A comparison of Fluvial and Glacial Sediments (deposits) In the Glen Rosa area of Arran

The aim of my investigation is to ‘compare the Fluvial and Glacial sediments in the Glen Rosa area'. I will use a variety of experiments and methods to collect my results. My investigation will be based on proving these hypotheses are correct. I hope to show that: * Fluvial sediment will be generally smaller than glacial sediment. * Fluvial sediment will be more rounded than glacial sediment. To provide evidence of these hypotheses I will look at river sediment on the fluvial slip off slope and compare it with that of a glacial deposit in the form of a terminal moraine. Slip off slope; The slip off slope Terminal moraine; I will also be considering; The difference in B Axis length, Roundness, Sediment composition and Sorting. I expect the glacial deposits to be more angular than that of the fluvial deposits because the rate of erosion is different. In fluvial erosion the rocks are in constant erosion from frequently colliding (attrition) with other rock material. I would expect more edges of the rock to be rounded because the chances are they would have been knocked off. The glaciated deposits however, I would expect to be more angular because they collide less. I am going to collect a range of results which will hopefully provide evidence that my theories are correct. To collect these results I will: * Use appropriate methods to measure and accurately record my results to prove my hypothesis correct. I will measure the length of a slip off slope (and moraine vertically if possible). The length divided by twenty, will be the length of the intervals for my measurements. At each interval I will proceed to measure these factors. I. Roundness II. Orientation III. Length of the B axis. (stone width) By doing this I will collect sufficient evidence to support or disprove my hypothesis from the results. I am going to use twenty readings to give me an accurate sample of the whole geographical feature. Points to note: Glen Rosa is a NTS area – conservation issues do not allow us to move scenery – including rocks. This could be a limiting factor as we may not be able to locate all the results we need. And to what extent do we measure sediment? After all a grain of dirt is a form of sediment, but is it practical to measure a grain of dirt? My project also involves considering how glacial and fluvial deposits vary in: * Sorting (division into coarse, medium and fine sizes). * And the orientation of the B axis. * And composition ( rock type ) The orientation is the alignment of the B axis. River deposits are measured on a slip off slope and glacial deposits in a terminal moraine, with the following expectations: * Water borne sediment will be sorted into size categories, the largest material being dumped upstream first, (upstream where the water flow is strongest) and the finest last (downstream where the flow is weakest). Glacial deposits however will be dumped irregularly because they ‘melt out' of the ice. * River sediment will have been rounded by river transport and attrition whereas glacial sediment, having only travelled a sort distance, will be angular. And slip off slope deposits will lie with their B axis at right angles to the flow of the river whereas glacial deposits are thought to lie in the ice with their A axis parallel to the direction of flow. Risk assessment. The axis of a rock are as follows: The A axis (Length of rock) The B axis (Width of rock) The C axis (Depth of the rock) Apparatus needed for my investigation: * Callipers * Compass clinometer * A water-proof notebook/pad * A pencil * Hand lens * Sorting chart * Powers Roundness index * Measuring tape – 20m length * Camera (to record locations and to provide secondary evidence) * Map to find location and note grid references Note Because I was working in a group and am collecting data for the group it is imperative that each of us has their own role and each must keep to that role. This is because the sake of a fair test. For example, If I read the callipers at the start I must read them throughout because the others eyesight and judgment may not be the same as mine, so if each person continues to do one job their judgment will not be too diverse. I am going to collect my evidence to prove my theory by doing thus: I. Firstly I am going to assess the possible location of a moraine and a slip off slope. II. Secondly I am going to travel to the Glen Rosa valley area. III. Then I will proceed to go to the site and take photographs. IV. I will measure the article in question by using a transect of the slip off slope/ terminal moraine. V. Then I will collect the evidence I need by accurately measuring and recording my results. I shall be looking at the ; a. Roundness b. Orientation c. Length of the B axis. I will measure the transect by measuring a point across the hole moraine / slip off slope and divide it by 20.The results from that then apply to the collecting of the samples, at each interval one should proceed to measure the nearest sample. I will measure Roundness by- comparing sediment sample to the guide shown below, this may be difficult to decide which category the rock goes into however for the sake of speed it was my primary choice. I will measure orientation by – locating the b axis and using the compass clinometer I will measure the orientation. I will measure the length of the B axis by – using callipers and reading off the rule. I will collect 10 (20 if possible) readings from each site to give me a suitable range of results. The locations I have chosen are highlighted on the map and the grid references are below: The terminal moraine – 987 382 The slip off slope – 987 383 I will record my results on the attached sheet. I will present my evidence as a range of graphs with attached section on collecting recording and presenting evidence. Stage 2 collecting, recording and presenting evidence. On the Day when we travelled to these two grid references the terminal moraine on 987 382 and the slip off slope on 987 383, I worked with 2 other people to obtain evidence/results for my investigation, they were Matthew Cruse and Lawrence Card. This was the original plan for the results table we were going to use. However during collecting the evidence our group decided we could double the amount of our results in ample time. So this is the real results table we developed. We were helped by 1 person in identifying some of the rocks, she was called Lucy and she was an instructor for this course. On the actual day we collected 20 samples from each site both the terminal moraine and the slip off slope. Our results table is as below; Graph sheet 1 Some graphs may help to show the evidence. Firstly the length of the b axis against the length of the slip off slope. (Sample every 1 meter). Anomalous point Graph sheet 2 These are the results for the composition of both fluvial and glacial deposits. Here O represents other specimen of rock P is Phyllite and G is granite Fluvial deposits Glacial deposits As it is clear here the fluvial deposits have more variation that that of the glacial deposits, the glacial deposits contain no other rock types. Graph sheet 3 Charts to compare roundness of fluvial deposits against the roundness of glacial deposits. It is clear here that glacial deposits are more randomised and do not follow any particular roundness, where as the fluvial deposits are mostly in-between the 2-3 category Graph sheet 4. Here are 2 charts to compare the orientation of the B axis. Fluvial orientation Glacial orientation Both graphs show completely opposite finding which was totally as I had expected, mainly the glacial deposits were all at right angles to the flow of direct which is what happens. The fluvial was parallel to the flow of water. The glacial sediments B axis was not parallel to the flow of the glacier because it travels on it's A axis which is as I predicted. Stage 3 description, analysis and interpretation of evidence. All of my data I collected I believe I collected accurately. But unfortunately my results do not support my predictions very accurately which were; * Fluvial sediment will be generally smaller than glacial sediment. * Fluvial sediment will be more rounded than glacial sediment. The graphs which show sorting on the B axis for the fluvial sediment are vast variations than those predicted although they do provide weak evidence (graph sheet 1). For example, on the photograph below it is clear that there is sorting on the slip off slope. This sorting is the absolute opposite to what I had expected in my prediction. This variation may exist because it is a frequently visited spot and people very often pick up rocks to study them and cast them down in a different locations, this may have happened here. Or another reason could be my inaccurate measurements, or even the choice of my samples. Section 4 drawing and justifying conclusion and evaluation. Here were my main predictions * Fluvial sediment will be generally smaller than glacial sediment. * Fluvial sediment will be more rounded than glacial sediment. Here are the sub predictions * Sorting (division into coarse, medium and fine sizes). * And the orientation of the B axis. * And composition ( rock type ) As far as the sorting for the slip off slope is concerned, I found that my results are conclusive but very weakly so. The results did support my prediction roughly but not the extent I had hoped for. You can see evidence for this though section 3. Because I found that the slip off slope is not how I expected I have used additional secondary evidence to show what my results should have been like according to my prediction and the laws of fluvial deposition. There is only one reason I can see for my weak results for the slip off slope – human interference, it is easy to pick up something and place it down somewhere else, could that of happened here? Since it is a widely used site I believe this is the case. I believe that the evidence for the sorting I obtained from the fluvial sample appeared to be back to front the larger sediment should have been deposited at the front not the back. The composition is definitely as I had expected. So as far as the composition is concerned I found a definite conclusion that my sub-predictions were true, the fluvial deposits covered a wider range of rock type because it could transport more diverse material than the glacier. Although there is little evidence to support this there is a definite link. The orientation was not as I had of expected. I believed the glacier to be more randomised where as the fluvial to be more sorted. Evaluation We had a few problems during this investigation many of them minor, but a few were major. For example, since we did not have any artificial light and light throughout the day was fading we may have made a few mistakes on measurements, this may be a reason for some if not all of the anomalous points. One person in my group noted all of the data down on the day so we could have misjudged his handwriting and could have written variable data. Below is a simple diagram of some of our problems: The Main weaknesses and faults. The main weaknesses during my investigation were the lack of conclusive results as shown in the graphs. However this could be rectified by using secondary data, such as maps, other people's results as shown during my project shown after this page. As always any investigation can be improved by the quantity of evidence, and also the quantity. If I could obtain more evidence from different locations, i.e. not just from Glen Rosa it would provide a much better supporting structure for my predictions. Although this would involve thousands of pounds it would have a very accurate conclusion.

Montessori Math

Montessori is an approach which many have adopted these days as a teaching method for children in preschool. The materials which they use create an environment that is developmentally appropriate for the children. Montessori believes that with the helped of trained teachers and the proper environment which the children are placed in, intelligence and different skills will be developed in the child (Casa Montessori, 1997-2009). In addition, one of the main aims of Montessori is develop children to become life long , independent learners. Instead of following the tradition teaching methods whereby teachers would present the students with all the facts and information that they need to know, the teachers trained in Montessori teaching would ask questions and direct the children in a way where they have to look for the answers themselves. In the learning process, the teachers would basically motivate the children to be actively engaged in their learning and to think independently (Seldin, 2010). The basis of the Montessori approach is that learning through experience and going through the process of investigating and discovery is one of the most effective ways for a child to learn. Montessori also believes that children do not learn by memorising information given to them but from concrete experiences that interests them. This is why Montessori focus on different creating different developmentally appropriate concrete learning tools and materials that stimulates the child into logical thinking and discovery for subjects such as mathematics, sensory development, language and so on (Seldin, 2010). With regards to mathematics, the Montessori approach sees sensorial training as a very important platform which aids in the learning of basic arithmetic. The wide variation of materials Montessori has to cater to mathematics allows children to familiarize themselves with numbers at an early age (Modern Montessori International, 2006). They focus on using sensorial materials because they are precise and exact. They believe that it is important for the children to work with materials that are exact and so that they can be exposed to isolated concepts, learn through repetition and rom there draw the main principle of each and have a clear abstraction. All these concepts would help the child to order his mind and enable him to classify different experiences. This is because having a clear perception and the ability to classify things help the child to learn how to be precise in their conclusions. Working with sensorial materials prepares the children for the study of progression and sequ encing as it builds up spatial representations of quantities and form imagines of magnitudes (Montessori Primary Guide). Montessori believes that before a child can start learning mathematics, he or she must explore and accept the notions of idealized things with isolated qualities and to practice the requisite intellectual skills (Modern Montessori International, 2006). First of all, exposing the child to early sensorial activities is used to introduce the idealization of things and isolation of qualities to them. This is because allowing the child to work with sensorial materials gives them the opportunity to deal with isolated qualities physically and hence acquire the sensibility of what mathematics is all about. Secondly, the child must be introduced to the intellectual skills needed for mathematics such as exactness, calculation and repetition. Practical activities such as pouring beans into a jug or sweeping the floor can help children acquire such skills. It is believed that when children reach age four, they are ready to start learning mathematics. However, prior to that, the children have to establish certain things such as internal order, precise movement, work habits, the child must be able to complete a work cycle, follow a process and are able to work with symbols (Modern Montessori Guide). That is why there are developmentally appropriate ways for the children to explore arithmetic. The material first begins with concrete experiences such as the number rods and cards where the children are able to work with such materials to learn the different concepts of numbers. This would also help the child as they work towards the abstract stage of solving mathematical sums. The mathematics in Montessori is organized into six groups. Group 1 is Introduction to Numbers, group 2 is the Introduction to the Decimal System, group 3 is the Introduction to Teen Board, group 4 is the Operation of Decimal System, group 5 is the Introduction to Recording and Arithmetic Tables and group 6 is Abstraction. Firstly, group 1 which is the Introduction to Numbers introduces the units of quantity up to 10. The focus group for this group is for children age 3 and a half onwards and the main aim of this group is to help children learn the names of numbers, understand the value of each number and to memorise the number sequence. Secondly, for the in group 2, The Introduction to the Decimal System, the children are given concrete experiences with units with tens, hundreds and thousands as tools to introduce them to the decimal system. As for the third group which covers the Introduction to Teen Board, it helps the children to understand the different numbers within a hundred. Fourthly, group 4 which covers the Operation of Decimal System gets children to work with beans when doing the operation and is usually done at a sensorial and group level. The fifth group is the Introduction to Recording and Arithmetic Tables. Children at this level work individually with the materials and area also introduced to recording at the same time. The children will use strips, boards and beads that help in giving them material demonstration of addition, subtraction, multiplication and division. In addition, these board games do help them children to memorise tables. And lastly group 6 is covers Abstraction. This level is a transition to abstraction which helps the children to internalize the different functions of arithmetic. The materials used by Montessori are of progressing difficulty. The child would first be introduced to a quantity in isolation and then a name would be given for it. After which, the child would be given the opportunity to associate the quantity and the symbol. Using an example for the number rod exercise, we can see that the children are first introduced to the numbers by itself when they are asked to count the rods. Subsequently, the teachers would go on and teach the children how to match the numerals to its values by matching the number cards to the rods. The focus group for this group is for children age 3 and a half onwards and the main aim of this group is to help children learn the names of numbers, understand the value of each number and to memorise the number sequence. With regards to Montessori, sequence is always given in all of the work and the children are taught to establish a sequence in everything they do. I believe that is how the children learn how the numbers go in sequence (Modern Montessori Guide). The advantage of this exercise is that the units of each number rod are fixed. Therefore, this reduces any possibility of confusion that might arise. Moreover, the children will be able to absorb the concept into the unconscious easily and hence teach them the names of the numbers before the child grasp the abstract conception (Montessori Mom, 2009). The materials by Montessori give the children the experience that they need to arrive and progress to begin working independently. Some of the activities are directed by teachers but all these activities would have to be followed up with activities which allow the children to work on their own. The children are only allowed to progress to the next level when they have fully understood the previous stage (Modern Montessori Guide). Thus, the children will only be able to progress to the decimal stage when they have finished the first level. As mentioned above, the children will start to learn about the decimal system in group 2. This teacher directed exercise is done for children age 4 years and above. What the teacher will do first is that she will put beads on a tray and place it on a table with the unit on the right and the thousand on the left. After which, the teacher will bring the unit of bead from the tray and put it on the mat and say â€Å"this is a unit†, and put the bead back on the tray. Subsequently, the teacher will bring out the tens bars and indicate to the children that â€Å"this is a ten†. And the teacher will do likewise for the hundreds and thousands. After all these have been taught, the teacher will follow up with the second period where she will place all four materials (unit/ tens/ hundreds/ thousands) at random and get the child to show her the unit she wants. In the last period, the teacher will take a random unit out and ask the child what it is. So for example, the teacher will take a cube and get the child to name what it is. The main aims of this exercise is firstly, that the children will learn the terms â€Å"thousands, ten and unit†, that they can understand the decimal system and that the child will be able to understand the relative values of one, ten, hundred and thousand. Following that, in order to teach the children how to associate the quantities with the numerals from 11 to 10 and to teach the children how to count from 11 – 19, the teachers would use materials such as a sequin board, 9 ten bead bars and a set of short bead stair. The different boards would be arranged on the floor and teacher would arrange the 9 ten bars to the right of the board. She would then ask the child to lay the out the short bead stair to the right of the ten bars. After which, the teacher would stack the numeral cards n order going from 1 to 9 and place the stack to the right of the board. With that the teacher will ask the child what the first number on the board is. When the child says 10, she will ask him to place a 1 ten bead bar to the left of the board and when she asks the child what comes after ten, the child will have to make 11 by adding 1 to the 10 bead bar. After that, she will get the child to place the numeral card with the number. She will continue to do this until the number 19. In order to teach the children numbers up till 99, the steps that the teachers do will also be similar to what they do with teaching the children from 11 to 19. As we can see, just like what was mentioned above, the procedures that Montessori adopts is one that has sequence. The children would progress step by step slowing adding on to what they know. Many have criticized Montessori’s method of using strings of beads to teach numbers as being clumsy or materialistic. However, they believe that it is necessary for the children to understand numbers because it would be easier for a child to work with concrete materials patiently if he or she is unable to get a clear idea of abstraction (Montessori Mom, 2009). The beads chain is used to give the child an understanding of the relative value of 1, 10 and 100. The teacher would place the chain and the 100 square next to each other, telling the child that the bead chain and the 100 square are the same. She will then start the exercise by asking the child to pull the chain into a straight vertical line and ask the child to count every single bead in the first bar. When the child comes to the 10th bead, the child would be asked to place the first number label 10, next to the ten beada. He will continue for the rest of the tens (20, 30, 40) until 100. In the next level, the children would progress to the stage where the teacher will develop their understanding of working of addition, subtraction, multiplication and division. For example, in the exercise for addition, the teacher will show the children how to lay the materials out. A large number card is laid out in column and the 2 sets of small number cards are laid side by side. The teacher tells the children that they are going to work with addition problems. After that, the teacher makes addends in small number cards and puts one in each tray. She will then get the children to go to the bank and get the appropriate beads. After the children have done so, she has to show the children how to put the beads and the different quantities on the mat. The teacher will then explain to the children how she is going to add the different quantities and units that are there. She will get one child to place the large number card and show him where to place the card. A second child will be asked to bring down the 10s, count them and bring the large number card. She will repeat all the steps with the 100s and 1000s. Following that, children will start to learn composition and de-composition of numbers 1 to 10. This is for children age 5 onwards. The teacher will ask the child to build the stairs with the number rods on the mat. She will bring down the rod number 10 and get the child to count it. After which she would bring down the rod number 9 and get the child to count it as well. She will then ask the child â€Å"how many more do we need to make the number 10? † and the child will be required to go and take down the appropriate number rod. The teacher will continue this exercise using different combinations given to the child. The main aims of this exercise are to show the child the working of addition and to provide further practice in addition. In addition, this would also give the idea that two quantities added together make one large quantity. At the last level, the children will learn individual sums using different materials. For example, in the addition without changing exercise, the children will be introduced to individual addition sums using the golden beads and work cards, they will learn how tor record answers as further practice, it serves as an intermediate stage in the progression from concrete to abstract and to practice changing whenever it’s necessary. For this case, the teacher will remind the children that the colored lines corresponds to the numbers of large numeral cards and get them to read the first number (e. 4675). The child will then have to look for the corresponding beads and place them on the mat. After which, the child will read the next sum and have to bring the corresponding beads out as well. The child will then be asked to add all the units and record his answer. The teacher will repeat this with the tens, hundreds and thousands. Once the child has down all 4 sums, he will have to chec k his answer at the back of the cards. It has been said that children will soon grow out of using manipulatives such as blocks and beads to learn mathematics. Once they have reached the stage where they are familiar and are confident in using that method, they will want to go on to something of a higher difficulty level. This is when the teachers can start teaching them numbers with concrete objects (Montessori Mom, 2009). As the materials used for the different groups are developmentally appropriate, the children are able to learn the different concepts at a progressively level. At each stage they would learn something new which adds on to their prior knowledge. This is how the Montessori curriculum works. We can see that it all starts with the children learning the concept of numbers with the number rods and number cards and soon start progressing to learn decimals, addition, subtraction and learning how to group numbers together into tens, hundreds and thousands (Montessori Mom, 2009). Therefore it is important to introduce the fundamentals of mathematics in the early years during preschool where it would be easier for the child to grasp the concepts easily using concrete materials. The foundation of mathematics would have impact the children’s academic growth in years to come (Montessori Mom, 2009).

Anti Violence Essay

Anti violence essay Seven years ago I did not think violence existed in America. The most violent act ever committed was the tragedy of the World Trade Center in 9/11/01. The Trade Centers had been the target for something so horrible, and I thought at the time, ‘This will change the world. † I was right about that fact: our airports are more secure, we have to have pass-ports anywhere you go now, you have more thorough bagage checks, and they’re more selective as to what’s in your purse before boarding a plane. I think the most secure place in America right now is our power plants. They have increased security at all our power plants, including the nuclear plants, and also there is air space around each plant so planes have to keep their distance from them. Homeland Security is a common word in our homes today because of 9/11. I wanted to know how. Wanted to know why. Wanted to know what our leaders reactions would be. The world trade center killed many people that my friends knew and loved; that can never be replaced. This act changed the way my friends lived, loved, and acted in school. This spine-chilling nightmare was committed because terrorists took over three planes that flew into the giant buildings. The causes of this violence is the hatred between countries, states, or nations. The hatred is then passed down to the youth generation, because we hear, and see the dislike between the grown-ups. Children learn from the wisdom and actions of what the elders do. Shooting, stabbing, verbal abuse, physical abuse, and gang fights are a few examples of youth violence. All of these exist in schools, neighborhoods, malls, the movies and even in your own home on the internet. Schools have tried to stop it but there is still a lot of verbal abuse anywhere in the school system you go. Youth violence can be stopped by reporting abuse, shooting, stabbings, and anything to do with gangs. It can also be solved by not being the one that does bulling or any of the things listed above. I think it is funny how teachers wonder about why no one reports violence in America. My say on the matter is the kids are scared it will only get worse if we tell a teacher or principal or any adult because they use our name and our grade to the bully or person that Bothers you.

ON THE BUS WITH ROSA PARKS RESEARCH PAPER Essay

ON THE BUS WITH ROSA PARKS RESEARCH PAPER - Essay Example y cello in her high school band and visit the White House for the first time in her senior year of high school as a Presidential Scholar (â€Å"Rita Dove†, 2005). Her education included graduating summa cum laude from Miami University in Ohio, two years studying in Germany, taking a Master’s from the University of Iowa and then moving on to teach creative writing at Arizona State University. She had already gained some public recognition through magazines and anthologies before she published her first collection of poetry in 1980. Her third collection won the Pulitzer Prize in 1987. Her career has also included short stories, plays and text for orchestral music (â€Å"Rita Dove†, 2005). Although prolific in her writing, Dove says she doesn’t derive inspiration from any one thing. â€Å"If you wait for inspiration, inspiration’s going to go away and look for more fertile ground to work with† (â€Å"An Online Interview†, 1994). Asked in the same interview for advice for budding writers, Dove adds, â€Å"they can only write what they feel. That doesn’t mean they have to experience it, but to write something because someone else thinks its right, to write for PC reasons, to write because you think you ought to be dealing with this subject, is never going to yield anything that is really going to matter to anyone else.† To understand Dove’s inspirations for poems such as those found in her collection On the Bus with Rosa Parks, it is thus necessary to examine the poems themselves. On the Bus with Rosa Parks is a collection of free verse poems that are loosely connected by the characters featured and the experiences shared. The book has a logical progression. It starts with the individual Lucille as she struggles to give birth alone in her Depression-era home after having been abandoned (temporarily) by her husband Joe. As it develops, Dove increasingly brings in greater involvement with the external world as the children of Lucille and Joe increase

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To Be Determined Essay Example | Topics and Well Written Essays - 500 words - 4

To Be Determined - Essay Example Though on the surface, the poem seems to suggest a practical validation of the male superiority in the relationship under consideration, yet the underlying currents in the poem reveal a woman’s inherent superiority and finesse in the handling of love relationships. The woman in the poem is approaching the relationship with a sense of pragmatism and is well aware of the necessity of letting her male counterpart feel superior in this battle of the sexes. The monologue begins with the woman’s request for a cessation of the ongoing contention. She is intuitively aware of the fact that their quarrel has reached a precarious situation where sharp words could jeopardize the entire relationship. Ant further perusal of the logical arguments will only do an irreparable damage to the relationship. Her instinct nudges her to revert back to the agreed upon status quo so as to give the relationship a chance. Thus she yearns to drop reasoning in the favor of more fundamental and basic sensual and physical modes of communication. She in fact encourages her husband to subside to his conventional role. In this very instance of submission lies the astuteness of the woman in the sense that by succumbing to her conventional role as a woman, she is tacitly provoking her husband to do the same. As the dramatic action gets more intense and as her tone gets more submissive, superficially pointing to her unquestioning allegiance to her role, the sense of power that she commands in the relationship gets more discernable and apparent. Hence it gets really difficult to detect who is exercising the real control in the relationship. Therefore the title of the poem ‘A Woman’s Last Word’ presents a situation of ambiguity. Perhaps the woman in the poem has given up before the overpowering stature of her partner, or perhaps it is she who had the last word in the confrontation, considering the way she way she

Discuss the Battle of New Orleans and Andrew Jacksons role in the Essay

Discuss the Battle of New Orleans and Andrew Jacksons role in the campaign and battle. Why was Jackson successful What impact did the battle have on the war On US politics - Essay Example Karsner states that Jackson believed that even if British troops completely seized victory in the region, they will have nothing left if the region was burned down (Karsner 240). Later Jackson stood victorious against the British army as he had a lot of time to develop his defenses against the British army. Americans learned great lessons from this event and this event changed the shape and mentality of the politics of US. The first effect witnessed by Americans was that Jackson was able to be a part of the Whitehouse and was able to pursue his belief that the farmers and agriculturalists living in America were not benefiting from purchasing manufactured output from Britain and secondly people living in US realized that if America was to develop, they cannot rely on other supreme powers such as great

Identification of novel human cancer-specific antigens Literature review

Identification of novel human cancer-specific antigens - Literature review Example   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Likewise, opportunities to develop cancer treatment demonstrated promising results (Haffner et al., 2001; Jager, Jager, and Knuth, 2002; Fijak and Meinhardt, 2006; Park, Lin, Nishidate, Nakamura & Katagiri, 2006;   Tabi and Man, 2006;   Ã‚  Hayashi et al., 2007; Meklat et al., 2007; Dakshinamurthy, Ramesar, Goldberg and Blackburn, 2008; Hunder et al., 2008; Old, 2008; Caballero and Chen, 2009; Chen et al., 2009; Dubovsky et al., 2009; Fard and Modaressi, 2009; Vujanovic and Butterfield, 2009). Consequently, pioneering research in the search for effective cancer vaccines has produced cancer/testis antigens such as MAGE, GAGE, and NY-ESO-1 which are currently undergoing clinical trials (Mashino et al. 2001; Bowlus, 2007; Gierstoff and Ditzel, 2008). Each year more cancer/testis antigens are being identified, creating more opportunities for research and increasing the chances of developing cancer vaccines that can be used not only for treatments, but for prevention as well (Jager, Jager, and Knuth, 2002). Also, research on cancer/testis antigens has brought to light important discoveries on how mechanisms of cancer development work at a molecular level (Alters, 2000; Old, 2001; Gjerstoff, Kock, Nielsen and Ditzel, 2007; Delbridge, 2010; Inagaki, Schoenmakers and Baarends, 2010; Suzuki et al., 2010). Moreover, studies on the link between chromosomes and immune responses reveal that some cancers are more prevalent in males than in females. In addition, results also show that females may have higher cancer survival rates but are more susceptible to autoimmune diseases (Libert, Dejager and Pinheiro, 2010). Further research on the role of cancer/testis antigens should be conducted, particularly in determining the mechanisms that initiate cancer in the first place. Also, further studies should be performed to developed better cancer diagnostic methods and combination immunotherapy

Online Course VS. Traditional Course Essay Example | Topics and Well Written Essays - 1000 words

Online Course VS. Traditional Course - Essay Example Keywords: online course, traditional course, learning When it comes to learning a course whether online or in traditional format, there are many things a person can actually compare or contrast. In this essay, the proponent tries to elaborate the actual experience obtained in taking an online course versus that of a traditional course acquired in a brick-and-mortar classroom in the presence of an instructor. Compared with an online course, a course taken in a classroom with a teacher requires more complex interaction including but not limited to verbal communications. At some point, non-verbal communication could somehow add to the quality of learning. For example, in the actual setting, learning in a classroom provides ample opportunity for students to have maximum lively interaction with each other and primarily with the teacher who would efficiently facilitate the discussion. However, this is just a specific case one could use for comparing online course and traditional course. Th ere are other important issues that one needs to critically consider. In the actual online course, and based on experience, it is implied that a student needs to substantially come up with strategies for effective online learning. These include but not limited to setting objectives, spending time wisely, maximizing effective words and being adept with technology-integrated curriculum (Pankhurst, 2007; Forsyth, 2010; Adair, 2011; Information Resources Management Association, 2010). The major points of contrast in this case are the actual environment where to facilitate learning and the maximum capacity or potential of the student to apply competitive strategies in acquiring maximum learning advantage. In classroom learning and traditional course, it is the teacher who most of the time would find it for the students to lively initiate how to acquire the entire plan for learning. In other words, as a facilitator, the instructor or teacher would ensure that there is an actual applicatio n of planned lessons and even strategies how to facilitate and make sure effective learning on the part of the students. There is a sort of spoon-feeding in this area knowing the fact that at the end of the class, the facilitator or instructor would see to it that everything should turn out well as planned. The instructor would make sure that everybody is able to grasp the main concepts or ideas embodied in the lesson or discussion. Thus, in traditional course, students will be able to feel the personal touch of the instructor. In fact, after the lesson there is still another ample time for the students to interact with the teacher may it be either for some sort of clarification or additional learning and insights. On the other hand, the technology-integrated curriculum via online course may be a bit complicated, but it ensures experiences for the students suitable for the prevailing advancement in the 21st century (Ornstein, Levine & Gutek, 2010). In online course, the nature of le arning therefore may be a bit different from the traditional course because the instructor in the first place needs to make the necessary adjustment due to the kind of environment involved in the learning process. For example, the instructor needs to maximize the time and the effective use of words in this environment because there are constraints when it comes to initiating a two-way communication process. Based on experience, one constraint may be the

Business Ethics Essay Example | Topics and Well Written Essays - 500 words - 24

Business Ethics - Essay Example In this perspective, there is a moral responsibility for multinational corporations in selling Starbucks in Forbidden City. To begin with, the every individual has a fundamental right to maintain and preserve a culture (Kent, 2010). The people of Forbidden city thus have the same right and consequently expect this right to be respected by other individuals and corporations that venture into their city. Multinational corporations are consequently obliged to respect this right to cultural preservation. Business practices that harm this right would be considered as a violation of this fundamental right of the Chinese in cultural preservation and thus will be unwelcome. From a normative perspective, multinational corporations as a result have a responsibility in observing this right in respect for Chinese culture. Secondly, there is the need for consideration of beneficial business practices to both parties that would result in happiness for both, as utilitarianism states for the purposes of coexistence (Kent, 2010). Since multinational businesses make intrusions into societies’ environments, it is important that they consider what would be of great benefit to both parties. Selling Starbucks in this area is obviously not beneficial to both parties since there has been creation of conflict. In order to create a practice that would be beneficial to both corporations and society, it is imperative that consideration of this decision be made since selling the firm as it does not bring happiness to both parties. Thirdly, great moral philosophers argued before that major principles of moral philosophy demand both parties to be equal such that none should take advantage of the other. When making a decision to sell Starbucks in Forbidden City, multinational corporations should consider the effect of their actions on Chinese culture. If

Italy embraces Welsh Literature Essay Example for Free

Italy embraces Welsh Literature Essay The Italians have fallen for Welsh literature, if the trend of publication (18 books in 9 years with more to follow) has anything to go by. However, its not exactly a sudden connoisseurship that this country, an inveterate contributor of Arts and literature, is bent on to prove. It has more to do with the bond that developed through the migration of a chunk of Italians to Wales in the 20th Century, besides having somewhat similar appetite for Romantic art and culture. The latest from the Welsh stable are, The Canals of Mars (poetry collection) by Patrick McGuinness, Minhinnick (anthology of contemporary Welsh poetry), The Prince of Wales (a novel on modern Cardiff) by John Williams and Y Pla (The Plague, a novel) by William Owen Roberts. Thus, translations are doing fine with experts in zone like Andrea Bianchi and Silvana Siviero, who are translating their 11th book from Wales. Bianchis own poetic prowess joined with Ms Sivieros 13 years of on the soil experience. High on success, they have branded their works as Parole dal Galles (Geiriau O Gymru). Close on the heels are six other publishers. The literary magazine from the University of Venice through its ‘Welsh Literature Section’, also provides encouragement. With three volumes of poetry by Robert in the pipe line, along with publishing prospect of the books by poets Gillian Clarke and John Barnie or the novelist Caradog Prichard, both the market and its producers are upbeat about the future. The poet, Gwyneth Lewis or Sioned Puw Rowlands, the director of Welsh Literature Abroad – all attribute this enthusiasm to the orchestrated effort produced by the parties from both the sides, save the Italian readers interest, which they have already proved by their rousing reception to the novelist Trezza Azzopardi.

Chinese Mythology Essay Example for Free

Chinese Mythology Essay Mythology is a collection of myths or the study of ancient traditional stories of gods or heroes, giving an explanation to an unexplained event. For Plato, the fist known user of the term, muthologia meant know more than the telling of stories (Kirk 8). Mythology is an important aspect to the world, today. Through the study of myths help us develop an idea of what the cultures were like. It includes hints that exhibit how they lived their lives. Myth is its serious purpose and its importance to the culture (Lansford 1). Every culture has its own myth that explains about the nature of that particular culture. The Chinese culture has been around for many centuries, its myths have accumulated into varies stories of gods and their culture. China is the worlds oldest continuous civilization (Cotterel 9). Evidence show the earliest Chinese civilization to be found around 1650 B. C. The beginnings of Chinese mythology, started around the Wei and Jin Dynasties. Influenced by alchemist ideas, Taoist and Buddhist superstitions, various writers created storied about their enigmatic surroundings. The beginning of the Chinese civilization is based on mythology. One of the creation myths is about the beginning of the world. In it, the world began as an egg and cracking open, the top of the shell grew to be the sky, the lower shell became the Earth, and in the middle stepped a man named Pan-gu. Mythology of the ancient Chinese is apparent through art, music and literature. Since, there is no explanation of how the Chinese civilization began; mythology has been a way of explanation to the Chinese culture and other cultures around the world, today. Chinese mythology, as with many other cultures, has many gods and goddesses that are in charge of various things. In the Ancient Chinese culture, there are gods and goddesses for every important aspect of the peoples life, even things as unlikely as the stove god and the door god. Other deities that were important to the Chinese people were the gods of the elements such as Chu Jung, the fire god, Lei Kun, the thunder god, the wind god, and the lightning goddess. Most of the element gods devoted themselves to punishing criminals and keeping evil spirits away. There were also important gods in charge of fields such as Kuan Ti, the god of war, Kuan Yin, the goddess of compassion, TShai-shen, the god of wealth and Tsao hsang, god of the hearth. Although there gods were very important to the Chinese people, one of the most important gods was Nu wa, the mother goddess. She was a compassionate goddess who created mankind and bestowed love and creation to them. She helped her people when they were in need, like when she created rice from her own milk and blood in order to feed her people. She was very humble and a modest goddess, not wanting credit for her benevolence. The gods and goddesses of Chinese mythology were basically deities that symbolized the good and just qualities that people should imitate in their everyday life. The basis of Chinese life was a belief in harmony and balance (Williams 20). The Chinese believed in harmony with nature, and sometimes honored the spirits with gifts, feasts, and rituals. The Chinese believed the souls of the dead returned (Williams 20), a concept of Buddhism. The family held Chinese society together (Williams 20). In China, many generations of families lived together, even in the same house, and the children were taught to respect and obey their elders (Williams 20). As in all cultures, men were ? superior to women in China. Parents believed they would become gods after they died, if they had a son (Williams 21). This belief was taken fiercely to the point that the parents would kill a newborn female. A custom that the upper-class women followed was of foot binding, which was believed to make the foot appear tiny, since the culture considered small feet feminine and delicate. The most important festival in China was the Chinese New Year, it is held in the spring of each year. During this festival, offerings were given to the sprits. In China, the color white is considered the mourning color and the children showed respect for dead parents by fasting and wearing thick clothes (Williams 21). Most beliefs and customs of the Chinese culture appear from the religions of Confucianism, Taoism, and Buddhism. The Chinese culture has a long history of beliefs and customs, which are used by the generations before and now. It is highly unlikely that the generations to come would not be following the same beliefs and customs of the ancient Chinese. The origin of religion goes back to prehistoric times when the earliest people of China sought answers to the same basic questions that have baffled primitive men over the world: what is the unseen force that brings darkness and light, winter and summer, drought and rain, life and death; what must men do to appease this force? (Schafer 57) Ancient China has three main religions Taoism, Buddhism, and Confucianism. Confucius was concerned mostly with laws made by people, and whether people were naturally good or naturally evil. In contrast, the followers of Lao-tzu believed people were guided by universal laws, not human ones. This was the basis of Taoism (Williams 18). Taoists tried to live a life of simplicity and meditation close to nature. Taoism was mystical and influenced by ancient Chinese folk religion. Its followers used magic as well as prayer and diet to seek eternal youth (Williams 19). Taoists were peaceful people who generally lived peaceful lives. Buddhists follow the teachings of Buddha (born 563 B. C. ), a north Indian prince who devoted his life to a search for personal peace, or enlightenment. The name Buddha means enlightened one. He believed that by giving up worldly desires, such as for fine food and clothes, a blissful state called nirvana could be achieved. In nirvana there was freedom from sorrows of the world. Indian belief as that time held that people were reborn many times. Persons who had lived badly in former lives might be born in an animal or insect form. Buddha said that by reaching nirvana, this endless cycle of rebirth could be broken (Cotterell 27). Buddhists follow an eight-fold path, this is like a code by which they live. Confucianism came in earlier than Taoism and Chinese Buddhism. The so-called Confucian classics were, in fact, complied long after the death of Confucius by disciples of his disciples, and were edited and interpreted in Han times by government scribes; but they purport to reflect the views of the great sage of antiquity on history, religious rites, morals, and standards of behavior. The state officers of Han times accepted these interpretations and associated them with the standardized pagan nature worship of state cult as a part of the acceptable way of life for a Han gentleman. We in the west sometimes call this way of life, which includes both reverence for the ? ancient books and the ? ancient gods, ? Confucianism (Schafer 60-61). Confucianism flourished in China as so did the other religions. The Chinese were inquisitive people, always inventing and always wondering how things worked. It is only logical for them to generate religions that explain how life is and how it will be in the afterlife. In Chinese mythology, myths and legends deal with aspects of human nature, human relations and social life (Owens). Chinese myths use human traits, like emotion, to convey lessons. The myth on the creation of man clearly depicts the basics of a Chinese myth. After Pan-gu, creator of the world, died and his body transformed into different elements of the Earth, Nu wa, the dragon goddess, came down from heavens and admired Pan-gus creation. In order to honor Pan-gus sacrifice to the Earth, Nu wa decided to create humans. She started to make them out of yellow clay, but since it took much of her strength, she dipped a rope into the mud and when she took it out, the drips became people. Her clay and mud people were not alive, so her heart took pity and she breathed her divine breath into them. She also whispered thoughts of love and creation into their ears and told them to reproduce. The people made of yellow clay became the rich and the people Nu wa made of mud became the poor. This myth explains many aspects of human life. It explains how the social classes came to be and also human emotions. Nu wa shows human emotions like honor, when she was determined to let Pan-gus death not be in vain; in compassion, she breathed her divine breath into each and every human. This myth represents human relations because Nu wa put ideas of love and procreation into the human races mind. These Chinese myths explain how the good and bad came to be and how a person should live a happy a fulfilling life. Mythology is not a subject that should be ignored. It is an important subject that should be learned and understood by all cultures so that as a world, we can come to understand each other better. The first step in hatred is fear. Fear of the unknown can generate more hate than anyone could possibly fathom. If everyone became educated about other culture, there would be little to know unknown, and there would probably be less hate in the world. Mythology, the study of myths, gives people an insight to others dreams, hopes, and their fears. We all have hopes, dreams, and fears. By learning about other cultures hopes, dreams, and fears we can feel more connected to each other and reach out. Mythology is a key element in keeping peace without shedding blood. Work Cited Cotterel, Arthur. Ancient China. Kirk, Geoffrey Stephen. Myth: its meaning and functions in ancient and other culture California; University of California Press. 1970 Lansford, Tyler. Mythology Microsoft Encarta Encyclopedia 2002. Microsoft Corporation, 2002 Owens, D. W. Ancient Chinese Mythology: Gods and goddess folklore Google. com. November 5, 2003 Schafer, Edward H. Ancient China. New York; Time Inc. 1967 Williams, Brians. Ancient China. Middlesex, England; Reed Educational and Professional Publishing, Ltd. 1996.

Googles Entry in Publishing | Dissertation Proposal

Googles Entry in Publishing | Dissertation Proposal DISSERTATION PROPOSAL GOOGLE: AT THE FORE OF A PUBLISHING REVOLUTION Abstract Google Inc. is poised to ignite a technological revolution in publishing, a revolution that will establish the company as a leader in the publishing industry. This thesis will be supported by applying existing theories on industry and organisational life cycles, technology, and business strategy to the current state of the publishing industry vis-à  -vis internal factors at Google. Hypothesis Google Inc. is strategically poised to ignite a technological revolution in the publishing industry, a move that will permit Google, already proclaimed as â€Å"the top search engine in the world† (Piper 2004), to become the dominant player in the electronic publishing, or e-publishing, industry and a major force in the broader publishing industry. Importance of the Topic Today, the world is witnessing the beginnings of a technological challenge to traditional ‘paper and ink’ publishing. This challenge, which is not unlike that posed by Internet enterprises to traditional ‘brick and mortar’ retail establishments, banks, and service organisations, is being led by Google Inc. Based on a theoretical foundation, this research will explore the convergence of new technologies and organisational factors that Google is strategically leveraging to revolutionise publishing and to achieve leadership status in the publishing industry. Theoretical Base for the Research Research will be based on industry and organisational life cycle theories as well as classic technology theory and its relevance to the life cycle theories and business strategy. Industry life cycle theory suggests that industries pass through a series of stages which affect factors such as competition, consumer demand, and strategy. Organisational life cycle theory suggests that all organisations evolve through a typically predictable set of sequential stages in which their thinking and behaviour change. The concept of technology in this context refers to the methods and mechanisms that organisations use to transform inputs into outputs. The application of technology, through the implementation of organisational strategies, can affect industry and organisational life cycles. The theory of competitive position suggests that organisations adopt strategies that reflect their positions in the market. Prior Research on the Topic Google’s Web site (n.d.) states that its mission is â€Å"to organize the worlds information and make it universally accessible and useful†. Deutschman (2005) reports that Google, founded in 1998, has experienced phenomenal sales growth of more than 400,000% in the past five years, making it the fastest growing company in history. He states that the market value of the company is US$80 billion. Wikipedia (n.d.) traces Google’s history from its inception as a research project in 1996 through today and furnishes insight into management and salaries, the corporate culture, acquisitions, and legal and social issues. Google has been described as â€Å"more than a search engine, less than a god† (Piper 2004) and as â€Å"the 800-pound octopus that is filling potential rivals with dread and envy†, implicitly threatening competitors with acquisition or elimination. (Elgin and Hesseldahl 2005). Glover (2004) summarises Google’s business model as one w hich offers its services to the public at no cost, earning its revenue from advertisers who post links to their own Web sites then pay fees to Google based on the number of people who make the link from Google to the advertisers’ sites. Elgin and Hesseldahl (2005) provide significant insight into Google’s ambitious business expansion plans and its challenges to major industry players. Notess (2005) reports on Google’s first entry into the e-publishing arena with Google Answers. Pike (2005) describes Google Scholar and the Google Library Project as continuing forays into the e-publishing industry; M2 Presswire (2004) explains Google Library in more depth. Notess (2005) compares Google Scholar with Scirus, a competitive product. Peek (2004) reports on Google’s relationship with DSpace, a company devoted to capturing, storing, indexing, preserving, and redistributing university research results, and the Electronic Education Report (2003) describes Google’s relationship with DK Publishing in a joint effort to install an encyclopaedia for young people on the Web. Jesdanun (2005) reports on the impact Google Library is having on the publishing industry. Ferguson (2005) and Dodson (2005) provide in-depth analyses of Google’s cross-industry plans for the future as well as plans specifically relating to the publishing industry. Finally, Carvajal (2005), Degtyareva (2005), Liedtke (May and August 2005), and PR Newswire (2005) pose global issues that Google as well as publishers and authors are facing with regard to Google’s e-publishing plans. In addition to the sources surveyed for information about Google, research was conducted into the history of publishing, industry life cycle, technology theory, organisational life cycle, and business strategy formulation. Feather (1990) and Millgate (1987) write extensively about the history of publishing. The Columbia Encyclopedia (2004) defines publishing in a broad sense as â€Å"making something publicly known† then continues by describing its history, the emergence of publishing firms, new technologies, and mergers and acquisitions. Proctor (2000), in advising that industry life cycle is a key factor in business strategy planning, identifies and describes in detail the three stages that comprise an industry’s life cycle – growth, maturity, and decline – as well as the characteristics of industries at each stage. Pitt (2000) explores the philosophical meaning of and various definitions for technology. Daft (1998, citing Rosseau 1979 and Perrow 1967) d efines technology as â€Å"the tools, techniques, and actions used to transform inputs into outputs†. Daft (1998) likens the life cycle of an organisation to that of a person (i.e. birth, growth, and death), citing the following as stages through which an organisation passes during its development: entrepreneurial stage, collectivity stage, formalisation stage, and elaboration stage. Smith and colleagues (1991) provide a conceptual framework and a comprehensive methodology for developing and implementing business strategies. Research Approach The selected approach involves using secondary research to support the stated thesis. The interrelationships among industry and organisational life cycle, technology, and business strategy theories will be explored then related to the history of the publishing industry to explain the reasons that the industry is at a stage where it is susceptible to fundamental change. Finally, based on the established theoretical foundation and the publishing industry’s susceptibility to change, data collected about Google Inc.’s history, mission, business model, financial status, competitors, challenges, technologies, and plans for the future will be used to show that the company is in a unique position to take advantage of the publishing industry’s susceptibility to change by fundamentally changing publishing technology thereby allowing Google to become the dominant player in the electronic publishing, or e-publishing, industry and a major force in the broader publishing indus try. Limitations and Key Assumptions This project will not involve the use of primary research as sufficient secondary data exists. The research will allude to the many business opportunities that Google is currently exploring to highlight the extent of the company’s expansion plans, but will concentrate on the company’s e-publishing initiatives. Only the theories identified in this proposal will be used to prove the thesis. No assumptions are being made. Contribution to Knowledge The contribution to knowledge resulting from this research will be to use industry and organisational life cycle, technology, and business strategy theories and their interrelationships to demonstrate how Google can leverage its position and new technologies to fundamentally change a major existing industry and to establish a leadership position in that industry. Proposed Chapters It is envisioned that the dissertation will consist of six chapters: (1) introduction, (2) survey of prior research, (3) research methodology, (4) research results, (5) analysis of results, and (6) summary and conclusions. References Carvajal, Doreen (2005) ‘German publishers, Google challenge’, International Herald Tribune, June 6, 2005. (The) Columbia Encyclopedia (2004) Book publishing. Daft, Richard L. (1998) Organization Theory and Design, Cincinnati, Ohio: South-Western College Publishing. Degtyareva, Victoria (2005) ‘New Google digital library hits copyright roadblocks’, University Wire, September 21, 2005. Deutschman, Alan (2005) ‘Can Google stay Google’, Fast Company, August 1, 2005. Dodson, Angela P. (2005) ‘A whole new meaning for the verb to Google Between the lines: The inside scoop on whats happening in the publishing industry’. Black Issues Book Review, March 1, 2005. Electronic Education Report (2003) ‘DK Publishing teams with Google to launch new e-encyclopedia’, August 29, 2003. Elgin, Ben and Hesseldahl, Arik (2005) ‘Google’s grand ambitions’, Business Week, September 5, 2005. Feather, John (1990) ‘The printed book’ and ‘Publishing before 1800’, Coyle, Martin et al., eds., Encyclopaedia of Literature and Criticism, London: Routledge. Ferguson, Charles H. (2005) What’s Next for Google, January 2005. Web Site: http://www.technologyreview.com/articles/05/01/issue/ferguson0105.0.asp, [Accessed: October 18, 2005]. Glover, Tony (2004) ‘Google IPO locks out foreign investors – or does it?’, Knight Ridder/Tribune Business News, May 9, 2004. Google (n.d.), Corporate Information: Company Overview, Web site: http://www.google.com/intl/en/corporate/index.html, [Accessed: October 19, 2005]. Jesdanun, Anick (2005) ‘Google project shakes up book publishing’, Wisconsin State Journal, September 22, 2005. Liedtke, Michael (2005) ‘Google halts scanning of copyrighted books’, Associated Press, August 13, 2005. Liedtke, Michael (2005) ‘Publishers protest Google Library project’, Associated Press, May 24, 2005. M2 Presswire (2004) ‘Google checks out library books; The Libraries of Harvard, Stanford, the University of Michigan, the University of Oxford, and The New York Public Library join with Google to digitally scan library books and make them searchable online’, December 14, 2004. Millgate, Jane (1987) Scott’s Last Edition: A Study in Publishing History, Edinburgh: Edinburgh University Press. Notess, Greg (2005) ‘Scholarly Web searching: Google Scholar and Scirus’. Online, July 1, 2005. Peek, Robin (2004) ‘Googling DSpace’, Information Today, June 1, 2004. Perrow, Charles (1967) ‘A framework for the comparative analysis of organizations’, American Sociological Review 32. Cited in Daft (1998). Pike, George H. (2005) ‘All Google, all the time’, Information Today, February 1, 2005. Piper, Paul S. (2004) ‘Google spawn: The culture surrounding Google’, Searcher, June 1, 2004. Pitt, Joseph C. (2000) Thinking about Technology: Foundations of the Philosophy of Technology, New York: Seven Bridges Press. PR Newswire (2005) ‘Google Library project raises serious questions for publishers and authors, August 12, 2005. Proctor, Tony (2000) Strategic Marketing: An Introduction, London: Routledge. Rousseau, Denise M. (1979) ‘Assessment of technology in organizations: Closed versus open systems approaches’, Academy of Management Review 4. Cited in Daft (1998). Smith, Garry D. et al. (1991) Business Strategy and Policy, Boston, Massachusetts: Houghton Mifflin Company. Wikipedia (n.d.) Google, Web site: http://en.wikipedia.org/wiki/Google, [Accessed: October 18, 2005].

Mary Shelleys Frankenstein Essay -- Frankenstein Essays

Mary Shelley's Frankenstein Nineteen-year-old Mary Shelley didn’t know when she began it that her â€Å"ghost story† would become an enduring part of classic literature. Frankenstein is an admirable work simply for its captivating plot. To the careful reader, however, Shelley’s tale offers complex insights into human experience. The reader identifies with all of the major characters and is left to heed or ignore the cautions that their situations provide. Shelley uses the second person narrative style, allusions both to Coleridge’s â€Å"Rime of the Ancient Mariner† and the legend of Prometheus, and the symbols of both light and fire to warn against the destructive thirst for forbidden knowledge. Frankenstein’s tale is narrated in the second person in order to warn the audience directly. Relatively few novels are written in the second person, but those that are have the singular ability to talk directly to their readers. Shelley went to great lengths to preserve this admonishing quality in her narrative: in order to speak to the reader as â€Å"you,† the book had to be written as a letter. Knowing the destinies of her characters, however, Shelley knew that neither of the principals would survive long enough to realize their mistakes. She therefore invented Capitan Walton who would, in his letters, preserve the imperative tone of the second person that is so essential to her purpose. The book was written in the second person so that the warning that Dr. Frankenstein gives to Captain Walton is preserved and relayed to Shelley’s readers: you and me. A classic example of the warning voice inherent in the second person narrative is Coleridge’s â€Å"Rime of the Ancient Mariner.† The entire purpose of the mariner’s tal... ...th knowledge not informed by morality has let loose on our 21st-century world such monsters as the atomic bomb, whose whereabouts are unknown, and whose existence threatens our lives every minute. Shelley may not have realized all of the implications of her writing, but she understood human tendencies. She raised a warning that unfortunately has gone largely unheeded . Like the ancient mariner, Frankenstein addresses his readers directly and warns against the destructive fire of forbidden knowledge—knowledge not anchored by morality. Perhaps the most compelling warning in the book is given in Frankenstein’s own weary voice as he prefaces his tale: â€Å"Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge† (57). Work Cited Shelley, Mary. Frankenstein. Ed. Johanna M. Smith. Boston: Bedford, 2000.

Racism In America :: essays research papers

If someone asked you what it would be like to live in a perfect world, how would you reply? Many people might say something like, à ¢Ã¢â€š ¬Ã…“A place without and arguments or fighting.à ¢Ã¢â€š ¬Ã‚  Others might say à ¢Ã¢â€š ¬Ã…“A place where there is not pollution.à ¢Ã¢â€š ¬Ã‚  But, has anyone one ever thought to say, à ¢Ã¢â€š ¬Ã…“A place without racism.à ¢Ã¢â€š ¬Ã‚ ? For some Americans, racism has never even crossed their minds. For others, it is something they have to live with everyday. In some societies in America, racism isnà ¢Ã¢â€š ¬Ã¢â€ž ¢t even a factor, all citizens of the community get along. But, in other societies, racism is a case that could be life threatening. Racism, in definition, is à ¢Ã¢â€š ¬Ã…“the belief that humanity is divided into stratified genetically different socks called races; according to ità ¢Ã¢â€š ¬Ã¢â€ž ¢s adherentà ¢Ã¢â€š ¬Ã¢â€ž ¢s racial differences make one group superior to another.à ¢Ã¢â€š ¬Ã‚  (Ethics; Walker, Randolph Meade, 722) If you are a racist, you believe in racism. Racists will often claim that members of their own race or minority are à ¢Ã¢â€š ¬Ã…“mentally, physically, morally and/or culturally superior to those of other races.à ¢Ã¢â€š ¬Ã‚  (The World Book Encyclopedia; Pettigrew, Thomas F., 62) For these reasons, many racists think they deserve special rights or privileges. The Bill of Rights was written a little under 200 years ago, yet controlling racism in America is still a task no one can seem to over take. In South Carolina, a Confederate flag still waves high over the capitol for everyone to see. Is the kind of example we want to set for the youth of America? To people in Europe, Asia, and on other continents, America is a wonderful place to live. It has been said to be à ¢Ã¢â€š ¬Ã…“one of the greatest nations on earth.à ¢Ã¢â€š ¬Ã‚  (Nova; Marshall, Christopher) Yet, our struggle to regulate all of our citizens is a revolutionary war that has yet to and probably will never be won. Slavery is said to be one of the greatest racial tragedies to ever happen in America. Upon the entrance of this new millenium, slavery and racism is still practiced in America. White Americans have their forefathers to blame for the hatred and anger they have in their hearts concerning races different from theirs. What is said to be à ¢Ã¢â€š ¬Ã…“the God-given right to equality and ultimate freedomà ¢Ã¢â€š ¬Ã‚  (Nova; Marshall, Christopher) has been crushed for many, by the uncited ignorance of my à ¢Ã¢â€š ¬Ã‹Å"finelyà ¢Ã¢â€š ¬Ã¢â€ž ¢ educated people. Racists often need someone to blame for the wrong-doings, hatred and stupidity in America. Who better to blame than someone with skin of a different color? Racism is just another form of prejudice. If a person or group of people acts or dresses differently, these people may get distrusted or disowned. Many people do not recognize the

The Scarlet Letter :: English Literature

The Scarlet Letter In most books, readers see events and happenings in their own personal way, which differs slightly from other readers' interpretations of the same book. In The Scarlet Letter, however, a radical new theory has developed on the death of Arthur Dimmesdale. Originally, it was generally accepted that Chillingworth's part in the death of Dimmesdale was purely psychological, but perhaps he played a greater role than thought before. In the book, Chillingworth is a physician who had been captured by Native Americans sometime ago and subsequently released by them into Boston, Massachusetts, who was strictly a Puritan settlement at the time. In the years of his imprisonment by the Indians, he was taught many native herbs and plants of the New World, and their uses on the human body. Through this, he entered Boston as a physician, known to have "gathered herbs, and the blossoms of wild-flowers, and dug up roots, and plucked off twigs from the forest-trees, like one acquainted with hidden virtues in what was valueless to common eyes." ( The Scarlet Letter , p. 120). Chillingworth had the knowledge of a particular drug, Atropine, which caused a sickness that closely resembled the condition of Dimmesdale. Chillingworth's motive for retribution to Dimmesdale for his adultery was very clear throughout the book, "There is a sympathy that will make me conscious of him. I shall see him tremble. I shall feel myself shudder, suddenly and unawares. Sooner or later, he must needs be mine." (p. 80). Chillingworth's vengeful nature consumed his life and his only goal in life became the torment of Hester's adulterous husband, Dimmesdale. He was already showing signs of sickness, assumed by the reader to be attributed to his guilty conscience, and these were only amplified by the poisoning Chillingworth had inflicted upon him. Dimmesdale's physical state and reactions also gave the reader clues to Chillingworth's role in Dimmesdale's demise. Upon Chillingworth's arrival to Boston, Dimmesdale immediately showed symptoms of atropine poisoning, or, to the reader at the time, signs of his guilt and adultery. As the doctor-patient relationship between Chillingworth and Dimmesdale grew, Dimmesdale's health faded. "His form grew emaciated; his voice, though still rich and sweet, had a certain melancholy prophecy of decay in it; he was often observed, on any slight alarm or other sudden accident, to put his hand over his heart with first a flush and then a paleness, indicative of pain." (p. 119). Also, as time progressed, Dimmesdale's symptoms became more severe and resembled like those attributed to atropine poisoning.

Business Applications of Measure of Central Tendency

Measures of Central Tendency â€Å"Measures of central tendency (averages) are statistical constants which enable us to figure out in a single effort the significance of the whole.† (Prof Bowley) The main objectives of measure of central tendency are:To reduce data in a single value. To make easy comparisons between data. There are different types of averages; each has its own business applications.1. Arithmetic Mean 2. Median 3. Mode 4. Geometric Mean 5. Harmonic Mean 1.1 Arithmetic Mean 1.1.1 DefinitionMost important measure of location is the mean or average value, for a variable. The mean provides a measure of central location for the data. If the data are for a sample, the mean is denoted by; if the data are for a population, the mean is denoted by the Greek letter ÃŽ ¼. (David R. Anderson et al) 1.1.2 Business Applications of MeanArithmetic mean is considered a deal average. It is frequently used in all the aspects of business i.e. number of items produced per day on a l arge assembly line, number of orders received per month for a firm. further In economic analysis arithmetic mean is used extensively to calculate average production, average wage, average cost, per capital income exports, imports, consumption, prices, etc. (www.publishyourarticles.net)1.1.2.1 ExampleSay we want to find the average annual salary of all secretaries. We believe we can do this on the basis of our knowledge of annual salaries of 6 particular secretaries, who each earn $.10400, $34000, $14000, $25800 respectively.Our result is a sample mean because we are interested in finding the mean annual income of all secretaries on the basis of the annual income of a smaller sample consisting of only 6 secretaries. (Cheng F. Lee et al, 1993)1.2 Median1.2.1 Definition The median is another measure of central location. The median is the value in the middle when the data are arranged in ascending order .With an odd number of observations, the median is the middle value. An even number of observations has no single middle value. In this case, we follow convention and define the median as the average of the values for the middle two observations. (David R. Anderson et al) 1.2.2 Business Applications of MedianMedian is positional measures of central tendency. The median salary gives a value close to the average salary commonly paid, without taking the extreme values into consideration. There are mainly used in the qualitative cases like honesty, intelligence, ability, etc. These are also suitable for the problems of distribution of income, wealth, investment, etc. (www.publishyourarticles.net)1.2.2.1 ExampleThe U.S. Census Bureau finds the median household income. According to the U.S. Census Bureau, â€Å"median household income† is defined as â€Å"the amount which divides the income distribution into two equal groups, half having income above that amount, and half having income below that amount.† (www.ehow.com) 1.3 Mode1.3.1 DefinitionThe mode is d efined as the element that appears most frequently in a given set of elements. Mode can also be defined as the element with the largest frequency in a given data set. (www.wyzant.com) 1.3.2 Business Applications of ModeThe mode is the most important when an analysis is looking for what happens most often. In analyzing prices, most of the sales occur at a particular list price or possibly at a reduced, sale price. While there may have been sales at other prices, very few customers will have paid an average or a  mean price. Those values are therefore less important when setting pricing in terms of what most customers paid. (www.publishyourarticles.net)1.3.2.1 ExampleMode is used to calculate the ‘modal size of a collar', ‘modal size of shoe', or ‘modal size of ready-made garments' etc.The mode may be beneficial for a manager of a shoe store. For example, you would not see size 17 shoes stocked on the floor. Why? Because very few people have a size 17 shoe size. Th erefore, store managers may look at data and determine which shoe size is sold the most. Managers would want to stock the floor with the best selling shoe size. (www.ehow.com)1.4 Geometric Mean1.4.1 DefinitionGeometric mean is well defined only for sets of positive real numbers. This is calculated by multiplying all the numbers (call the number of numbers n), and taking the nth root of the total. (ww.easycalculation.com)1.4.2 Business Applications of Geometric MeanGeometric Mean is used in the construction of index number. The averages of proportions, percentages and compound rates are computed by geometric mean. The growth of population is measured in it as population increases in geometric progression.1.5 Harmonic Mean1.5.1 DefinitionHarmonic mean is used to calculate the average of a set of numbers. Here the number of elements will be averaged and divided by the sum of the reciprocals of the elements. The Harmonic mean is always the lowest mean. (ww.easycalculation.com)1.5.2 Busi ness Applications of Harmonic MeanHarmonic mean is applied in the problems where small items must get more relative importance than the large ones. It is useful in cases where time, speed, values given in quantities, rate and prices are involved. But in practice, it has little applicability.

Metabolism

Now that you are familiar with the structure of prokaryotic cells, we can discuss the activities that allow these microbes to thrive. The life support activity of even the most structurally simple organism involves a large number of complex biochemical reactions. Most, although not all, of the biochemical processes of bacteria also occur in eukaryotic microbes and in the cells of multicellular organisms, including humans. However, the reactions that are unique to bacteria are fascinating because they allow microorganisms to do things we cannot do (Neidhardt & Holde, 1990). For example, some bacteria (the chemoautotrophs) can grow on diets of such inorganic substances as carbon dioxide, iron, sulfur, hydrogen gas, and ammonia.This paper examines some representative chemical reactions that either produce energy (the catabolic reactions) or use energy (the anabolic reactions) in microorganisms. We will also look at how these various reactions are integrated within the cell.II. Discussio nA. Catabolic and Anabolic ReactionsWe use the term metabolism to refer to the sum of all chemical reactions within a living organism. Because chemical reactions either release or require energy, metabolism can be viewed as an energy-balancing act. Accordingly, metabolism can be divided into two classes of chemical reactions—those that release energy and those that require energy. In living cells, the chemical reactions that release energy are generally the ones involved in catabolism, the breakdown of complex organic compounds into simpler ones. These reactions are called catabolic, or degradative, reactions.On the other hand, the energy-requiring reactions are mostly involved in anabolism, the building of complex organic molecules from simpler ones. These reactions are called anabolic or biosynthetic reactions (Neidhardt & Holde, 1990). Anabolic processes often involve dehydration synthesis reactions (reactions that release water) and require energy to form a new chemical b onds.Examples of anabolic processes are the formation of proteins from amino acids, nucleic acids from nucleotides, and polysaccharides from simple sugars. These biosynthetic reactions generate the materials for cell growth. Catabolic reactions are generally hydrolytic reactions (reactions that use water to break chemical bonds). Chemical bonds store energy; when they are broken, chemical energy is released. An example of catabolism occurs when cells break down sugars into carbon dioxide and water.Catabolic reactions furnish the energy needed to drive anabolic reactions. This coupling of energy-requiring and energy-releasing reactions is made possible through the molecule adenosime triphospahte (ATP). ATP stores energy derived from catabolic reactions and releases it later to drive anabolic reactions and perform other cellular work. A molecule of ATP consists of an adenine, a ribose, and three phosphate groups.When the terminal phosphate group is split from ATP, adenosine diphosphat e (ADP) is formed, and energy is released to drive anabolic reactions. Using P to represent a phosphate group, we can write this reaction as (ATP—> ADP + P + energy). Then, the energy from catabolic reactions is used to combine ADP and a P to resynthesize ATP (ADP + P + energy—> ATP).Thus, anabolic reactions are coupled to ATP breakdown, and catabolic reactions are coupled to ATP synthesis. This concept of coupled reactions is very important. For now, you should know that the chemical composition of a living cell is constantly changing; some molecules are being broken down while others are being synthesized. This balanced flow of chemicals and energy maintains the life of a cell (â€Å"Metabolism; What is it exactly and how fast or slow should it be?†).B. EnzymesChemical reactions occur when chemical bonds are formed or broken. In order for reactions to take place, atoms, ions, or molecules must collide. Whether a collision produces a reaction depends on the spe ed of the particles, the amount of energy required to trigger the reaction (called activation energy), and the specific configuration of the particles. The physiological temperature and pressure of organisms are too low for chemical reactions to occur quickly enough to maintain the life of the organism.Raising the temperature and pressure and the number of reacting molecules can increase the frequency of collisions and the rate of chemical reactions. However, such changes could damage or kill the organism. The living cell’s solution to this problem is a class of proteins called enzymes. Enzymes can speed up chemical reactions in several ways. For example, an enzyme may bring two reactant molecules close together and may properly orient them to react. Whatever the method, the result is that the enzyme lowers the activation energy for the reaction without increasing the temperature or pressure inside the cell (â€Å"Immobilized Enzymes Can Check Bioterrorism, 2003).Substances that can speed up a chemical reaction without themselves being altered are called catalysts. In living cells, enzymes serve as biological catalysts. As catalysts, enzymes are specific. Each acts on specific substance, called the enzyme’s substrate (or substrates when there are two or more reactants), and each catalyzes only one reaction. For example, sucrose (table sugar) is the substrate of the enzyme sucrase, which catalyzes the hydrolysis of sucrose to glucose and fructose.The specificity of enzymes is made possible by their structures. Enzymes are generally globular proteins that range in molecular weight from about 10,000 to several million. Each of the thousands of known enzymes has a characteristics three-dimensional shape with a specific surface configuration as a result of its primary, secondary, and tertiary structures. The unique configuration of each enzyme enables it to â€Å"find† the correct substrate from among the large number of diverse molecules in t he cell (â€Å"Immobilized Enzymes Can Check Bioterrorism, 2003).C. Factors Influencing Enzymatic ActivitySeveral factors influence the activity of enzyme. Among the more important are temperature, pH, substrate concentration, and inhibitors.a.) TemperatureThe rate of most chemical reactions increases as the temperature increases. Molecules move more slowly at low than at higher temperatures and may not have enough energy to cause a chemical reaction. For enzymatic reactions, however, elevation beyond a certain temperature drastically reduces the rate of reaction. This decrease is due to the enzyme’s denaturation, the loss of its characteristics three-dimensional structure (tertiary configuration). Denaturation of a protein involves breakage of hydrogen bonds and other noncovalent bonds (Neidhardt & Holde, 1990).Most enzymes have a pH optimum at which their activity is characteristically maximal. Above or below this pH value, enzyme activity, and therefore the reaction rate, declines. When the H+ concentration (pH) in the medium is changed, many of the enzyme’s amino acids are affected and the protein’s three-dimensional structure is altered. Extreme changes in pH can cause denaturation (Neidhardt & Holde, 1990).Substrate ConcentrationThere is a maximum rate at which a certain amount of enzymes can catalyze a specific reaction. Only when the concentration of substrate(s) is extremely high can this maximum rate be attained. Under conditions of high substrate concentration, the enzyme is said to be saturated; that is, its active site is always occupied by substrate or product molecules. In this condition, a further increase in substrate concentration will not affect the reaction rate because all active sites are already in used. If a substrate’s concentration exceeds a cell’s saturation level for a particular enzyme, the rate of reaction can be increased only if the cell produces additional enzyme molecules (Neidhardt & Holde, 1990). However, under normal cellular conditions, enzymes are not saturated with substrate (s). At any given time, many of the enzyme molecules are inactive for lack of substrate; thus, the rate of reaction is likely to be influenced by the substrate concentration.InhibitorsAn effective way to control the growth of bacteria is to control their enzymes. Certain poisons, such as cyanide, arsenic, and mercury, combine with enzymes and prevent them from functioning. As a result, the cells stop functioning and die.Enzyme inhibitors are classified according to their mechanism of action as competitive inhibitors and noncompetitive inhibitors. Competitive inhibitors fill the active site of an enzyme and compete with the normal substrate for the active site. The competitive inhibitor is able to do this because its shape and chemical structure are similar to those of the normal substrate.Noncompetitive inhibitors do not compete with the substrate for the enzyme’s active site; instead they interact with another part of the enzyme. In this process, called allosteric (â€Å"other space†) inhibition, an enzyme’s activity is reduced because of a change in shape caused by binding of an inhibitor at a site rather than substrate’s binding site. The change in shape can be either reversible or irreversible (Neidhardt & Holde, 1990).III. ConclusionIn conclusion, the sum of all chemical within a living organism is known as metabolism. Catabolism refers to chemical reactions that result in the breakdown of more complex organic molecules into simpler substances. Catabolic reactions usually release energy. Anabolism refers to chemical reactions in which simpler substances are combined to form more complex molecules. Anabolic reactions usually require energy. The energy of catabolic reaction is used to drive anabolic reactions. The energy for chemical reactions is stores in ATP. Moreover, the enzymes are proteins produced by living cells that catalyze chemi cal reactions. They are generally globular proteins with characteristic three-dimensional shapes.Reference:Neidhardt, F.C. and K.E. van Holde. Biochemistry. Redwood City, Calif: Benjamin/Cummings, 1990. A biochemistry test with chapters on metabolic pathways of energy production and biosynthesis. â€Å"Metabolism; What Is It Exactly and How Fast or Slow Should It Be?† The Washington Times, January 31, 2006. â€Å"Immobilized Enzymes Can Check Bioterrorism.† USA Today (Society for the Advancement of Education), Vol. 131, June 2003 Metabolism The life support activity of even the most structurally simple organism involves a large number of complex biochemical reactions. Most, although not all, of the biochemical processes of bacteria also occur in eukaryotic microbes and in the cells of multicellular organisms, including humans. However, the reactions that are unique to bacteria are fascinating because they allow microorganisms to do things we cannot do (Neidhardt & Holde, 1990). For example, some bacteria (the chemoautotrophs) can grow on diets of such inorganic substances as carbon dioxide, iron, sulfur, hydrogen gas, and ammonia.This paper examines some representative chemical reactions that either produce energy (the catabolic reactions) or use energy (the anabolic reactions) in microorganisms. We will also look at how these various reactions are integrated within the cell.II. DiscussionA. Catabolic and Anabolic ReactionsWe use the term metabolism to refer to the sum of all chemical reactions within a living organism. Because chemical reactions either release or require energy, metabolism can be viewed as an energy-balancing act. Accordingly, metabolism can be divided into two classes of chemical reactions—those that release energy and those that require energy. In living cells, the chemical reactions that release energy are generally the ones involved in catabolism, the breakdown of complex organic compounds into simpler ones.These reactions are called catabolic, or degradative, reactions. On the other hand, the energy-requiring reactions are mostly involved in anabolism, the building of complex organic molecules from simpler ones. These reactions are called anabolic or biosynthetic reactions (Neidhardt & Holde, 1990). Anabolic processes often involve dehydration synthesis reactions (reactions that release water) and require energy to form a new chemical bonds.Examples of anabolic processes are the formation of proteins from amino acids, nucleic acids from nucleotides, and polysaccharide s from simple sugars. These biosynthetic reactions generate the materials for cell growth. Catabolic reactions are generally hydrolytic reactions (reactions that use water to break chemical bonds). Chemical bonds store energy; when they are broken, chemical energy is released. An example of catabolism occurs when cells break down sugars into carbon dioxide and water.Catabolic reactions furnish the energy needed to drive anabolic reactions. This coupling of energy-requiring and energy-releasing reactions is made possible through the molecule adenosime triphospahte (ATP). ATP stores energy derived from catabolic reactions and releases it later to drive anabolic reactions and perform other cellular work. A molecule of ATP consists of an adenine, a ribose, and three phosphate groups. When the terminal phosphate group is split from ATP, adenosine diphosphate (ADP) is formed, and energy is released to drive anabolic reactions.Using P to represent a phosphate group, we can write this react ion as (ATP—> ADP + P + energy). Then, the energy from catabolic reactions is used to combine ADP and a P to resynthesize ATP (ADP + P + energy—> ATP). Thus, anabolic reactions are coupled to ATP breakdown, and catabolic reactions are coupled to ATP synthesis. This concept of coupled reactions is very important. For now, you should know that the chemical composition of a living cell is constantly changing; some molecules are being broken down while others are being synthesized. This balanced flow of chemicals and energy maintains the life of a cell (â€Å"Metabolism; What is it exactly and how fast or slow should it be?†).B. EnzymesChemical reactions occur when chemical bonds are formed or broken. In order for reactions to take place, atoms, ions, or molecules must collide. Whether a collision produces a reaction depends on the speed of the particles, the amount of energy required to trigger the reaction (called activation energy), and the specific configuration of the particles. The physiological temperature and pressure of organisms are too low for chemical reactions to occur quickly enough to maintain the life of the organism. Raising the temperature and pressure and the number of reacting molecules can increase the frequency of collisions and the rate of chemical reactions. However, such changes could damage or kill the organism.The living cell’s solution to this problem is a class of proteins called enzymes. Enzymes can speed up chemical reactions in several ways. For example, an enzyme may bring two reactant molecules close together and may properly orient them to react. Whatever the method, the result is that the enzyme lowers the activation energy for the reaction without increasing the temperature or pressure inside the cell (â€Å"Immobilized Enzymes Can Check Bioterrorism, 2003).Substances that can speed up a chemical reaction without themselves being altered are called catalysts. In living cells, enzymes serve as biolog ical catalysts. As catalysts, enzymes are specific. Each acts on specific substance, called the enzyme’s substrate (or substrates when there are two or more reactants), and each catalyzes only one reaction. For example, sucrose (table sugar) is the substrate of the enzyme sucrase, which catalyzes the hydrolysis of sucrose to glucose and fructose.The specificity of enzymes is made possible by their structures. Enzymes are generally globular proteins that range in molecular weight from about 10,000 to several million. Each of the thousands of known enzymes has a characteristics three-dimensional shape with a specific surface configuration as a result of its primary, secondary, and tertiary structures. The unique configuration of each enzyme enables it to â€Å"find† the correct substrate from among the large number of diverse molecules in the cell (â€Å"Immobilized Enzymes Can Check Bioterrorism, 2003).C. Factors Influencing Enzymatic ActivitySeveral factors influence the activity of enzyme. Among the more important are temperature, pH, substrate concentration, and inhibitors.  a.) TemperatureThe rate of most chemical reactions increases as the temperature increases. Molecules move more slowly at low than at higher temperatures and may not have enough energy to cause a chemical reaction. For enzymatic reactions, however, elevation beyond a certain temperature drastically reduces the rate of reaction. This decrease is due to the enzyme’s denaturation, the loss of its characteristics three-dimensional structure (tertiary configuration). Denaturation of a protein involves breakage of hydrogen bonds and other noncovalent bonds (Neidhardt & Holde, 1990).b.) pHMost enzymes have a pH optimum at which their activity is characteristically maximal. Above or below this pH value, enzyme activity, and therefore the reaction rate, declines. When the H+ concentration (pH) in the medium is changed, many of the enzyme’s amino acids are affected an d the protein’s three-dimensional structure is altered. Extreme changes in pH can cause denaturation (Neidhardt & Holde, 1990).c.) Substrate ConcentrationThere is a maximum rate at which a certain amount of enzymes can catalyze a specific reaction. Only when the concentration of substrate(s) is extremely high can this maximum rate be attained. Under conditions of high substrate concentration, the enzyme is said to be saturated; that is, its active site is always occupied by substrate or product molecules. In this condition, a further increase in substrate concentration will not affect the reaction rate because all active sites are already in used. If a substrate’s concentration exceeds a cell’s saturation level for a particular enzyme, the rate of reaction can be increased only if the cell produces additional enzyme molecules (Neidhardt & Holde, 1990). However, under normal cellular conditions, enzymes are not saturated with substrate (s). At any given time, man y of the enzyme molecules are inactive for lack of substrate; thus, the rate of reaction is likely to be influenced by the substrate concentration.d.) InhibitorsAn effective way to control the growth of bacteria is to control their enzymes. Certain poisons, such as cyanide, arsenic, and mercury, combine with enzymes and prevent them from functioning. As a result, the cells stop functioning and die.Enzyme inhibitors are classified according to their mechanism of action as competitive inhibitors and noncompetitive inhibitors. Competitive inhibitors fill the active site of an enzyme and compete with the normal substrate for the active site. The competitive inhibitor is able to do this because its shape and chemical structure are similar to those of the normal substrate.Noncompetitive inhibitors do not compete with the substrate for the enzyme’s active site; instead they interact with another part of the enzyme. In this process, called allosteric (â€Å"other space†) inhib ition, an enzyme’s activity is reduced because of a change in shape caused by binding of an inhibitor at a site rather than substrate’s binding site. The change in shape can be either reversible or irreversible (Neidhardt & Holde, 1990).III. ConclusionIn conclusion, the sum of all chemical within a living organism is known as metabolism. Catabolism refers to chemical reactions that result in the breakdown of more complex organic molecules into simpler substances. Catabolic reactions usually release energy. Anabolism refers to chemical reactions in which simpler substances are combined to form more complex molecules. Anabolic reactions usually require energy. The energy of catabolic reaction is used to drive anabolic reactions. The energy for chemical reactions is stores in ATP. Moreover, the enzymes are proteins produced by living cells that catalyze chemical reactions. They are generally globular proteins with characteristic three-dimensional shapes.Reference:Neidhard t, F.C. and K.E. van Holde. Biochemistry. Redwood City, Calif: Benjamin/Cummings, 1990. A biochemistry test with chapters on metabolic pathways of energy production and biosynthesis. â€Å"Metabolism; What Is It Exactly and How Fast or Slow Should It Be?† The Washington Times, January 31, 2006. â€Å"Immobilized Enzymes Can Check Bioterrorism.† USA Today (Society for the Advancement of Education), Vol. 131, June 2003