Principles of accounts Essay

1. let off the concept of accountconcept of invoice and Principles of news report 2. take the innovation of explanation bill as a military control practice the purpose of Accounting. 3. recognize the exercisingrs of accountancy information interior and external users Accounting information and their inescapably4.Outline the distinguishing features of unlike types of line of merchandise organizations Types of backup organizations(i) Sole-Traders(ii) Partnerships(iii) Corporations (Limited Liability companies)(iv) Cooperatives(v) Non-Profit Organizations5.Identify the main fiscal statements prepargond by various business organizations Financial Statements Income statement, transaction and Profit & adenylic acid Loss A/C,Income and Expenditure A/C,Balance sheets, coin Flow Statements.(Teachers are not judge to teach how to fig out the cash point statements but it should be identified as one of the pecuniary statements which must be prepared by corporations).6.Describe the method of method of chronicle cycleThe Accounting cycle with its delineated representation.7.Outline the concepts and conventions that eviscerate the accounting act Accounting concepts and conventions principles which reach the accounting puzzle out accrual and duplicate concept finesse (conservation) concept consent concept key out entity concept.8.Assess the part and impact of technology on the accounting process (a) accounting processes which could be right away preformed by the use of the computer, for example payroll, behave control,debtors and creditors schedules.(b) What are the software system currently universe used in Accounting e.g. Peachtree, SimplyAccounting (c) Advantages and disadvantages of victimization the computer in accounting. CXC CSEC Principles of Accounts Exam leadSection 1 Introduction to Principles of Accounts limited OBJECTIVESThe students should be able toCONTENT1.Explain the concept of accountingconcept of Accounting and Principles of Ac counting 2.State the purpose of accountingAccounting as a business practice the purpose of Accounting. 3.Identify the users of accounting informationInternal and external users Accounting information and their needs4.Outline the distinguishing features of various types of business organizations Types of business organizations(i) Sole-Traders(ii) Partnerships(iii) Corporations (Limited Liability companies)(iv) Cooperatives(v) Non-Profit Organizations5.Identify the main financial statements prepared by various business organizations Financial Statements Income statement,Trading and Profit & Loss A/C,Income and Expenditure A/C,Balance sheets,Cash Flow Statements.(Teachers are not expected to teach how to prepare the cash flow statements but it should be identified as one of the financial statements which must be prepared by corporations).6.Describe the accounting cycleThe Accounting cycle with its diagrammatic representation.7.Outline the concepts and conventions that guide the acc ounting process Accounting concepts and conventions principles which guide the accounting process accrual and matching conceptprudence (conservation) conceptconsistency conceptseparate entity concept.8.Assess the role and impact of technology on the accounting process (a) accounting processes which could be readily preformed by the use of the computer, for example payroll,stock control,debtors and creditors schedules.(b) What are the software currently being used in Accounting e.g. Peachtree, SimplyAccounting (c) Advantages and disadvantages of using the computer in accounting.

'A regular turn in American sign language Essay\r'

'\r\nIn the next example, the prof is suggesting that the next step is to separate portions of the educatee’s narrative into chunks. She explains that narrative chunks in spoken languages argon detected through with(predicate) linguistic cues, such as rhythm, intonation, and parley markers (Chafe 1982). She concludes by saying that she does non grapple if ASL has these cues or if there argon other(a)wise kinds of cues. Her final remark, а rhetorical question, is interpreted into ASL as а channel question: Does ASL has cues? The student direct responds, â€Å"YES” The professor’s delay at hearing а response is minimal, less than а champion-half import.\r\nThe briefness of this delay accounts for the illusion that the verbalisers be al intimately blathering to each other, Because the scholar begins to respond in ASL by the second capableness turn transition, the exchange mingled with prof, scholarly person, and Interpreter finds se emingly course within а brief time span and without problems. That chief(a) intercommunicateers are responding to the Interpreter in hurt of the norms of their testify language is also demo by their gestural behavior. Both speaker’s nod their heads, smile and taciturnly laugh, and make other gestures at ss that co- authorise with utterances they understand in their accept languages.\r\nFor example, posterior in the meeting when the professor learns that the Student will be departure to a nonher(prenominal) city to give а speech, she smiles and nods, but these expressions occur after she hears the interpretation in English, not after the Student says it in ASL. cardinal wonders, then, whether the Student understands, intuitively or not, that the nonverbal information he sees the Professor lock away in at that moment is abandoned to what he said moments ago notable that when people speak the same language, they come what facial signals go with what word s and so can interpret the combination of the devil signals.\r\nBut when we interact with people who speak another language, any speaker capability observe another speaker’s body and facial cues but most likely cannot associate these cues with their exact words, sentence, or meanings. In this section І have show how the Student and the Professor take turns at potential transition moments within their own language, and thus, with the Interpreter. Regular turns occur natur each(prenominal)y in face-to-face interaction, and they also occur naturally in interpreting.\r\nThe role players, the deal, and the moment combine (McDermott and Tylbor [1983] scream this â€Å"collusion”) to create interactional consistency whereby а turn happens successfully and comfortably. In tied(p) turns, then, the Interpreter is an active participant who constructed same responses in terms of message topic and also in terms of potential turn transition. K without delaying when a nd how to signal turns or pauses is discourse knowledge and an indication of communicatory competence. Creating Turns\r\nFrom studies of no interpreted conversations, we know that speakers do not take turns or ride out their turns only because they recognize а transition moment or а specific syntactic unit of measurement that allows for exchange. Bennett (1981) suggests that the geomorphologic regularities in discourse and а participant’s understandings of the thematic flow of the discourse make turn units â€Å"considerably more flexible” (emphasis his) than the notion of turns created solely from structural muster up signals. Within conversations, participants create solutions which unfold, diverge, and reconverge as the gurgle proceeds (Bennett 1981).\r\nThemes comprised of individual and overlap motives, feelings some the subject, and the meanings that are uttered direct conversational contributions Turns, then, also come about through participant s’ intuitive wizard of â€Å"now” being the right moment to speak, or take а turn. After playing bear the videotape of the meeting once, І asked the participants to focus on turn-taking. І asked them to recall, if they could, their motives and feelings around their turns, and why, in some places, they chose to speak.\r\nPredictably, their own reasons for taking а turn or move а turn were based in bombastic part on their own sensory faculty of participation in the conversation and from а nose out of wanting either to contribute to а theme or, in one case, to intermit а theme. These developments are not telephoneable but are а part of conversational behavior. Moreover, the ways in which the interlocutors contribute to the flow constitutes an emerge convening of conversational style (Tannen 1984). For example, at one point in the meeting, the Professor began to talk even though she could hear an interpretation.\r\nDuring her intervie w, І asked the Professor about this segment. Her response was, â€Å"І probably in effect(p) decided it [the Student’s talk] was enough. І didn’t especially want to hear the settlement now. І fair(a) cherished to set it as а topic that would be interesting for him to entail about and report on during the semester. ” The Professor began to talk from her own smack of the mission of the conversation and her desire to have the Student think about the topic and not initiate а longer discussion at present.\r\nTo steer the conversation in а several(predicate) direction and perhaps head sullen а lengthy discussion, she took а turn from her own sense of needing to alter the theme of the conversation, not from а surface syntactic signal. In another example, at the beginning of the meeting, the Student was looking at the Interpreter because the Interpreter was signing, and then he turned away from the Interpreter and looked toward the Professor and the telephone and answering machine. He began to talk while the Interpreter was still interpreting, not at а potential transition moment in ASL.\r\nHis turn, too, has to be motivated by reasons other than an approaching grammatical unit or paralinguistic signal. When asked why he halt watching the Interpreter and began to speak, the Student replied, â€Å"І knew where [the Interpreter] was going; І could sense the way his sentence would end. І wanted to see what she was doing to make the phone stop ringing. ” (This he had learned from what the Professor had just said. ) Discourse knowledge, real world knowledge, а sense of conversational direction, speaker intention, and many other factors motivate speakers to take turns.\r\nAlthough interpreters cannot always predict when а speaker will talk, they can run accustomed to the possibilities of change and that turns can occur at the least likely moments, or rather, at any moment. Primary participants are actively involved in creating and responding to turns, and, for all intents and purposes, make arbitrary decisions which must be managed by an interpreter. More significantly, these examples demonstrate that chief(a) participants are active in the emerging nature and flow of talk as the interpreter directs and coordinates the exchange. '

'Internet and Education: Positive or Negative Aspect?\r'

' profits and nurture: Positive or ostracise Aspect? The net income started to boom in the 1990’s and has continued to evolve incessantly since. Today the concept of what was thought to be one of the great(p)est inventions has b small-scalen this old- judgment of conviction invention out of the water. In differentiate for the mesh calculate to be accessible a computer device is takeed. Today on we can carry the meshing in our hands with wire little access; as in the beginning it was a fixed appliance usually on a desk with nine-fold cords attached.Noting that the invention of the computer and cyberspace has lone some(prenominal) increase in revalue and quality the localise of employ has withal change magnitude significantly. This increase consumption of the earnings has adverted and impacted people well up-nigh the world. People mapping it at hearthstone, work and school for different reasons such as to communicate, shop, and look up training. The qu estion that withholds is whether or non net handling is in effect(p) or problematic. A topic that tints to this ongoing question is the effectuate that meshing implement has on commandment and faculty member operation.The earnings is utilize finished a liberal variety of spectrums within grooming; t separatelyers and assimilators expenditure the earnings on a workaday basis. Studies defy shown peremptory and nix factors of the network appearing in development from two scholar and instructor views. When looking at the profits as a supportive smell on that point argon numerous studies and factors that play a role in helping conclude this acquisition nearly profits in an educational setting. The earnings can be genuinely adept for students along with teachers and administrators.For ex adenylic acidle, the adult literacy and basic education (ALBE) schoolroom teachers have ground the network to be beneficial for themselves as well their students (B erger, 2010). Jim I. Berger conducted a need employ ALBE instructors to break away understand their make purpose of of the profit in the classrooms. These ALBE instructors explicate they use the net income to just look up littleon plans and to communicate with the students on a mundane basis (Berger, 2010). Berger (2010) displace a packet of 50 fifty-six-item vignettes to every state director of ALBE services; in return he got 219 applications with an 18. % response rate (p. 155). When foc victimisation to a greater extent on the results and surgery Berger (2010) pigeonholinged the 56-item survey into 5 composite plant scales; (a) reasons for use (the why scale), (b) ways the Internet was employ (the Practice scale), (c) overbearing consequences (the PosCon scale), (d) prejudicious consequences (the NegCon scale) and (e) reasons they would or could not use the Internet in their classroom (the Barrier Scale). two specific parts of Berger’s area that helps conclude Internet is a positive aspect in education is the Why scale and the PosCon scale.Berger (2010) asked the respondents to use the Likert- interchangeable scale with value not, some, or very to address his survey questions. When reporting the results for the Why scale Berger chose the teachers who answered with very. absolute majority of the teachers (71. 8%) said they felt it was very important to use the Internet in class because students would one day need it in their professional lives, almost fractional (54. 1%) thought the Internet helped students short-change basic skills, a little less than half (40. 9%) stated they used it because they enjoyed to, objet dart (31. 3%) of teachers felt the Internet makes them better teachers (Berger, 2010, p. 56). For the PosCon scale Berger (2010) reported the results establish on ALBE instructors who agree or strongly agree. His findings concluded that 83. 5% reported that students were much(prenominal) empowered, 82. 4% thou ght the material was much(prenominal) engaging for the students, 82. 2% felt that students ameliorate their basic skills, and 76. 2% thought they could halt exalteder-level thinking skills in their lessons. Also, a great pro attribute (70. 2%) stated that classes became more student centered and half (50. 4%) thought the students worked together more much (Berger, 2010, p. 157).To conclude Berger’s take away it was found that the Internet was beneficial in education when looking at ALBE classrooms in more ways than one. However, a weakness of Berger’s study is the response rate. This is merely a small fraction of instructors and teachers somewhat the world. akin to Berger’s positive findings is a study conducted by Gwo-Jen Hwang, Po-Han Wu and Chi-Chang subgenus subgenus Chen. Their study addresses the topic of web-based problem-solving activities. concord to the Hwang et al. (2012) study online web-based problem-solving wagers are found to be ben eficial in education.In their study an online mettlesome was developed for conducting web-based knowledge activates (Hwang et al. , 2012). Two classes of one-fifth and sixth graders participated in the study. One group was the experimental group while the other(prenominal) was the control group. The experimental group was guide by an educational computer plunk for that used a Graphical prove glide path to develop the game-board encyclopedism system, while the control group was guided by learning sheets and keyword search online (Hwang et al. 2012). Hwang et al. (2012) required some(prenominal) groups to take a pre-test and post-test regarding â€Å"butterfly ecology. In result Hwang et al. (2012) reported the online-education game not only improved the students’ learning acquisition and attitudes, but also situated the students’ in a learning state alter with involvement, concentration and enjoyment. The results also show how the border on was effective; the learning activity conducted in this study showed that students were highly motivated in their web-based problem-solving tasks (Hwang et al. , 2012). Hwang et al. (2012) then concludes that the students were highly engaged in the task payable to the intrinsic pauperizations promoted by means of the game.Between these two studies it seems safe to say that the Internet is used in multiple ways in education and in world(a) has a positive outcome. While studies like these show positive factors of Internet use in education there are also findings that conclude prejudicial effect of Internet usage. Along with the increase use of the Internet comes increased amount of distractions. Distractions such as complaisant networks, shopping sites, merriment networks and YouTube are constantly being streamed from networks around the world. Researchers Jomon Aliyas Paul, Hope M.Baker, Justin Daniel Cochran (2012) believe there is a negative correlation between grades and while pass on laptops, tablets and cell phones during class. They also say it’s very commonality to see students employ their phones during class; this deportment is not only distracting to the one apply the mobile device but for others around them as well (Baker et al. , 2012). Noting this is an ex deoxyadenosine monophosphatele of how the Internet in education is misused and a great deal abused in educational settings. Relating back up to Berger’s study, he concluded there are also some negative aspects of the Internet in education.Berger (2010), states 54. 4% of the instructors title that students visited sites unrelated to assignments or class work, 36. 7% of instructors found that their classes split into those that did and those that did not roll in the hay how to use the Internet, 23. 9% found that students visited wrong sites (porn, gambling), 22. 5% of instructors indicated that students copied material from the Internet and used it as their own, and 20. 9% felt th at their students relied similarly heavily on the Internet for information (p. 157).His study shows that students are easily disconcert by the endless uses of the Internet. As a college student I struggle with these distractions on a regular basis. Looking at a different spectrum of Internet and education seekers Nejla Canbulat, Sevil Inal, and Meral Kelleci conducted a study looking at the dealinghip between the Internet and academician performance for a small portion of high school students. To further explain the Canbulat et al. (2012) study, 804 high school students between the ages of 15 and 18 were chosen randomly from quartet high schools in Istanbul city.One of the three questions their study asked was â€Å"Do computer and Internet using periods of high school students adversely affect their advantage at school? ” They hive away their data through a survey. They founded that the students reasonable computer use periods were 2. 07±1. 5 hours daily and thei r average Internet access periods were 1. 8±1. 5 hours daily (Canbulat et al. , 2012, p. 1648). Depending on if the student had Internet access at mob or had to access the Internet through a public place, such as a cafe, altered the results of time worn out(p) on the computer.In Nejla Canbulat, Sevil Inal, and Meral Kelleci’s (2012) study they restate Berson and Berson’s findings of 92% of 10800 striplings between the ages of 12 and 18 had access to the Internet and spent most of their time messaging with people, surfboard across websites, playing games and only 1% of them use the Internet for making searches and perusal (p. 1644). Canbulat et al. (2012) founded that compared to this statement their study proposed that half of the teenager (50. 5%) connected to Internet for trenchant purposes; however, other reasons were chatting (18. 1%), playing games (12. %), hearing to music (9. 7%), sharing confine in forum sites (6. 6%) and accessing websites with co zy content (2. 4%) (p. 1649). Even though these percentages seem to correlate with a positive use of the Internet too much time spent searching and using the Internet causes problems in interpersonal relations (Canbulat et al. , 2012). To conclude their findings they state that the more time spent on the Internet adversely affected the student’s success at school. The study also founded that the increased spent time on the Internet decreased the academic success of students.The students that accessed the Internet at home used it less often than the ones who accessed the Internet through a cafe, reckoning that the Internet at home is kept under parental control (Canbulat et al. , 2012). This however may not be the case for every student who has a computer at home; this is only a small study that was do with high school students. When comparing Canbulat et al. and Berger’s studies it’s hard to differentiate whether the Internet is a positive or negative aspect wi thin education due to the different views between teachers and tudents. Most teachers press it’s a good liaison for teaching and it also helps students interact with each other. However, some teachers believe that the increased use of Internet distracts students from their daily work by visiting non-related sites. These findings from Berger’s study relate to the Canbulat et al. correlation found between the increased use of the Internet and decreasing academic performances. Students are spending more and more time on these non-related sites affecting their analyze habits and overall grades.There have been many studies conducted most the Internet and the psychological effects it has created; some good while some bad. certain(a) researchers claim that Internet chatting decreases loneliness and low, increases the feelings of happiness, and greatly enhances perceptions of social support and self-esteem (PW Kang 2007; Shaw and Gant 2002; Chen 2012). While others belie ve the increasing use of Internet is effecting face-to-face interactions by trim back time spent with family members and friends, thus creating more and more feelings of loneliness and depression (Kraut et al. 1998; Chen 2012).If the Internet does create these feelings of hopelessness and depression this could affect students not only socially but academically too. In the classroom these feelings of depression can often leash to alienation and feel worthy only when using the Internet. This could reduce the social interaction a student may have in school thus creating low self-esteem. A student may then(prenominal) cover these feelings up by using the Internet, which in turn would reduce the motivation of a student to do training or study for upcoming exams. overall the Internet is a positive aspect in the world of education.On the contrary it’s known for it’s devious distractions. Studies and research prove both cases are accredited among students and teachers. People today rely completely on the Internet as before it was just something to have. Is the Internet and technology the ending of social interaction and resulting in increased isolation? Some critics argue thus is true while others oppose this belief as a whole. This is yet another issue that’s addressed with the tint of the Internet. Time can only tell. amount of Reference Baker H. M. , Cochran, J. D. , & Paul, J. A. (2012).Effect of online social networking on student academic performance. Computers in humans Behavior, 28(6), 2117-2127. Berger, J. I. (2010). Profiles of Internet use among ALBE instructors. full-grown Basic Education & Literacy Journal, 4(3) 151-160. Canbulat, N. , Inal, S. , & Kelleci, M. (2012). Internet use and its relation with the academic performance for a sample of high school students. HealthMed, 6(5), 1643-1650. Chen, C. , Hwang, G. , & Wu, P. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities.Computers & Education, 59(4), 1246-1256. Chen, S. (2012). Internet use and psychological well-being among college students: A latent profile approach. Computers in Human Behavior, 28(6), 2219-2226. Bibliography Baker H. M. , Cochran, J. D. , & Paul, J. A. (2012). Effect of online social networking on student academic performance. Computers in Human Behavior, 28(6), 2117-2127. Berger, J. I. (2010). Profiles of Internet use among ALBE instructors. Adult Basic Education & Literacy Journal, 4(3) 151-160. Canbulat, N. , Inal, S. & Kelleci, M. (2012). Internet use and its relation with the academic performance for a sample of high school students. HealthMed, 6(5), 1643-1650. Chen, S. (2012). Internet use and psychological well-being among college students: A latent profile approach. Computers in Human Behavior, 28(6), 2219-2226. Dodd, B. J. , & Antonenko, P. D. (2012). Use of signaling to mingle desktop virtual reality and onl ine learning management systems. Computers & Education, 59(4), 1099-1108. Hwang, G. , Wu, P. , & Chen, C. (2012).An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246-1256. Kiran-Esen, B. , & Korkmaz, M. (2012). The effects of peer-training about secure Internet use on adolescents. Turkish Psychological commission & Guidance Journal, 4(38), 180-187. Korkmaz, O. (2012). A boldness and reliability study of the online cooperative learning attitude scale (OCLAS). Computers & Education, 59(4), 1162-1169. Otaibi, K. N. A. (2012). Attitudes towards the use of the Internet. Psychology Research, 2(3), 151-159.\r\n'

'Person Centred Counselling\r'

'What I understand by the term Person- Centred Counselling Person-Centred counsel was create by the psychologist Dr. Carl Rogers . It is a humanistic non-directive advancement to counsel where the counselling allows the invitee to select the conversation and non try to spark advance them in a particular prudence. A fundamental part of this type of counselling is the therapeutic relationship between counselor-at-law/Client. An important part of this is providing an environment where a mortal feels free from threat, both physically and psychologically.This cig atomic number 18tte be achieved by the counsellor providing three ‘core conditions’ genuineness, empathy and warmth which assist that captureth to occur. The approach relies on the personal qualities of the practitioner to build a non-judgemental and empathetic relationship with the knob. The objective of the counsellor is to see without making all judgements, without giving advice, and declargon the client feel unsayed for their throw feelings. It trusts the client to find their let answers and direction and of being fully capable of fulfilling their decl are potential.There are many tools used in person-centred counselling, including active listening, , paraphrasing, summarising, minimal encourages etc. Person-centred counselling recognizes that achieving potential requires favourable conditions and that not having these conditions whitethorn lead the individual to not grow and develop in the best slipway that are possible. When we are denied acceptance from others or it is made conditional upon the individual behaving in a particular way we may begin to lose touch with their own feelings and not be able to chose paths which are best for ourselves.When a client feels adept and authorized in the relationship they faeces explore their own feelings and desires and take any steps they feel necessary to self-actualize. This occurs when a person’s behaviour is congruous with the person they would like to be. Person-centred counselling encourages the client to freely look at themselves and accept themselves for who they are or make changes to manage the behaviours that they do not like. Positive touch is to do with how other people prise and judge us. If a person has not been accepted in life for many reasons it can affect their self worth.A person with low self-worth may avoid challenges in life, not accept that life can be painful and unhappy at times, and will be defensive and guarded with other people but a person who has high self-worth, that is, has confidence and peremptory feelings about themselves, faces challenges in life, accepts failure and sadness at times, and is open with people. By providing the client with the core conditions it allows for an environment where they feel accepted for who they are and can change the ostracize outlook they have on themselves and augment their self esteem.In summary person-centred cou nselling provides a therapeutic relationship which allows the client to explore their feelings freely. It promotes a person to go on in life and grow to be the best that they can possibly be. The boilers suit aim of person-centred counselling is to help the client self actualise and become a Fully Functioning Person where they are Open to experience , last in the present moment, trust their own feelings, and live a fulfilled life where they are well adjusted and balanced.\r\n'

'A cream cracker under the settee\r'

'Dramatic monologue is a strain of lyric poem in which the eccentric expresses his/her emotions, actions, feelings or motives. It is written to reveal the website as well as the character.In melodramatic monologue, a single speaker who is non the poet utters the poem at a vituperative situation thereby adding depth to the character. In fact, we come to know about the non-finite aspects of the character by listening to the speaker. This was unquestionable during Victorian era and Robert Browning meliorate this form.In the dramatic monologue â€Å"A slash cracker under the settee”, Alan Bennett puts forrad his views on the society’s discourse of the elderly and the consequences thereof. He accomplishes this by describing an elderly lady’s view of the population and her solitariness.The play starts with Doris, the elderly lady academic session on the floor of her living room. She has locomote down while cleaning the photo of her late economise Wil fred. She strongly believes that the sphere of her time is much better than the present. She feels that hatful of her time were cleaner and more responsible for(p) than the people of today.This shows why she disapproves her domestic help, Zulema, who had non cleaned the photo in the first place. She enjoys her honest-to-goodness memories and the lovely time she had with her husband as can be seen by the counselling she talks to her dead husband’s octogenarian photographs. This as well shows that she is lonely and misses company.She feels she is â€Å" leave behind” by the people of her generation. This loneliness can also be attributed to the inadequacy of self-understanding and the understanding of others. Through the entire play, Doris attempts to give up herself from the so-called â€Å"corrupt” society of today.Doris has a compulsive obsession with cleanliness. In her younger days, she had forbidden her husband Wilfred from taking up any hobbies t hat could be messy. When they were younger, they had a muff that died during birth.The nurse had wrapped the baby in newspaper, which according to Doris was â€Å"dirty”. This reveals that she did non destiny her child, even though dead, to be associated with anything dirty. She is precise concerned about what her others would say if she is not spotlessly clean.This can be seen when the leaves from the bordering door blow into her garden and she says â€Å"I ought to put a sign on the gate, not my leaves”. She was scared that other her neighbors whitethorn not think high of her hygienics and so she asked her husband Wilfred to concrete the garden so that it would be easier to clean.While Doris is on the floor, she looks at her wedding photo and talks to her husband about her loneliness and how she was happier in her days. Her rapture in her younger days could be due to various reasons and one of the chief(prenominal) reasons would be the total independence and t he â€Å" convention of the roost” that she enjoyed. She also laments about the privation for â€Å" nursing home help” now. This is why she disapproves of her home help, Zulema.She cannot feign that she needs Zulema because that means she is forfeiting her independence. She feels that she is not dependent on Zulema for anything. She gets very picky when Zulema tells her â€Å"you’d be better in Stafford House”. Stafford House is the local old age people’s home.Though Zulema’s intentions were right, she said that because she wanted someone to perplex control of Doris’s life, Doris felt that as an intrusion into her independence. According to Doris, Stafford House represents supremacy by others and the acceptance of her dependence on someone. She cannot accept her own inability to have herself physically.This yearning for independence is very unadorned when a policeman comes to check on her. The policeman asks her, â€Å"Are yo u alright?” Doris replies, â€Å" zero(prenominal) I’m all right.” This also reflects that she has gotten herself into a mindset which makes it difficult for her to accept the hardships and difficulties of old age.\r\n'

'Roman Architecture from a Typological Standpoint\r'

'History and theory of plastereditecture and Design\r\nDiscuss romish architecture from a typological forecast of view by emphasise:The displacement from pre-existent to brisk developed typologiesThe acquirement gained in building techniques wherever applicableSee at l eastern hemisphere(prenominal) both divers(prenominal) types.\r\nList of Illustrations\r\n1. Rome, Forum romishum: course of instruction\r\nSteve Watson, 1996,The papist Forum[ online ] . uncommitted from stevewatson.info/Rome/Italy/diary.html. Accessed 14ThursdayApril 2014\r\n2. Athinais, Stoa Basileios: digital re peeion of the building\r\nKronostaf [ online ] . Available from www.kronostaf.com/nr/images/d/d3/Stoa-Basileios.jpg. Accessed 14ThursdayApril 2014\r\n3. Rome, basilica Aemilia: broadcast\r\nVitruvius †De Architectura Libri X [ on-line ] . Available from www.vitruvius.be/aemilia.htm. Accessed 14ThursdayApril 2014\r\n4. Rome, Arch of Augustus: a possible Re remodelion of the lift\r\nAme rican journal of Archeology [ online ] . Available from www.ajaonline.org/ artificeicle/90. Accessed 14ThursdayApril 2014\r\n5. Rome, Pantheon: program ( in a higher place ) and subdivision ( below )\r\nMy archicad [ online ] . Available from myarchicad.free.fr/Etudes/Pantheon % 20Rome/Pantheo % Rome01.htm. Accessed 14ThursdayApril 2014\r\n6. Rome, Pantheon: the noggin\r\n trip out there guide [ online ] . Available from www.gothereguide.com/pantheon+rome-place. Accessed 14ThursdayApril 2014\r\nIt is hard, without any uncertainty, to intervention just about what can be defined as roman type architecture. Roman refinement covered a immense clip span that began with the foundation of theUrbs( as Rome was c entirelyed by Latin authors and philosophers ) , tradition altogethery go out to 753 BC, and collapsed with the autumn of the Western Roman Empire, in 476 AD. Therefore, it is deducible that all the populations it got in touch with over the centuries influenced its civilizatio n. contrasted Hellenic architecture, merchandise of a self-assured civilisation that was able to keep an unbelievable integrity of chaste intent and that is still recognizable today as belonging to the Grecian civilization ( protect-Perkins 1912 ) , Roman art and architecture\r\nâ€Å"Were born(p) and took form in a universe that was already dominated both by the substance and by the thought of Grecian accomplishment, first of all through the Grecian nail downtlements in the West, at second manus through Etruria.”\r\n( Ward-Perkins, 1912, p.9 )\r\nAs the consequence of the daimon of these influences, it could be debatable to at a lower placestand when it is appropriated to speak about Roman architecture as a definable architectural manner. Harmonizing to heat up ( 1982, p.28 ) ,\r\nâ€Å"It is when all the outside influences had been spoilt together and assimilated, when techniques and decorations were so to the full understood that they could be used with assuranc e to make something fresh and original. This thinging of hammering a crude manner began under Augustus.”\r\nIn this essay the displacement from the pre-existing to the freshly developed typologies and the proficient inventions produced by Romans entrust be analyzed by concentrating on the carnal knowledgeship amongst the Roman and forward architectures. In narrate to treat this alteration, four typologies, all belonging to the Augustan or subsequently periods, pull up stakes be taken in consideration. In the first paragraph the writer will reason about the connexion between the Greco-Roman agora and the Roman assemblage. The second typology will vexation the themes and the chief characteristics of the Roman basilica. The 3rd typology discussed will control the honorific edifice. Finally, the writer will exemplify the typology of the eldritch edifices, concentrating on Roman tabernacles and the Pantheon in strange.\r\nAs antecedently said, it is cleanly wit h the beginning of the Augustan epoch that a proper Roman architecture developed. This happened when the Foster son of Julius Caesar, Augustus, started a redevelopment undertaking of his new born empire’s capital metropolis. Like Suetonius ( 1977 ) studies, â€Å"He found Rome a metropolis of bricks and left it a metropolis of marble.” , and he did it harmonizing to his in-person gustative sensation and involvements. In circumstance, it has to be considered that a laureled idea is by definition the â€Å"architect” of his land. Further more, the work up of the Empire is a minute of primary importance for the Roman history. Since that, the Romans of the Re mankind bugger off ever avoided to stick out a individual single keeping authoritative power. From this position the slaying of Julius Caesar could incorporate been justified by the senator’s will of continuing the unity of the Republic. In 27 BC, upon the assignment of the first Roman empero r butterfly, all the powers were put in the custodies of superstar, legalizing him to became non except the swayer of the Roman properties but pull down a kind of theology ; to boot, Rome was per excellence the symbol of the emperor’s power. For all these grounds it was inevitable that Augustus likings were a study factor in determining a public gustatory sensation ( Ward-Perkins, 1912 ) . whizz of the some re pledgeative plants in this sense is the continuance of the Forum Romanum, before begun by Augustus’s male pargonnt Julius Caesar.\r\nWhen accept about the Forum, it is ineluctable to seek to happen a possible connexion with the Greek agora, the public unnumbered built by the Athenians. The Grecian agora was the topographic point where administrative, politic, legal, commercial and moreover activities occurred and the stoa or colonnade porch was potential the most of import edifice rest in the square: it is defined by Watkin ( 1986, p.49 ) as a †Å"Covered meeting-place for a broad mise en scene of activities.” However, it has been argued ( Pergolis, cited by Carlos Zeballos ) that the employment of the agora was to give the citizen uncomfortableness ; on the other manus the Roman forum’s intent was to do him cognizant of the State.\r\nThe purpose of the Forum Romanum was to remind the Romans of the award of the old Republic, and the triumph of the new leader, Augustus. This aspiration is proved by the plants he started since the early old ages of his reign in this location. erstwhile the redevelopment undertaking ended, the forum consisted in two long basilicas ( Aemilia and Julia ) , three synagogues, two of them started by Julius Caesar ( temple of Concord and temple of Castor ) , and a new extreme wizard, dedicated to the Divus Julius, Augustus former male parent. The temple of Divus Julius was flanked by a monumental building, the Arch of Augustus. every(prenominal) of these architectural buildings played a cardinal function in the Roman history.\r\nThe Roman basilica is one of the most representative typology of edifices in the Roman architecture. It operated as a meeting-place for the citizens, an exchange for merchandisers and even as a tribunal of justness. In this sense, it has been argued ( Purdue University ) that the introduction hailed from an authoritative Hellenic edifice called Stoa Basileios ( Grecian: ???I?????? ???I¬ ) , turn up in the Athenian agora. In this peculiar instance, the interlingual rendering of the term Basileios is Royal: it was in fact identify as the place of the Archon Basileus, one of the nine head magistrates in antediluvian capital of Greece, whose responsibilities were spiritual and juridical. It appeared to be a rectangular edifice with cardinal Doric columns along the frontlet and four inner(a) ( tooshie of the Hellenic World, 2006 ) , a form that ripe reminds of the basilica. A last grounds of the Greek beginning of the Roman basilica is the spelling of the word basilica itself that, as welch stated, came from the Grecian term â€Å"basilike” , which means â€Å"kingly” . The basilica normally had a rectangular program and it was usually timber-roofed. It besides could hold a rectangular tribune, a individual or two apsiss and an interior colonnade that divided the infinite. The city manager entryway could hold been on either the transverse or the longitudinal axes ( MacDonald, 1986 ) . An illustration of this typology could be given by The Basilica Aemilia. It was one of theearliest basilicas: the first building is dated from 179 BC and it is stated that it has had a two-storied colonnaded facade of 16 bays as a stoa. On the interior, it was located an wrap hall, where the magistrate could pattern his work. The basilica was wholly rebuilt by Augustus. The imperial basilica was divided in three separate: the porch, the hall and the ”tabaerne” , six square room that were pro bably used as offices. This porch was absolutely similar to the 1 of the basilica Julia: it consisted in two floors co-occurrenceed by marble’s pilasters and columns. The land floor facade was divided in 14 arches overcame by a Doric Lodge. The usage of the arch is one of the inventions that learn Roman architecture from 1s that came before. Greeks neer learned to construct an arched building and used a post-and-bean winding, as they did in their stoa. This technique allowed Romans to construct larger suites:\r\nâ€Å"Arches couldredirecta edifice ‘s weight over long distances to dense stations, leting for huge, comparativelyunobstructedsuites” ( essential-humanities ) .\r\nIn this instance, because of the singular size of the room, it was necessary to present some metal ironss to reenforce the construction. From the porch, the visitant entered in a secondary room that worked as way to the cardinal hall. It consisted in three naves separated by columns ; the side’s 1s supported a 2nd floor. ( Sear, 1982 )\r\nTraveling on, the 2nd type that will be discussed will be the honorific repository, concentrating on the best-known 1s, the lordly arches. Boldwin Smith ( 1956 ) asserts that the beginning of triumphal arches has to be sought in the ceremonial occasions of deification of the sovereign that gave a heavenly content to an arched portal, as it happened during the Hellenistic Epiphany. He even stated that merely the vulgar factors in the history of ceremonials could explicate the manner in which the arched passageway was used to mark the ceremonial of Latin Triumph. It was in fact a Latin version of an Etruscan rite in which the Triumphant One was acclaimed as a God.\r\nA monumental arch, contempt its monolithic and elemental signifier, is a complicated bearing of edifice. In every archway the radiality works in opposing way at the same clip,\r\nâ€Å"It focuses graduate and in toward the curve’s unseeable nitty-g ritty point, but at the same clip suggests common extension fanning outward and upward”.\r\n( MacDonald, 1986, p.75-76, 1sthappening inside the paragraphs )\r\nMacDonald ( 2neodymiumhappening within the same paragraphs ) explains that this implies a tenseness that is regulated and close in either by flanking walls, or monolithic wharfs and by masonry piled up above the arch and its supports: this counterbalance is so increased by adding orders and ornaments.\r\nTriumphal arches were built in Rome since the 2nd century BC, nevertheless it was Augustus who set the manner for constructing them all over the Empire ( Watkins ) . Sear ( 1982 ) states that in the Forum Romanum it was erected a triumph Arch known as the Arch of Augustus, rebuilt in the 19 BC maybe with fragments from an earlier one, dated 29 BC. A description is given by MacDonald ( 1986 ) : it was a ternary gateway in which the centre twist was arched and set between immense wharfs with a outstanding Attic above ; side gateways were trabeated. The orders stood on a pedestals and base on the same degree. The interior one was overlapped with the wharfs and pass by a corinthian capital. Wilson Jones ( 2000 ) claims that about two-thirds of all imperial columns were Corinthian. This order in fact suited the emperors for many grounds: it was Augustus break down to advance an Hellenic image of his Rome, eventually fitted of fiting Greece culturally. For Augustus ‘ purpose the Corinthian order was perfect to give notice the yesteryear without falling in a mere transcript of Grecian architecture. Furthermore, the acanthus, the taking subject of the order, was a symbol of sacredness but it was non related to any peculiar deity. This characteristic permitted Augustus to advance his imagine of a God.\r\npolitical deductions in Roman architecture were involved even in the last type of edifice that will be analyzed, the spiritual 1. Roman temples find their beginnings in both Etruscan architec ture and, as the old 1s, Grecian architecture. Early Roman temples were realized in brick and followed Etruscan design by demoing high dais and deeply columniform porch. After the 2nd century, Grecian orders begun to be utilise in the lift and, like Grecian temples, they were east orientated. However, Roman temples tradition had a facade that was cushy recognizable thanks to the monumental steps that take to the porch, the lone portion of the edifice in which columns were erected ( dried-up 1982 ) . Above all the others, The Pantheon is the most known Roman temple and it is considered, together with the Parthenon, the most representative memorial of classical architecture. The first Parthenon, commissioned by Agrippa, Augustus’ prevalent and son-in-law, is dated between 27-25 BC. The purpose was to stand for Augustus’ proud program’s chef-doeuvre: in fact it has been claimed ( Ancient History Encyclopedia, 2014 ) that it may hold been knowing as a topogr aphic point where the emperor could do public visual aspects in order to remind his people of his master position. However, the edifice was likely destroyed by fire and rebuilt by emperor moth Domitian. The temple once more was destructed by a lightning bolt. The current Pantheon was built by Adrian on his recollect trip to Rome as the new emperor in 118 AD. Alongside his designers, he decided to construct the new Temple by utilizing a new design that attempts to unify the Greek’s porch and the Roman rotunda ( Wilson Jones, 2000 ) , a typology that had already been used in earlier Roman temples. It has been argued that Hadrian’s purpose was to plan the Pantheon in order â€Å"to turn out that the Imperial order, with its decree of jurisprudence and its nucleus for the Republic was portion of the Godhead order, initiated by it and subsumed to it.” ( McEwan, 1993, cited by Art History intromission document, 2007 ) .\r\nThe accent of the edifice is wholly focu sed on the interior infinite. The formal strategy of the inside could fashion rather simple, a cylindrical membranophone topped by a dome. By contrast, this building shows all the astonishing abilities owned by Roman designers and employ scientists. The construction of the rotunda is composed by eight wharfs which support eight arches, which in bend correspond to the eight bays. From this position, the membranophone could be seen as an arched construction designed to cut down weight and belittle the effects of differential colony. Once once more the prevalent order is the Corinthian: Corinthian columns of giallo antico are free-standing in each bay and stand for a superb device to give graduated table. The dome was the biggest of all time realized until the devising of Santa mare del Fiore’s one in Firenze by Brunelleschi. In blending the concrete, another of Roman’s most superb inventions, several make fulling stuffs were used and ranked in order that the construct ion resulted lighter at the dome’s top by utilizing pumice. The heart captivates visitor’s oculus and is the lone beginning of visible radiation in the whole edifice, possibly to mean that in the Temple of all Gods the merely light admitted can come from the celestial spheres above. ( Wilson Jones, 2000 ) .\r\nIn this essay the writer has illustrated the development of the displacement from the preexistent typologies to the freshly developed 1s, every bit good as the proficient inventions implemented. Furthermore, the Roman emperors ‘ political and personal attack to their architectures has been discussed. Four instances of survey were presented: foremost, a relation between the Greek agora and the Roman forum was demonstrated by demoing similarities in their utilizations but different political purposes ; secondly, the writer illustrated the Roman basilica as a new type of edifice that perchance derived from the Grecian stoa. Traveling on, political deductions and Hellenistic beginnings have been debated and proficient characteristics have been shown by showing the triumphal arch ‘s typology. Finally, the last instance, the spiritual edifice type, has been analyzed by concentrating on the Roman temple with two intents: in the first topographic point to explicate analogies with earlier illustrations and so to depict one of the most important edifice in Roman architecture, the Pantheon.\r\nBibliography\r\nAncient History Encyclopedia ( 2014 )Pantheon[ Online ] . Available from hypertext carry communications protocol: //www.ancient.eu.com/Pantheon/ [ Accessed 05 April 2014 ]\r\nArt History Presentation Archive ( 2014 )The Pantheon and Hadrian’s Building Program[ Online ] . Available from hypertext bump off protocol: //honorsaharchive.blogspot.co.uk/2007/01/pantheon-and-hadrians-building-program.html [ Accessed 05 April 2014 ]\r\nBaldwin Smith, E. ( 1978 )Architectural Symbolism of Imperial Rome and the in-between Ages1stEd. unexampled York, Hacker Art Books\r\nEssential Humanistic disciplinesRoman Architecture[ Online ] . Available from hypertext transfer protocol: //www.essential-humanities.net/western-art/architecture/roman/ [ Accessed 05 April 2014 ]\r\nFoundation of the Hellenic World ( 2006 )Stoa Basileios[ Online ] . Available from hypertext transfer protocol: //project.athens-agora.gr/index.php? view=ktirio & A ; pid=1 & A ; lang_id=en [ Accessed 05 April 2014 ]\r\nMac Donald, W.L. ( 1986 )The Architecture of the Roman Empire, volume II †an urban assessmentUsa, Yale University Press\r\nPurdue UniversityRoman Basilicas[ Online ] . Available from hypertext transfer protocol: //web.ics.purdue.edu/~rauhn/roman_basilicas.htm [ Accessed 05 April 2014 ]\r\nSear, F. ( 1982 )Roman ArchitectureLondon, Blatsford Academic and Educational Limited\r\nSuetonius, ( 1977 )The twelve Caesar11ThursdayEd. trans. By Graves, R. Harmondsworth, Penguin Books Ltd\r\nThayer, W. ( 2008 )Basilica Emilia[ On line ] . Available from hypertext transfer protocol: //penelope.uchicago.edu/Thayer/I/Gazetteer/Places/Europe/Italy/Lazio/Roma/Rome/Forum_Romanum/_Texts/Huelsen*/2/21.html [ Accessed 05 April 2014 ]\r\nWard Perkins, J.B. ( 1977 )Roman ArchitectureNew York, Harry Adams Incorporated\r\nWatkins, D. ( 1986 )A History of Western Architecture3rdEd. London, Lawrence big businessman Publishing\r\nWilson Jones, M. ( 2000 )Principles of Roman ArchitectureSingapore, Yale University Press\r\nZeballos, C. ( 2011 )The Agora of Athens Vs. The Roman Forum[ Online ] . Available from hypertext transfer protocol: //architecturalmoleskine.blogspot.co.uk/2011/12/agora-of-athens-vs-roman-forum.html [ Accessed 05 April 2014 ]\r\n'

'Psychology – Reflection on Self\r'

'Our universe has the frequent tendency to move from order to disorder. And yet pure tone at how complex we ar. The puzzle becomes: How does our universe creates complexness? David Christian verbalise, â€Å"The universe faecal matter create complexity plainly with great difficulty. ” According to him, we live in the â€Å"goldilocks region” of our universe †non in deal manner hot, non too cold, except just regenerate for the creation of complexity. Then, things slightly more complex take time offed to bulge disclose stage by stage. Each stage is magic because it creates something utterly smart appearing al closely out of now here.We corroborate inhabitn that desoxyribonucleic acid accumulates information with random errors some of which just happened to work. that DNA actually generated a faster port of accretion information. It produced organisms with brain. And those organisms canister learn and accumulate information starting-hand. Th e poor thing slightly it is when the organism dies; the information dies with them. We, humans, appe ard well-nigh 200 thousand sidereal daytimes ago. What makes humans divers(prenominal) is our sort of talk, the human language. A system of communication so powerful and precise that we can assign our knowledge and form a collective repositing that accumulates from generation to generation.The main reason wherefore as a species humans atomic number 18 so fictive and information. But then things set offed to get more complex, emotions, wisdom and consciousness offseted to materialize. We became much more sensitive and perceptive to our environment. We began to reflect upon our divers(prenominal) behaviours. That is when â€Å"the self” emerges out of the unstained comment upon our behaviour and mixer interaction. Our self-c at a timept determines our level of surgery in our e rattlingday lives. All the changes we act on the outside begin in the inside of o ur self-concept.The route we think, act, interact and everything that happens in our life is the manifestations of our self-concept and the way we rede it. Our outer life is always a reflection of our inner life. It is extremely important to know ourselves in order to be very clear of our value, principles, mental pictures and ideals. These elements get as a safe and sound on how we assume and interact with other good deal. Our self-concept exercises our emotions, behaviour and even the way other pile respond and interact with us. The problem with that though is when we think about ourselves negatively.Everything starts to be stirred from just the way we think about ourselves. We start to become helpless and depressed. â€Å"We be natural with pain. We are natural through difficulties,” Nik Vujicic once said. Nik Vujicic was born without limbs. He tried to dr ingest himself when he was 10 years old because he felt like he was hopeless and abandoned. He felt lik e it was and him against the world. But the one judgement that saved him was what leave behind his family feel and suffer when he would kill himself saying, â€Å"You know what’s worse about being born without limbs? It’s being born without limbs who gives up on living.”Personally, I don’t know why we are born this way. But we vex a choice, either be angry for what we don’t have or be thankful for what we have. If Nik Vujicic, boughless solely can still smile despite difficulties and trials, then so can we. When we feel like we don’t have love and hope, we start to become helpless and lose the strength to love. We start to doubt and question our very own earthly concern when we lose those qualities. We all have those people who are going to bring in us down no matter how good our day is, or bring us even lower when we are having a bad day.But when we think and accuse those people as the greatest discouragement of our lives, weâ€℠¢re wrong because they’re non- we are. We have a choice to give up on living or get up. Those things are like the wounds or scars in a manoeuver bark. Judging from how a tree grows, it will never go away. But we can grow as much as we want and let those large-mindeds of things be a small part of our lives, or we bow to it and die. We need to remind ourselves that we are important and special, and our values are not primed(p) by our social status, rachisground and the way we look.During fifth grade, I was oppressed by many people even my own teacher because I was a bad kid. thither was one time I was accused of doing something and I tried to defend myself saying that what happened was an accident, only when it was futile. I could solitary(prenominal) do so much. People were already saying that I was the â€Å"black sheep” of my family and that I was very different from my other siblings. What happened will forever be a scar in my memory only I have to grow. I h ave to understructure up for myself and continue on living.Everyday we make choices, and close to often the simple choices are the ones that can have the huge effect for the rest of our lives. The world inevitably love and hope. Let us start our day by giving just that. We are here for a reason. William Barkley said, â€Å"The greatest two days in anyone’s life is the day you were born and the day you know why. ” We may not be fitted to get a miracle but we can be a miracle for others. We need to remind other people that they are important. In order to help ourselves, we first need to become selfless, not egocentric but sociocentric.Just like one famous song would state, â€Å" have intercourse is something if you give it away. It will come right back to you. ” When I was a kid even until now, I was always inquisitive and curious. I was unfeignedly idea if an affirmatory opinion in ourselves and self-confidence would really make a difference. I wanted to gravel out how do you really become successful. Eduardo Briceno asked, â€Å"What do you think is the the key to achieving goals and success? ” Most people believed that it’s hard work, persistence and focus but Briceno showed that these are all products of something more potent that anyone could develop.Josh Waitzkin, a chess external master and the subject for the photographic film â€Å"The Search for the Next Bobby Fisher,” is an example of a psyche who achieved great success. No one won more international competitions than him. But even more impressive, Waitzkin took on the challenge of mastering a complete new field, martial arts. It was very different from chess. After unrelenting devotion, hard work and some broken joints, he became a great martial artist having won two international competitions. Believe it or not, Waitzkin said that the greatest thing that ever happened to him was losing his first international chess championship.He avoided the gr eatest psychological confine. The key trap Waitzkin avoided was believing that he was smarter than other people and that he didn’t have to work hard. He could’ve cerebration of himself as a protégé but he didn’t. He said, â€Å"The moment we believe that success is determined by an ingrained level of cogency, we will brickle in the face of adversity. ” Stanford University Professor Carol Dweck discover that some people think that news show is located while other people see intelligence as Waitzkin does as something that we can develop and grow.In a study she did, several hundred seventh graders were surveyed for which kind of mindset they had and were tracked for two years. Result showed that students with yield mindset increased their performance over time. The only difference between the two groups was a different perspective of what intelligence is. â€Å"The key to success is not only effort, focus and persistent but it is the belief th at we can develop ourselves and the growth mindset that creates them. ” If we are to fulfill our potentials, we have to start thinking differently.Our thoughts influence our actions because if we don’t believe it then no one else will. We have to realize that we are not constant and locked to our contemporary abilities. We can change our ability to think and perform. Because when we lose sight in the belief that we can do something, we are done. In fact, most of the greatest thinkers of our era were once thought of as having no potential and future. Einstein once thought of committing suicide regretting why was he even born. But along with him and other great achievers from Mozart to Robert Boyle built their intelligence and abilities.â€Å"We are what we repeatedly do,” Aristotle famously proclaimed. â€Å"Excellence, then, is not an act, but a habit. ” Once we start to believe in ourselves, that’s when confidence and excellence comes in. Excellenc e is not something we are born with. We have to work our way to it. We have to make it a habit. William James once said, â€Å"Any sequence of mental action which has been much repeated tends to perpetuate itself; so that we find ourselves mechanically prompted to think, feel, or do what we have been before abandoned to think, feel, or do.”But before excellence and success, we have to believe in ourselves. The real way of achieving conceit and self-confidence is not by being born with it but by working and being indisputable of it. The key insight of the context is the belief that we can somehow do it, being surefooted about it and that we have to work hard at something in order to attain it. We must be confident about what we do because we’ve done it a zillion times. By that, we bring our game to a whole new level. Einstein worked for 10 years in completing his equations for the General Theory of Relativity.Behind it is the understanding that setbacks and failur es are part of growth. Every time we became discouraged at something we are doing at, we start to tell ourselves that, â€Å"I can’t do it. ” When we hear that, let us talkback with affirmation, â€Å"I can’t do it but not yet. ” Just a little trustingness in ourselves can create great leaps. Having an optimistic belief in ourselves does create competence and intensity on what we do. As I would paraphrase a key text in the Bible, â€Å"Faith as small as a mustard source can move mountains. ”\r\n'

'In What Ways Did Religion and Economics Influence the Development of Medieval Europe and Japan?\r'

'God’s laws told them that they were equal to the King. The archbishops, bishops, abbots, earls were free human beings that could not be taken or imprisoned, outlawed or exiled or ruined unless by lawful judgments. customary of injustice’s would cause the souls of them and the souls of their ancestors and successors to burn in all eternity.\r\n2) How did the Magna Carta limit the power of King privy? According to the Magna Carta: the superpower could no longer demand taxes from the English people unless the Great Council agreedany free man who was brought to trial for a law-breaking had the right to be judged by his equals, rather than the king or his officials; this is what we inhabit as a jurylegal decisions were also now influenced by the judges’ interpretation of previous court decisions; this make rulings more consistent so that the same crime couldn’t be punished in deuce different waysthe king himself now had to obey the laws of England; this was a brand new idea: that even the king was not above obeying the law3) How did the Magna Carta lay the foundation for commonwealth? Many of the ideas beginning written in the Magna Carta would subsequent form the basis of modern democracy. It was the first schedule to limit the powers of the crowned heady. This would influence the democratic idea of a system of checks and balances to keep one piece of the politics (such as the president) from having too much power.\r\nIt also naturalized rights for everyday people and influenced the content of other documents that treasure the rights of citizens, such as the Bill of Rights in the coupled States Constitution Another result of the Magna Carta was the establishment of the first English parliament. It created the Great Council, a group of 25 barons that the king was supposed to consult when he do a decision.\r\nThis planted the seeds of a parliamentary authorities where the power was shared between the ruling monarch and the people, and the people had a voice. Later, Philip IV of France would use a similar idea in 1302 to establish the Estates-General. This was an forum of noblemen, clergy, and townspeople that was also useful in unification France under one national identity.\r\n'

'Pygmalion Essay\r'

'Distinctive portion refers to a alteration of vox types and the function that contri justion assembles In varied texts. The personality or position of a talker or character is reflected by means of vowelize. Distinctive interpreter clear be use to represent an Issue, a group of people, a set of values, a omen of view or a variety of perspectives. entirely people have a characteristic voice; our voice Is developed and changed through our experiences, interactions and understanding of the world. The language, the theatrical role and the manner of a distinctive voice influences audiences in, subtle, govern and powerful says.In the text Pygmalion; George Bernard Shaw has take a leakd and utilized incredibly distinctive voices to communicate the themes of his swindle, the being character transformation and the distinguishing parameters of companionable sectionalisation. The transformation of Elise Doolittle from a poor flower miss to a lady of society depends upon her ability to spill phonetically correct- as identified by slope society in the 20th century. The entire play centers on the transformation of the â€Å"flower girl, that of her voice and of her readiness as a way of defining her brotherly class and life opportunities.The voice of Shaw Is evident throughout the play and Is shown through the voice of the characters. Anthony mug uses the voices of the characters inwardly the picture book Voices In The Park to actuate upon the reader the Inequity and limitations of social class and division. The voice of the kidskinren is used to show the innocence and disregard for such division, where as the adults be used to show the pre-conceived and baseless(prenominal) beliefs relating to social class. Elijahs transformation is evident in the third act when she visits Mrs. Higgins at her â€Å"at radical twenty-four hour period”, â€Å"How do you do Mrs. Higgins?Elijahs dialogue, full sentences and correct pronunciation demo nstrate her metamorphosis. In Voices in the lay Anthony Browne uses the voices of each character to repeat the same take that being a parent take their child and the family pet to the park. Each voice is used to retell the event from an individual perspective. The division that social class can create Is seekd through the distinctive voices at bottom the text. Browne uses written and visual clues to give the readers an shrewdness Into each character. Shaw makes use of articulation and word pronunciation to characterize class division between the characters in the play.Browne gives each character their own distinctive voice through their use of language. Their social class is reflected through the correct use of grammar and choice of words. The mother who represents the materialistic speaks in full and correct sentences; she speaks with authority and in a judgmental way, â€Å"You nurture some awing types in the park these days” she is making type to the unemployed p ose. Her words are critical and harsh. Shaw used the character Elise Doolittle and her transformation and social class to create a distinctive voice. Both Shaw and Browns characters successfully explore distinctive voices.Shaw Involves the audience to hypothesize deeply roughly his provocative Ideas by utilizing humor. The harsh words of Higgins are often humorous and rarely affect the think target. He calls Elise a â€Å"splashed cabbage leaf and an â€Å" corporal Insult to the English language” the audience can non help but laugh, aware of his right(a) natured insults. The humor used encourages the Voices In The Park who we cheat is unemployed, and his daughter both speak colloquially and less formally than the mother and her son. â€Å"l needed to get out of the house, so me and Smudge took the shack to the park”, â€Å"He went straight up to this evolve cad and sniffed its bum… The daughter is also Judgmental; explaining that she judgement the boy â€Å"… Was a bit of a sniveller at first” indicating that she had prejudiced him based on how he looked and spoke. Browne also uses the distinctive voice of each character to compare their experiences and feelings. The unemployed father who has much to be worried about in his life tries to look at things in a positive way. He looks through the newspaper for a Job and remains hopeful of getting one. He has enjoyed his time at the park and the time he has spent with his daughter.In contrast he mother is baffle by her visit to the park with her son. The scruffy mongrels dog bothering her pedigree dog frustrated her and the fact that she does non speak to her son as they walk home from the park. Her lack of voice here indicates that her experience was not one she wished not to talk or think about. It is evident that in Shaw five act play Pygmalion and Anthony Browner picture book Voices In the Park social class and transformation are key themes displaying perceptible and distinct voices. Everyone has a distinctive voice but are we too quick too mark somebody by theirs?\r\n'

'America in Comparison to Other Countries\r'

'If more grammar classes ere added during high school, our coun hear could be on the advanced path to catching up with the education in other countries. Every day, kids are exposed to unforesightful grammar. Many songs, television shows, movies, and magazines drug abuse incorrect grammar. Songs very much include phrases instead of complete thoughts, and some songs counterbalance contain words that dont exist. If that is all that students see and hear, they wont be equal to(p) to make a distinction betwixt the correct and incorrect way to let loose.Text pass has overly caused kids to have poor writing skills. Testing causes kids to print by using fragments, Incorrect spelling, and poor punctuation. Americans dont harbour the time to write correctly because they are so worried about getting things done quickly. U. S. Citizens dont lack to be bothered with making sure their punctuation Is correct or their comma Is In the justifiedly place. Students need repeated, dally pr actice to get extraneous from the high-speed lifestyle they are used to, in order to be able to utilize grammar in the right way. counseling more on grammar during incline classes depart reinforce proper grammar, and eliminate the issues that text messaging and new technology bring. As a country, consciousness grammar can impact our lives. We need grammar to succeed in everyday life. When applying to a college or a Job, grammar is passing important. College essays are a major part in being accepted in college, and making a good first impression. Once in college, English classes focus a lot on grammar In essays and research papers.Students would quickly fall dirty dog If they were non familiar with basic grammar skills. Also, going to Job interviews requires you to use proper grammar. To be hired, the employee needs to speak well so that the boss knows the company impart be well represented. Future Job applicants could end up being unemployed, simply because they werent gram matically educated to speak urine an interview or a climb on meeting. America would be lowering its standards if the education dodge decided to eliminate grammar from the curriculum.This basically gives permission for U. S. Citizens to be unmotivated and lazy. Colleges would have to lower their admittance standards, since sit down scores, ACT scores, and college essay scores would all be lower. This would put us even further behind other countries and their educational progress. The United States would regress from an already low educational level. We would fall so faraway behind other countries, and never be able to catch up. If grammar continues to be pushed to the side over the years, it will eventually be eliminated.Grammar may not await Important, but It can change our lives. Speaking properly helps us In college, Jobs, and even social events. Focusing more on grammar In English curriculums Is a small change could make a diversion for our country. It may not put us at th e highest ranking for education, but s certainly a start we need to prove to toner countries Tanat we are not quilters, and we certainly will not lower our standards. If anything, we should try to higher our standards so that we will not be so inferior to other countries.\r\n'

'The Effects of Substrate Concentration, Reaction Time and Enzyme Concentration on Enzyme Reactions\r'

'The Effects of substrate Concentration, Reaction clipping and Enzyme Concentration on Enzyme Reactions Corey von Ellm-St. Croix Rachael Kwan ID#: 20427841 Matthew Hrycyshyn &type A; Saeideh Mayanloo Biol 130L, Section 017 Wednesday, 9:30am-12:20pm, 151 November 09, 2011 A living schema attends its activity through enzymes. Enzymes are made from hundreds or even thousands of amino acids connected in a very unique and particular(prenominal) order. Almost just enzymes are proteins, except for ribozymes. The chain of amino acids because folds into a unique shape.\r\nThat shape non only allows the enzyme to carry out specific chemical replys still to act as a very high-octane catalyst. The enzyme speeds that reply up tremendously. individually enzyme reacts with one specific reactant called a substrate that leave alone form its products. The goal of the experiments is to restrict the effects of substrate stringency, reception season and enzyme niggardness on the di rection of an enzyme response. Amylase is a digestive enzyme tack together in two the saliva and the menial in examine.\r\nSalivary amylase is a hydrolytic reaction that breaks tear amylum molecules by systematically breaking off the maltose molecules from the ends of stiffen chains. The maltose is further broken d knowledge by a nonher(prenominal) enzyme. Phosphorylase is an enzyme that systematically removes glucose molecules by consumes phosphorous acid to break the beta-1-4-glucosidic bonds in amylum. The interaction of inorganic orthophosphate with the glucosidic bond pass ons in the formation of glucose-1-phosphate and the loss of a chain unit in stiffen. In the tump over reaction the glucose part of glucose-1-phosphate is added as a bare-ass chain unit and phosphate is set free.\r\nThis two-sided enzymatic polymerization occurs with little form in free energy and therefor the reaction may choose to go all way. tincture of unity attempting is a rise for the presence of stiffen in which the sample turns blue- forbidding in color when a some retchs of grand iodide dissolver are fixed on the sample. A damaging iodin try out is when the reaction corpse dis colouration in intensity. It is the reaction between iodine and the coiled polymer of glucose known as amylase in stiffen that causes the colour change. The reaction occurs when serial amylase chains form helices in which the iodine bath pass inside.\r\nGlycogen also receives a colour change because it is a glucose polymer as well alone its structure differentiates from amylum which and so forms a em dark-brownish colour change. The iodine analyse does not fashion for mono or disaccharides because they are similarly keen to capture the iodine. The benedick’s leaven is utilise to detect the presence of trim sugars. simplification sugars are sugars with a free aldehyde or ketone group. The free activated carbonyl group allows all monosaccharides to b e bring down sugars. The same goes for disaccharides as some also go for the free reactive carbonyl group.\r\nThe colour of flow formed when the Benedict’s ladder acquires a commanding result depends on the compactness of decrease sugars pledge. A potassium colour change indicates that few decrease sugars are present. Orange indicates a high parsimony, red an even higher concentration and brown is the highest concentration colour change. A controvert screen for step-down sugar occurs when the Benedict’s issue remains its blue colour. Materials and Method Materials and Method base in 1119 BIOL 130, Department of biology 2011 Cell Biology Laboratory Manual. University of Waterloo, Waterloo. Fall 2011. p. 37-42. The procedure of the lab did not differ from that in the lab manual. Results Salivary Amylase Iodine runningify: circuit board 1 sample subway system sum| Results Through Experimentation| Control | 1 (10% salivary amylase resolving power) | xanthous | interdict | 2 (5% salivary amylase solution)| chicken| oppose | 3 (2% salivary amylase solution)| Yelllow| veto | 4 (1% salivary amylase solution)| yellowed| prejudicial| 5 (1% starch severance)| saturnine-Black| commanding| instrument panel1: The prorogue preceding(prenominal) represent the stolon iodine prove done. Shows components of all(prenominal) audition pipage as well as the results and imperative or ostracize assert.\r\nDilutions were done use tap pissing (may backtrack other molecules). Corresponds to locomote 5 through 10. Benedict’s shield: evade 2 screen Tube Number| Results Through Experimentation| Control| 1 (10% salivary amylase solution) | Brown-orange precipitate| ordained| 2 (5% salivary amylase solution)| car park precipitate | lordly| 3 (2% salivary amylase solution)| sad | Negative| 4 (1% salivary amylase solution)| blueweed| Negative| 5 (1% starch falling out)| blue| Negative| sidestep 2: The find pan el supra represent the first Benedict’s attempt done. Shows components of each test render as well as the results and confident(p) or detrimental enclose.\r\nEach of the above test tubes contains 4ml Benedict’s solution and were boiled for 5 minutes when determining results and are related to step 5 through 10. Iodine test: put off 3 tryout Tubes| Number of Drops Till Negative| Time Interval| Time| 9+14 (1% salivary amylase solution)| 13 | 60 seconds| 13*60= 780 seconds| 8+13 (2% salivary amylase solution)| 12| 30 seconds| 12*30= 360 seconds| 7+12 (5% salivary amylase solution)| 10| 15 seconds| 10*15= cl seconds| 6+11 (10% salivary amylase solution)| 18| 5 seconds| 18*5= 90 seconds | 10+15 (water system)| (Always plus)| N/A| N/A|\r\n dodge 3: The table above represents the cartridge clip it took to ready endpoint. Shows components of each test tube, number of disregards, cartridge clip breakup between expends and term to reach endpoint. Each of the abov e test tubes contains 2ml †1% starch suspension and 2ml McIlvaine’s buffer. The above test tubes were placed in a warm bath at 37 degrees Celsius and resuscitate to move 11-18. Benedict’s test: dining table 4 running tube| Results through experimentation| Control| 20 (water)| blue| veto| 9 (1% salivary amylase solution)| 1/3 brown -2/3 blue| Positive| 18 (2% salivary amylase solution)| 1/3 brown -2/3 blue| Positive| 17 (5% salivary amylase solution)| 1/3 brown -2/3 blue| Positive| 16(10% salivary amylase solution)| 1/3 brown -2/3 blue| Positive| Table 4: The table above represents the front for trim down sugars aft(prenominal) endpoint. Each of the above test tubes contains 4ml Benedict’s solution and were boiled for 5 minutes when determining results and are related to travel 18-20. Phosphorylase Composition of test tubes: Table 5 block out TUBE NUMBER | CONTAINS| One| 1. 5ml of 0. 01M glucose + 1 spue of 0. % starch suspension| Two| 1. 5 of 0. 01M glucose-1-phosphate+ 1 usher out of 0. 2% starch suspension| troika| 1. 5 of 0. 01M glucose-1-phosphate| Four| 1. 5 of 0. 01M glucose-1-phosphate+ 1 drop of 0. 2% starch suspension| cinque| 1. 5 of 0. 01M glucose-1-phosphate + 0. 5ml of 0. 2M honey oil phosphate+ 1 drop of 0. 2% starch suspension| Six| 0. 5ml of 0. 2M potassium phosphate + 1. 5ml of 0. 2% starch suspension| sevener| 0. 5ml of 0. 2M potassium phosphate+ 1. 5ml of 0. 2% starch suspension| octet| 4ml Boiled phosphorylase | Table 5: The above table represent the solutions present in the test tubes 1-8 from travel 2-10 Iodine test: Table 6\r\nTest tube| Results through experimentation| Control| 1| Yellow | Negative | 2| Yellow| Negative| 3| Yellow| Negative| 4| Yellow| Negative| 5| Yellow| Negative| 6| naughty- macabre| Positive| 7| blue-blooded- scurrilousness| Positive | Table 6: Search for starch in spite of appearance test tubes 1-7. Shows components of each test tube as well as the results and incon trovertible or proscribe control. Composition of test tubes : Table 7 canvass TUBE NUMBER | CONTAINS| One| 1. 5ml of 0. 01M glucose + 1 drop of 0. 2% starch suspension + 2ml phosphorylase| Two| 1. 5 of 0. 01M glucose-1-phosphate+ 1 drop of 0. 2% starch suspension+ 2ml phosphorylase| Three| 1. of 0. 01M glucose-1-phosphate+ 2ml phosphorylase| Four| 1. 5 of 0. 01M glucose-1-phosphate+ 1 drop of 0. 2% starch suspension + 2ml boiled phosphorylase| Five| 1. 5 of 0. 01M glucose-1-phosphate + 0. 5ml of 0. 2M potassium phosphate+ 1 drop of 0. 2% starch suspension+ 2ml phosphorylase| Six| 0. 5ml of 0. 2M potassium phosphate + 1. 5ml of 0. 2% starch suspension+ 2ml phosphorylase| Seven| 0. 5ml of 0. 2M potassium phosphate+ 1. 5ml of 0. 2% starch suspension + 2ml boiled phosphorylase| Table 7: The above table represent the solutions present in the test tubes 1-7 from steps 11-12 Iodine Test: Table 8\r\nTime Interval| test tube 1| Test tube 2| Test tube 3| Test tube 4| Test tube 5| Test tube 6| Test tube 7| 10:28-10:32| scandalmongering| Very saturnine out blue- colored| discolor| icteric| yellow| wearied bluish black| blasphemous black| 10:32-10:36| yellow| gruesome black| yellow| yellow| yellow| Very faint blue-black| non-white black| 10:36-10:39| yellow| colored black| yellow| yellow| yellow| Faint blue black| Blue black| 10:39-10:42| yellow| Blue black| yellow| yellow| yellow| Faint blue black| Blue black| 10:42-10:46| yellow| Blue black| yellow| yellow| yellow| Blue black| Blue black| 10:46-10:49| yellow| Blue black| Very faint blue black| yellow| yellow| Blue black| Blue black| 10:49-10:52| Yellow| Blue black| Faint blue black| Yellow| yellow| Blue black| Blue black| 10:52-10:55| Yellow| Blue black| Blue black| Yellow| Yellow| Blue black| Blue black| 10:55-10:58| Yellow| Blue black| Blue black| Yellow| Yellow| Blue black| Blue black| 10:58-10:42| yellow| Blue black| Blue black| yellow| Yellow| Blue black| Blue black| Table 8: Test for the presence and d eduction of starch.\r\nContains the time interval from when the previous test had ended to resultant of current test and the reaction result of test tubes 1-7. Figure1: above; represent the time it took each salivary amylase concentration to reach endpoint (when test for starch became negative. Discussion: Salivary Amylase The Iodine test’s control is the presence of starch. If starch is presence whence the control is supportive resulting in a blue-black colour change. The first iodine test or if you refer to table 1, gave a positive result for only test tube 5 which contained 1% starch suspension. Clearly starch is present ground on just the component of the solution.\r\nA negative control in an iodine test will result in maintenance of the yellow colour of iodine. gibe to table one the test tubes containing 10% salivary amylase solution, 5% salivary amylase solution, 2% salivary amylase solution and 1% salivary amylase solution resulted in a negative control result. Th is is due to the event that all that is present is the enzyme salivary amylase and water and and then no starch. The Benedict’s test control is the presence of cut sugars (sugars with a free aldehyde or ketone group). If a reducing sugar is present past a positive control reaction will occur. A positive control reaction is when a colour of the blue Benedict’s solution turns green, orange, red or brown after boiling.\r\nEach colour represents the concentration of reducing sugars present, green creation the lowest and brown the highest. Referring back to table 2, test tubes 1 and 2 resulted in a positive control reaction. Even though test tubes 1 and 2 contained only salivary amylase the tap water used to dilute the amylase solution may contain some starch which would in turn induce maltose a reducing sugar. The 10% salivary amylase (test tube 1) resulted in an orange colour change due to the fact that a higher enzyme concentration would more likely produce enough reducing sugars to result in an orange colour change. The 5 % salivary amylase (test tube 2) resulted in a green colour change which describes a low concentration of reducing sugars.\r\nThis makes sense as a take down enzyme concentration would result in less reducing sugar being made through the enzymatic reaction between starch and amylase. A negative control reaction for the Benedict’s test occurs when the Benedict’s blue solution remains the same. Referring back to table 2 test tubes 3, 4 and 5 resulted in a negative control reaction. This may be due to the fact that the enzyme concentration were too low to produce enough reducing sugars from the starch found in the tap water to warrant a colour change. The starch (substrate) would for a substrate-enzyme building complex with salivary amylase to produce maltose and salivary amylase. In conclusion enzyme concentration does play a factor in the speed of an enzymatic reaction.\r\nThe results of Table 3, the second io dine test performed, is used to determine when the starch added with the different concentrations of salivary amylase has reached its endpoint and has been richly hydrolysed into maltose. The endpoint has been reached once the iodine test turn overs a negative control result which occurs once no starch or very few is present. According to the experimental data presented in table 3 enzyme concentrations again played a role in the speed of the reaction. 10% salivary amylase took 90 seconds where as 1% salivary amylase took 780 seconds. The starch (substrate) would for a substrate-enzyme complex with salivary amylase to produce maltose and salivary amylase.\r\nTest tube 10 + 15 will result in a positive control reaction all the time because it is comprised of water and starch. With no salivary amylase enzymes starch will always be present which is the positive control in an iodine test. A trend was found that as the salivary concentrations were halved the time to reach endpoint was d oubled, leading me to conceptualise an opposite word proportionality to be present between enzyme concentration and time to reach end point. Table 4 was another Benedict’s test performed after the each combination of test tube had reached its endpoint. The positive result in a Benedict’s test occurs once a green, orange, red or brown colour change occurs because of the presence of reducing sugars.\r\nTest tubes 16-19, containing the different concentrations of salivary amylase, resulted in a positive control reaction because the starch (substrate) would for a substrate-enzyme complex with salivary amylase to produce maltose and salivary amylase and due to the fact that maltose is a reducing sugar which happens to be the control for a Benedict’s test, a positive control reaction will occur. The negative control reaction for a Benedict’s test is when the Benedict’s solution remains blue signifying the absence of reducing sugars. According to table 4, test tube 20 only contained water and the starch suspension with no amylase present a substrate-enzyme complex will not form which will not result in a reducing sugar. Phosphorylase Table 6 is another iodine test.\r\nThe positive control reaction for an iodine test is when the solution turns blue-black. The experimental data defy in table 6 shows that test tubes 6 and 7 gave a positive reaction for starch because of the 1. 5 ml of 0. 2% starch found in solution. The negative control reaction is when the solution remains the colour of iodine, yellow. Test tube 1 through 5 gave negative result because they either do not contain any starch in solution or the amount of starch present is too little (starch underseal) and must be in presence of phosphorylase to entailment a bigger starch chain that can be reacted with the iodine test to provide a positive result. Table 8 is once again another iodine test.\r\nWith the addition of phosphorylase some of the test tubes that gave a nega tive result in the previous iodine test (table 6) may now give a positive result because of the ability of the reaction between phosphoric acid and glucose to from glucose-1-phosphate and one less glucose unit in starch chain to go in either direction. Therefore a test tube with a starch primer may use the phosphorylase to synthesis into a starch chain. The same is for the solution that gave a positive reaction may turn negative in the presence of phosphorylase to form a starch primer and glucose-1-phosphate. Referring to table 8 the test tubes that resulted in a positive control reaction were 2,3,6 and 7.\r\nBecause test tubes 6 and 7 were already gave positive results in previous iodine test (table 6) and did the same in this iodine test can only sozzled that a synthesis of a larger starch chain had occurred or the starch chain had not removed enough glucose bonds to result in a negative iodine control result. In test tube 7 the phosphorylase was boiled which would denature the e nzyme so that it could not perform its task and thereof phosphorolysis could not take place and therefore test tube 7 would have to remain a positive control result. Test tubes 2 and 3 were chiefly negative in previous iodine test but resulted in a positive control result when the enzyme phosphorylase was added.\r\nTable shows that over time both solutions grew more intense in colour signifying the synthesis of a longer starch chain. Test tube 2 had the starch primer and glucose-1-phosphate to start with and therefore took less time to give a positive control result. Test tube 3 did not contain the starch primer and I believe should not have given a positive control result. Test tube 3 did even contain the glucose-1-phosphate and perhaps may have started its own starch chain. This may have been done by having a glucose-1-phosphate and the glucose form a substrate-enzyme complex to give phosphoric acid and a larger glucose chain. The negative results were test tubes 1, 4 and 5 eac h contained the starch primer.\r\nTest tube 1 contained glucose but phosphorylase does not react with single glucose molecule and therefore test tube 1 will always give a negative control result. Test tube 4 used boiled phosphorylase and therefore the denaturised enzyme would not be able to perform modus operandi which would result in an always negative control result. Test tube 5 had the right bod but perhaps never moved in one direction of the enzymatic reaction for too long resulting in a starch primer being present the whole time though it may have had potential to yield a positive control reaction. This shows that temperature do affect an enzyme. A buffer was also used in the reaction to allow for the proper pH levels to be obtained and therefore pH levels also affect enzymes.\r\nOverall passim the experiment it was determined that substrate concentrations, reaction time and enzyme concentration effect the direction of an enzyme reaction. Reference Pelter, W. M. , McQuade, J. (2005). create from raw stuff Science in the Chemistry Laboratory: A â€Å"Mashing” Investigation of Starch and Carbohydrates. Journal of Chemical Education, 82(12), 1811-1812. Ophardt, E. C. , (2003). employment of Enzymes in Biochemical Reactions. Virtual Chembook, Retrieved November 06, 2011, from Elmhurst College, http://www. elmhurst. edu/~chm/vchembook/570enzymes. html. Hall, I. (2008). Benedicts Test for Reducing Sugars. Retrieved November 06, 2011, from Ohio University, http://www. biosci. ohiou. edu/introbioslab/Bios170/170_2/benedict. htm\r\n'

'Civil Disobedience and Antigone Essay\r'

'Martin Luther King junior’s â€Å"I agree a Dream” speech focuses on the importance of freedom and cronyhood in a nation and is intended to rally Americans to demonstrate their temper at the injustices of sequestration and racism through â€Å" inventive protest.” While King’s passion and provoke at the status quo is obvious in the text, he specifically states that they â€Å"must non allow [their] [protest] to riotous into physical violence.” He is pushing for defiance against the government. Antig adept exhibits the aforesaid(prenominal) kind of defiance when she goes against Creon’s law and completes her crony’s burial rites. Antigone, like Martin Luther King Jr., was face up with conflicting obligations; the obligation of a citizen to follow the law, and personalized obligation to passage of arms what one feels is wrong.\r\nA idea appears in both texts that one’s morality are more important than the law of th e land. Antigone sacrificed her conduct to complete what she felt needed to be effected based on her religious beliefs. King use his life to obtaining freedom for black people in America and was eventually killed for what he believed in, linking the two. If Sophocles and Martin Luther King Jr. were to have a conversation, the two would most sure as shooting have on some things. Both would agree that one must follow their heart and fight things they feel must be changed. They would agree that one must not stand idly by as injustice takes place, such as segregation or the body of one’s brother left to rot above the ground. While Antigone is not a central figure in a civil rights movement, she does exhibit civil disobedience, bridging the â€Å"I Have a Dream” speech and Antigone.\r\n'