pi, the body of the animal is both an “agent of God” and a sign of “unexpected cruelty” (Cooper).

 

  1. But this essay also shows the importance of the balance of religion and science, as necessary components of believing in God. This is simply put in Gordon Houser’s view that the two central themes of the Life of Pi are that “that all life is interdependent, and that we live and breathe via belief,” a statement that encapsulates everything from God’s providential designs to the fragile nature of ecosystems and modern chaos theory (Houser). Find examples from the novel that deal with the relationship between science and religion and analyze these in depth.
  2. This essay argues that religion is made clear by the close connection in this novel between religion and storytelling. As Cooper puts it, in some sense, believing in God involves a willingness to suspend disbelief and to listen to fantastic stories, many informed by religion, or at least some element of faith and spirituality. Find examples from the book that deal with religion and storytelling.
  3. Pi’s worst enemy on the lifeboat is not the Bengal Tiger, but fear and despair (loss of faith). He uses prayers to God’s and also Richard Parker himself in order to maintain faith. Find examples from the book to illustrate this point. Passages. Close readings.

 

  1. This is underscored by Pi’s experience on the carnivorous island, which he lands on, near the end of his ordeal. The island has been viewed as a test of not only Pi’s faith, but also the readers’. To believe in such fantastic islands is to suspend imagination, but also to be captured and transfigured by Pi’s story itself. What is the significance of the carnivorous island? Find passages from this episode to help you answer these questions. Use passages and close readings in your answer.

 

  1. Something about the interaction between Pi and the insurance agents. Significance of this scene?

 

  1. Conclusion. Nice. Long. Really show me what you have learned about religion in the Life of Pi.

how syntactic and lexical techniques deployed with the purpose of manipulating the feel of text in one way might also impact other textual properties

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Question 4. In class we talked about how the mechanical connection of phrases is a strong syntactic technique for imparting emphasis. We also discussed how syntactic and lexical techniques deployed with the purpose of manipulating the feel of text in one way might also impact other textual properties. Considering our exercises and readings over the last few weeks, describe how the concepts of co- and subordination discussed in class might connect to the “rudimentary” idea of unity, identified in our reading as a property necessary but not sufficient for paragraph cohesion. (To answer this question, you may want to begin by defining the terms unity and coherence as they are defined in the text and then detailing how they are related to cohesion. From there, you can comment on how the phrasal coordination techniques discussed in class function in terms of these terms, as well as in terms of emphasis and cohesion.)
Please give me a good rate and quality work with deadline in mind.
(university level paper)
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penrose_katz.pdf20 Genre analysis – setting the scene
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