What Makes A Monster Essay - 1461 Words

What defines a monster? Is it their grotesque, unnatural appearance that separates them from the rest of mankind, or is it their lack of remorse and compassion that makes them different? The word monster conjures up figures from gothic horror of exotic peoples with horrifyingly exaggerated features, and the kinds of impossible delusive beasts inhabiting the pages of medieval bestiaries. Well at first I thought exactly that. When I used to hear the word â€Å"monster†, my mind immediately pictured the petrifying beast that took residence under my bed for a substantial portion of my childhood. It had demonic beating red eyes, razor sharp teeth that glistened with fresh blood and amphibian like scales covering every inch of its enormous body. However, as I got older, I started to realize that there was no such thing as monsters and that it was all just a figment of my imagination. Accordingly, the fear of the monster under my bed slowly dissipated. Nevertheless, it wasn’t until after reading a quote by my favorite author, Steven King, that I was finally able to fully comprehend what the true definition of the word â€Å"monster† really was. â€Å"Monsters are real, ghosts are real too. They live inside us, and sometimes they win†. It had taken me awhile to truly grasp what King had meant, but then it clicked. Everyone has a monster inside them, dormant or not. That monster is the voice we hear in the back of our heads, urging us to cheat or to steal, and in some instances, worse. That monsterShow MoreRelatedWhat Makes a Monster Essay620 Words   |  3 PagesWhat Makes a Monster? Monsters are often thought of as green, abnormally large and scary. They are believed to hide in dark shadows and forgotten street corners. Monsters have a bad reputation and the very nature of the term monster is not smiled upon. I believe these thoughts are generic and relics of a much safer past. In our morally bankrupt society monsters exist in the realist scariest form. As we step into adulthood and take our heads out of the comic books that shows us the danger of theRead MoreA Monster Can Be Hard To Define. Describing A Monster Can1332 Words   |  6 PagesA monster can be hard to define. Describing a monster can be easier than defining one. The term ’monster’ is broad and vague and as a result, it is easier to describe a monster rather than to define one. Tina Boyer says: â€Å"A monster is a cultural construct. By definition, it is a thing that shows or reflects cultural fears and forbidden obsessions, social and moral problems that express themselves in the b ody and behavior of the monstrous creature (Boyer 240).† What makes a monster scary differsRead MoreThe Most Monstrous Being In Mary Shelleys Novel, Frankenstein1465 Words   |  6 Pagesword dabbled to describe the way Frankenstein looks for body parts in graves. These could have been from people who had families or other loved ones, but Frankenstein treats them as pieces of meat, materials for his experiment, and this makes the reader disgusted at Frankenstein. This is the first sign that Frankenstein is immoral. Despite this, might be forgiven as his judgement is affected by his desire to create rather than destroy life. Although this could shock a modernRead More Frankenstein Version by Kenneth Branagh Essay780 Words   |  4 PagesKenneth Branagh In 1931 Hollywood made a simplified version of Frankenstein and stereotyped the monster to be evil with bolts in his neck and a big, green square head. In the 1960s an English company called Hammer Horror revitalised Frankenstein movies and Christopher Lee made the monster look more like a man. All of the Frankenstein movies before Kenneth Branaghs version had made the monster evil. In Kenneth Branaghs version of the story he filmed the entire book and tried to stick closelyRead MoreAnalysis Of The Book St. Lucy s Home For Girls Raised By Wolves1215 Words   |  5 PagesKanye West said it best, â€Å"Everybody knows I’m a M*f**ing monster† and honestly, as humans we are. In Seven Monster Theses, Jeffery Cohen develops an idea that â€Å"monsters† are essential to society. In fact, they construct what is â€Å"normal†, â€Å"rational†, and â€Å"civilized†. Specifically, â€Å"monsters† are foundational to how we view ourselves. â€Å"Monsters† contain all the traits deemed unacceptable and odd. It can be concluded that every outlier is a â€Å"monster†. In St. Lucy’s Home for Girls Raised by Wolves, KarenRead MoreAlexandra Giambruno. Mrs.Schroder. English Iv Honors. 231030 Words   |  5 Pagesto create what the story is. The story of Frankenstein has mysterious aspects that help the main character Victor create the monster. In a gothic novel, there are a ton of abstract thoughts that can be in play pertaining to the type of story that the author creates. Power and Constraint is one point that plays a lot in the novel itself, it all started with the main creator. Victor Frankenstein had the idea to create a monster; he collected body parts and used modern technologies to make an unnaturalRead MoreEssay about Sympathy in Mary Shelleys Frankenstein986 Words   |  4 PagesShelleys Frankenstein Frankenstein for many people is a huge fiendish monster, a brainless oaf with a couple of neck bolts, who is a horrible murderer. This image has been created by Boris Karloff and other television/film images. I also thought like that, believing Frankenstein to be a monstrous murderer, so when I was met with the text I was surprised to find as a mad scientist who creates a monster. This changed my opinion greatly at first. As the central charactersRead MoreMonster Culture By Jeffery Cohen1202 Words   |  5 PagesIn â€Å"Monster Culture†, Jeffery Cohen develops an idea that â€Å"monsters† are essential to society. In fact, they construct what is â€Å"normal†, â€Å"rational†, and â€Å"civilized†. Specifically, â€Å"monsters† are foundational to how we view ourselves. â€Å"Monsters† contain all the traits deemed unacceptable and odd. It can be concluded that every outlier is a â€Å"monster†. In St. Lucy’s Home for Girls Raised by Wolves, Karen Russell tells the story of a pack of wolf girls who are transitioning into young ladies. RussellRead MoreAnalysis Of The Book A Good Story 1361 Words   |  6 Pagescharacter will always keep a reader following along. In this particular instance its the monsters that makes the play. When it comes to the topic of monsters, most of us will readily agree that they are bad. Where this agreement usually ends, however, is on the question of what makes a monster. Although some are convinced that a monster is defined by being ugly, disfigured and unlikable, others maintain that a monster can be an everyday person who is lacking specific moral attributes. According to theRead MoreUnderstanding Mythological Monsters Essay1669 Words   |  7 PagesMonsters are towering, fierce beings best known for causing nightmares and battling heroes. Tales are told of their devastating power, but also of their agonizing defeats. Monsters are symbols of the inherent evil of human nature and of the dark truths of the natural world. Monsters are also challenges, tasks a hero must complete. Sometimes monsters are the ultimate measure of a hero’s worth, other times just another step in a hero’s journey. In the book Bulfinch’s Mythology, Thomas Bulfinch writes

The Ozone Behavior and Variability of Thickness Free Essays

string(46) " Pole in Figure 7 and South Pole in Figure 2\." The Ozone Behavior and Variability of Thickness Introduction The ozone O3has good and bad effects on the Earth. For illustration the stratosphere, where most of the ozone is located, absorbs harmful UV beams. Because the ozone plays such an of import function on human life and the ecosystem, it is of import to invariably endeavor to larn more about the ozone and record and analyze informations. We will write a custom essay sample on The Ozone Behavior and Variability of Thickness or any similar topic only for you Order Now Harmonizing to Shaw, while both O and ozone together absorb 95 to 99.9 % of the sun’s UV radiation, merely ozone efficaciously absorbs the most energetic UV visible radiation, known as UV-C and UV-B, which causes biological harm ( Shaw, 2014, p. 3 ) . When UVC is absorbed by free O groups in the stratosphere, they break apart into two O atoms, and so they combine with O2molecules to organize stratospheric ozone Oxygen3, shown by the undermentioned reactions: Oxygen2+hvi O + O O + O2+ M i O3+ M wherehvis ultraviolet radiation and M is an inert molecule that enhances the reaction of O with O2. The ozone is created, destroyed and created once more in rhythms, of course. While there are legion reactions of how the ozone is destroyed of course, anthropogenetic substances/processes are increasing the devastation the ozone. Examples of anthropogenetic substances/processes would be CFC’s such as infrigidation, air conditioning and aerosol propellents. Halons ; man-made chemicals that can be used to snuff out fires. Burning of fossil fuels. If the ozone continues to be destroyed faster than the natural procedure of being created, less and less of the harmful UV visible radiation will be absorbed in the stratosphere and will finally do it to the Earth’s surface. The UV radiation to the surface would ensue in effects to the worlds and the ecosystems such as the addition of skin malignant neoplastic disease instances, development of cataracts, lessening in photosynthetic productiveness, an addition in vaporization rates and lessening in precipitation. To protect the ozone’s hereafter from anthropogenetic substances the Montreal Protocol, adopted in 1987, with extra understandings, required states to diminish the sum of atmospheric concentrations of CFCs. With these understandings, concentrations chlorine began to diminish in 1995 ( Sahw, 2014, p. 6 ) . Analyzing the information recorded about the ozone thickness provides grounds on whether the ozone is consuming or non, penetration on the effects of anthropogenetic substance/processes and aid in the formation of theories, such as the ozone repairing itself. This assignment will supply a general apprehension of the tendency of longitudinal sets -60/-55, -40/-35, -10/-5, 15-20, 30/35 and 50/55 for the old ages of 1997 – 2005. MATERIALS AND METHODS Data was provided for this assignment by Professor Shaw. Harmonizing to the hand-out provided the information was collected by the Total Ozone Mapping Spectrometer ( TOMS ) for the old ages of 1997 – 2005. The TOMS instrument provides scientists with a planetary position of the stratospheric ozone bed in existent clip with measurings for the full universe every 24 hours ( Shaw, 2014, p. 6-7 ) . The provided information was manipulated in an excel spreadsheet to concentrate on latitudinal sets -60/-55, -40/-35, -10/-5, 15/20, 30/35, 50/55. The given informations was so manipulated and graphs created utilizing excel to be better represented and more easy understood. Each latitudinal set of involvement was individually graphed over the eight twelvemonth span to compare by the months of January, April, July and October. Then the one-year mean for each latitudinal set of involvement was calculated ( non including the months with zero readings ) and put into a graph demoing the tend ency of the entire ozone thickness over the eight twelvemonth span. More specific inside informations may be found in the lab instructions titledThe Chemistry of the Ozone Layer( Shaw, 2014, p. 8 ) . Additionally, a press release by Mindy Shaw and the text edition,Global Environment: Water, Air and Geochemical Cycles, were available with information sing the behaviour of the stratigraphic ozone. After reading the stuff sing the stratigraphic ozone the graphs were interpreted and hypothesis’ formed. Consequence Figure 1: The one-year mean ozone thickness recorded by the TOMS for the latitudinal sets -60/-55, -40/-35, -10/-5, 15-20, 30/35, 50-55 for the old ages of 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records.img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1250577.001.png"/ Figure 2: The monthly tendency of the ozone thickness recorded by the TOMS for the latitudinal set -60/-55 for the old ages 1997 – 2005. img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1250577.002.png"/ Figure 3: The monthly tendency of the ozone thickness recorded by the TOMS for the latitudinal set -40/-35 for the old ages 1997 – 2005. img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1250577.003.png"/ Figure 4: The monthly tendency of the ozone thickness recorded by the TOMS for the latitudinal set -10/-5 for the old ages 1997 – 2005. img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1250577.004.png"/ Figure 5: The monthly tendency of the ozone thickness recorded by the TOMS for the latitudinal set 15/20 for the old ages 1997 – 2005. img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1250577.005.png"/ Figure 6: The monthly tendency of the ozone thickness recorded by the TOMS for the latitudinal set 30/35 for the old ages 1997 – 2005. img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1250577.006.png"/ Figure 7: The monthly tendency of the ozone thickness recorded by the TOMS for the latitudinal set 50/55 for the old ages 1997 – 2005. img alt="" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/1250577.007.png"/ Discussion Harmonizing the Figures 2 – 7, the variableness in the tendencies of the latitudinal sets gets larger the further off from the equator they are. Vice versa the closer to the equator the less variableness there is, as seen in Figures 4 and 5. This correlativity is due to the Earth’s joust. As the Earth jousts towards the Sun the Earth receives more sunlight and consequences in longer yearss. This addition in sunlight additions the sum of high-energy solar atoms striking the ambiance which consequences in an addition in coevals of ozone. The information besides shows a tendency of a thicker ozone bed near the poles during the spring seasons for the single poles respectfully ( Figure 2 and Figure 7 ) . The North Pole spring season begins around March while the South Pole spring season begins around September. A upper limit of thickness is shown for the North Pole in Figure 7 and South Pole in Figure 2. You read "The Ozone Behavior and Variability of Thickness" in category "Essay examples" This addition in thickness during the spring season could perchance be due to the accretion of ozone transported from the Torrid Zones during the autumn and winter seasons. The twelvemonth to twelvemonth informations shows that surprisingly the ozone thickness is bit by bit increasing over clip ( Figure 1 ) . In fact, out of the latitudinal sets of involvement, the latitudinal set -10/-5 was the lone one to diminish in thickness over the eight twelvemonth span. This information entirely ( including merely the old ages of involvement from 1997 – 2005 ) does non back up the theory that the ozone is being depleted quicker than it is being of course created ; nevertheless, the correlativity of the alteration should be noted as due to the lessening of anthropogenetic substance by the Montreal Protocol, adopted in 1987, and other extra understandings that decreased the atmospheric concentrations of CFCs. This proves an opposite relationship that a lessening in anthropogenetic substance consequences in an addition in ozone thickness. Decision Because the ozone plays such an of import function to human life and the ecosystem, it is of import to understand the behaviour and variableness of its thickness. Knowing the ozone’s behaviour allows us to protect our hereafter and cognize to diminish the usage of anthropogenetic substances/processes. By analysing informations over old ages, scientist can foretell whether or non the ozone is being depleted faster than it is of course being created or if it is repairing itself. Harmonizing to the informations the ozone fluctuates in thickness globally due to latitudinal place, seasonal alterations and the increase/decrease of anthropogenetic substances. While latitudinal place and seasons is a natural procedures in assisting with creative activity and devastation rhythm of the ozone, the sum anthropogenetic substances is something that can be controlled. The information proves that a lessening in anthropogenetic substance consequences in an addition in ozone thickness. Appendix: Appendix 1: The monthly norm and one-year mean ozone thickness recorded by the TOMS for the latitudinal set -60/-55 for the old ages 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records. Monthly Average and Annual Mean Ozone Thickness For the Latitudinal Band -60 / -55 Thickness measured in Dobson Units ( DU ) Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual Mean 1997 309.5 297.8 292.4 294.9 292.9 297.2 301.7 314.6 323.6 326.8 323 309.3 307 1998 304.5 295.4 289.1 290.2 299.3 318.7 323.1 317.9 316.3 334.9 332 310.9 311 1999 301.5 292.8 288.8 290.6 299.9 309.8 316.3 314 325.5 333.6 329.8 306.5 309 2000 297.2 293.9 291.6 291.4 291.3 295.2 296.5 295.7 321.7 344.5 337.3 322.1 307 2001 307.8 297.9 295.1 296 305.6 315.8 315.4 310 321 328.8 330 309.2 311 2002 301.6 292 294.7 291.8 299.5 313.5 327.5 338.8 351.5 367.9 343 325.2 321 2003 313.3 304.2 295.2 293.9 297 299.1 303.6 299 315.3 344.1 342.2 321.1 311 2004 307.3 299.6 295.7 302.1 301.1 308.2 310.6 321.4 334.9 344 329.4 313.7 314 2005 308.8 295.1 287.4 287.9 290.5 299.6 303 317.4 329.5 342.9 338.6 0 309 Appendix 2: The monthly norm and one-year mean ozone thickness recorded by the TOMS for the latitudinal set -40/-35 for the old ages 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records. Monthly Average and Annual Mean Ozone Thickness For the Latitudinal Band -40 / -35 Thickness measured in Dobson Units ( DU ) Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual Mean 1997 270.3 269.2 267.3 266.2 271.6 280.5 290.1 305.6 319 317.3 302.9 285.8 287 1998 277.4 272.8 271.8 273.8 284.3 300.8 316.3 323 335.8 329.9 312.8 295.6 300 1999 271.5 268.9 267.8 268.3 272.9 286 302.8 318.8 327.4 327 311.6 286.6 292 2000 274.5 268.7 265.2 268 277.9 296.1 312.2 330.2 336.4 331.1 309.6 286.6 296 2001 278.9 271 268.2 269.9 279.6 301.1 319.3 326 335.4 332.1 317.8 297.6 300 2002 284.3 279.8 274.5 276.4 282.5 296 311.3 326.6 330 330.8 311.3 297.7 300 2003 284.3 279.5 273.9 272.6 276.4 296 314.8 331.4 339.5 334.8 316.6 292.9 301 2004 280.4 273.8 270.5 263.5 270.8 279.9 294.5 312 324 319.6 305.7 285.7 290 2005 275.7 272.1 271 271.2 281.7 303.8 319.7 335.2 340.7 335.6 309.8 0 302 Appendix 3: The monthly norm and one-year mean ozone thickness recorded by the TOMS for the latitudinal set -10/-5 for the old ages 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records. Monthly Average and Annual Mean Ozone Thickness For the Latitudinal Band -10 / -5 Thickness measured in Dobson Units ( DU ) Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual Mean 1997 254 257 260.5 260.3 255.4 256.8 258.7 259.5 265.5 266.8 259.7 247.9 259 1998 242.2 245.9 248.7 249.1 249.6 250.1 256.6 264.9 272.9 273.7 269.4 267.3 258 1999 260.9 262 260.6 262.2 262.1 261.3 264.5 267.5 273.1 272.7 265.3 258.2 264 2000 257.7 258.4 260.7 261.1 259.7 258.5 258.2 263.6 269 264.2 258.5 253.5 260 2001 253.1 249.5 251.8 252.6 248.8 247.5 250.8 257.4 269.5 273.3 272.8 270.1 258 2002 269 271.4 269.6 267.2 261.5 258.9 258.5 263.9 268.3 268.8 264 254.6 265 2003 252.1 253.5 255.7 255.4 254.1 255.9 257.4 262.9 268.9 264.3 260 258.5 258 2004 254 258.9 261 262.7 261.4 260.6 264.5 267.6 273.3 267.3 261.9 256.6 262 2005 253.2 253.2 252.4 251.6 251.1 252.7 256 259.8 264.2 264.5 257.8 0 256 Appendix 4: The monthly norm and one-year mean ozone thickness recorded by the TOMS for the latitudinal set 15/20 for the old ages 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records. Monthly Average and Annual Mean Ozone Thickness For the Latitudinal Band 15 / 20 Thickness measured in Dobson Units ( DU ) Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual Mean 1997 236.5 239.8 253.2 267.7 271.9 273.2 276.8 272.7 268.1 263 254 247.7 260 1998 243.8 250.5 262.4 276.3 281 281.6 282.3 280.5 276.1 265 249.4 244.2 266 1999 240 243 255.1 272.2 280.9 282.8 282.2 281 277.9 269.3 259.7 254.7 267 2000 256.3 262.9 270.8 283.4 285.7 283.6 281.5 280.2 275.7 264 253.9 247.8 270 2001 251.1 253.4 267.9 283.8 285.3 283.6 282.9 281.3 274.7 264.2 252.3 241.4 268 2002 241.4 248.6 259.1 275.3 282.5 284.5 282 278.9 273.4 265.2 256.9 245.4 266 2003 244 252.4 270.2 284.1 289.8 289.4 287.2 284.4 277.8 263 248.3 241.8 269 2004 236.7 242.5 257.4 271.1 280.6 286 285.3 281.9 277 266.8 258.9 253.4 266 2005 254.9 260.2 268.2 277.4 283 279.4 279.3 276.1 272.9 263.1 248.8 0 269 Appendix 5: The monthly norm and one-year mean ozone thickness recorded by the TOMS for the latitudinal set 30/35 for the old ages 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records. Monthly Average and Annual Mean Ozone Thickness For the Latitudinal Band 30 / 35 Thickness measured in Dobson Units ( DU ) Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual Mean 1997 279.5 286.7 300.3 306.9 303 299.4 291.6 283.8 279.2 278.7 277 282.5 289 1998 291.7 303.7 319.4 325.6 324.6 310.3 297.6 293.3 283.6 272.7 262.1 263.3 296 1999 270.1 281 290.8 305.2 311 303.2 297.7 293 284.4 274.7 274.1 277.3 289 2000 292.5 297.2 310.3 315 311.4 301.1 296.4 291.9 282.5 270 262.3 270.4 292 2001 285.8 292.8 309.3 320.9 317.6 304.2 297.7 292.9 280.6 272.9 266.9 266.9 292 2002 270.9 277.1 296.9 314.6 316.1 309.3 299.8 292.8 283.6 274.8 271.5 281 291 2003 290.5 309.1 317.9 323.4 321.8 311.3 300.7 294.9 283.9 271.3 264 267.4 296 2004 273.1 283.1 295 312.7 316.9 308.5 301.6 293.2 283.8 276.5 269.7 279.2 291 2005 297.6 308.9 314.2 320.3 320.2 308.1 296.9 290.9 280.8 268 261.2 0 297 Table 6: The monthly norm and one-year mean ozone thickness recorded by the TOMS for the latitudinal set 50/55 for the old ages 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records. Monthly Average and Annual Mean Ozone Thickness For the Latitudinal Band 50 / 55 Thickness measured in Dobson Units ( DU ) Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual Mean 1997 364.4 383.4 384.9 371.4 359.2 348.3 330 312 302.7 298.7 308.8 342 342 1998 380 397.9 407.4 401.2 381.4 364.2 339.6 320.6 308.6 304.6 329.5 342.1 356 1999 365.3 387.8 413.6 391 372.9 354.7 330.8 314.9 305.6 306.7 312.2 341.4 350 2000 359.8 383.6 387 377 369.8 348.1 327.4 309 301.2 304.5 323.2 362.1 346 2001 377.5 405.3 407.3 395.9 373.6 356.3 332.4 315.6 307.5 310 309.5 343.2 353 2002 361 371.6 397.2 389 375.9 356.2 331.3 316.2 303.7 308.4 318.9 355 349 2003 378 398.4 409.5 401.8 381.2 357.7 340.1 322 307 301.4 318.3 334.8 354 2004 367.2 386.1 399.5 393.7 373.6 354.3 333.4 320.4 304.7 297 304.8 329.9 347 2005 350.2 374.5 390.5 382.6 370.2 351.7 332.7 315.3 301.7 296.6 How to cite The Ozone Behavior and Variability of Thickness, Essay examples

The 1930s The Good Times And The Bad Times Essay Example For Students

The 1930s: The Good Times And The Bad Times Essay The 1930s: The Good Times and The Bad TimesThe decade of the 1930s can be characterized in two parts: The Great Depression, and the restoration of the American economy. America had been completely destroyed due to the Stock Market Crash of 1929. It was up to the government and people of the 1930s to mend Americas wounds. One man stood up to this challenge, Franklin Delano Roosevelt. He promised to fix the American economy, provide jobs, and help the needy. During The Great Depression, the crime rate had risen to an all new high. J. Edgar Hoover helped to create the Federal Bureau of Investigation. As America was restored, culture grew quickly. Dance clubs, new music styles, glamour girls, movies and sports were all popular forms of entertainment in the 1930s. From January 1st, 1930 to December 31st 1939, American was in a process of healing its economic wounds. The stock market panic preceded an economic depression that not only spread over the United States but in the early 1930s became worldwide. In the United States, despite the optimistic statements of President Herbert Hoover (president during the crash) and his secretary of the treasury, Andrew W. Mellon, that business was fundamentally sound and that a new era of prosperity was just about to begin, many factories closed, unemployment steadily increased, banks failed in growing numbers, and the prices of commodities steadily fell. The administration began to take steps to combat the crisis. Among the measures taken were the granting of emergency appropriations for farm relief and public works, modification of the rules of the Federal Reserve System to make it easier for people in business and farming to obtain credit, and the establishment of the Reconstruction Finance Corporation (RFC), with assets of $2 billion, to make emergency loans to industries, railroads, insurance co!mpanies, and banks. Nevertheless, the economic depression steadily worsened during the remainder of the Hoover administration. Hoovers plans were not working well. By 1932 hundreds of banks had failed, hundreds of mills and factories had closed, mortgages on farms and houses were being foreclosed in large numbers, and more than 10 million workers were unemployed. The presidential campaign of 1932, in which the Democratic candidate was Franklin D. Roosevelt, was waged on the issues of Prohibition and the economic crisis. The Democratic platform called for outright repeal of the 18th Amendment and promised a new deal in economic and social matters to bring about recovery from the depression. The Republicans did not call for outright repeal of the amendment. In regard to the depression, they warned against the danger to business and the national finances if the social and economic philosophies of the Democrats were substituted for the sound and conservative ideas of the Hoover!administration. The Democrats won an overwhelming success in the election, carrying all but six states. Almost immediately after taking office, Roosevelt called on Congress to convene and began what would be known as the Hundred Days, which lasted until June 16, 1933. On March 6 Roosevelt called a nationwide bank holiday, and on March 9 Congress passed the Emergency Banking Act, which provided for federal bank inspections. In the summer of 1933, the Glass-Steagle Act set much more stringent rules for banks and provided insurance for depositors through the newly formed Federal Deposit Insurance Corporation (FDIC). These acts helped to restore popular confidence in the wake of widespread bank failures. Two acts, one in 1933 and one in 1934, mandated detailed regulations for the securities market, enforced by the new Securities and Exchange Commission (SEC). Several bills provided mortgage relief for farmers and homeowners and offered loan guarantees for home purchasers through the Federal Housing Administration, or FHA. The Federal Emergency Relief Administration which was headed !by Har ry Hopkins, a social worker appointed by Roosevelt, expanded existing relief grants to the states and resulted in assistance for more than 20 million people. The Civilian Conservation Corps (CCC) provided work relief for thousands of young men under a type of military discipline. The CCC emphasized reforestation, among other projects. Congress established the Tennessee Valley Authority (TVA) to develop the Tennessee River in the interest of navigation and flood control and to provide electric power to a wide area of the southeastern United States. The most important legislation of 1933 involved the major economic sectors. As a climax to a decade of wrangling, Congress in 1933 enacted a complex new farm bill, the Agricultural Adjustment Act. It provided several mechanisms to help raise agricultural prices, but the one most extensively used provided for government payments to farmers who destroyed or did not grow surplus crops. At a time when economic hardship was leaving people in other areas in need of food, the act invited criticism. The Agricultural Adjustment Act was declared unconstitutional by the Supreme Court of the United States in 1936. The National Industrial Recovery Act (NIRA) was the most innovative early New Deal measure. It provided for two major recovery programs?a vastly expanded public works effort, carried out by the Public Works Administration, and a complex program to regulate American business and ensure fair competition. The National Recovery Administration approved and enforced a set of competi!tive cod es for each industry to help ensure fair competition in each. B 1935, several Roosevelt advisers welcomed massive new federal expenditures to induce more private demand, even at the price of budget deficits. A huge relief appropriation of almost $5 billion reinvigorated several programs and funded a new federalized work relief program administered by the Works Progress Administration (WPA). Perhaps of greatest enduring significance, Congress in 1935 enacted the Social Security Act, which contained three major programs?a retirement fund, unemployment insurance, and welfare grants for local distribution (including aid for dependent children). These programs, coupled with a new subsidized public housing program, began what some now refer to as a welfare state. Social security was developed in the United States later than in many European countries, which had developed social security programs before World War I. In 1937, after a resounding victory in the 1936 election, Ro!osevelt sough t to increase support for his ideas on the Supreme Court. He proposed legislation that would add more judges to the Supreme Court, but Congress rejected this court-packing attempt. The pressures for new legislation abated after 1937, and opposition to extending the New Deal mounted rapidly, especially in the South. By 1939 public attention focused increasingly on foreign policy and national defense. The New Deal was over, but it had permanently expanded the role of the federal government, particularly in economic regulation, resource development, and income maintenance. Due to the hard life brought on by The Great Depression, the crime rate in America rose greatly. The government needed a stronger law enforcement agency to control some of the worst criminals America ever faced. The Department of Justice decided to restructure the Federal Bureau of Investigation. The FBI originated in 1908 as the Bureau (later the Division) of Investigation of the Justice Department. Following a reor ganization in 1924, J. Edgar Hoover became the first director, and the bureaus present policies were defined. The bureau acquired its present name in 1935. FBI jurisdiction extends to more than 180 matters, including bank robbery, extortion, racketeering, kidnapping, antitrust violations, and, since 1982, drug enforcement activities. The FBI investigates infringement of civil rights committed in violation of federal law. During the times of prohibition, bootlegging became one of the more popular crimes, and gave instant cash to members of the mob, such as Al C!apone. Capone was the major source of alcohol in Chicago during the 1930s, specializing in bathtub gin. Convicted of income tax evasion in 1931 and sentenced to 11 years in prison, he was released on parole in 1939. Crippled by syphilis, he spent the rest of his life in his Miami Beach, Florida, mansion. Another of the 30s most famous criminals were Bonnie and Clyde. For two years Bonnie and Clyde worked their way across the s outhwestern United States, holding up gas stations, restaurants and banks. They killed 12 people, mostly law enforcement officials. Because of his ruthlessness, Clyde earned the title public enemy number one of the Southwest. Frank Hamer, a former Texas Ranger, trailed Bonnie and Clyde across nine states before he was able to stage a deadly ambush outside Arcadia, Louisiana, in May 1934. Hamer and five other lawmen shot and killed Bonnie and Clyde as they drove through the ambush. Bonnie and Clyde were buried in separate cemeteries in Dallas, Texas.!The immense crackdown on crime in this decade ushered in a new era of good feelings, knowing that J. Edgar Hoover and the FBI were protecting them from the scum of the times. For A Genuine Empiricist The Phrase God Exists Is Meaningless EssayWith the craze over such celebrities, chic clubs opened up to the elite and wealthy. These clubs and parties were usually hosted by one rich philanthropist in the local area. The most popular hostess in New York was Elsa Maxwell. Maxwell knew literally everybody, and always threw the best parties. Members of the Astor, Vanderbilt, Whitney and Rockefeller families were found at many of these clubs. The elite members of these clubs usually met to socialize, and make casual business acquaintances. The average American however, had clubs of their own. These clubs were usually large dance halls, featuring Jazz, Blues, Swing, and Big Band groups. Swing was the biggest dance craze of the 30s, which featured wild, shaky movements. Art of the 30s was not much like the art of the 20s or the art of the 40s. It depicted people doing average, everyday functions. Though there were many painters during the 30s, not many grew to any major success. Picassos Guernica was painted in 1937, but not recognized until the late 50s. Instead, one of the most popular art figures in American history was created in June of 1938. Together, Jerry Siegle and Joel Schuster created an American Legend, Superman. Superman stood for everything that is good, and morale in American society. He fought off anything corrupting America, from bootlegging gansters, to giant aliens. Later, in 1939, Bob Kane created Batman. Instead of the bright, and hopeful tone of Superman, Batman fought off the scum of society. From the petty thieves, to bank robbers, to mass murderers. Batman took on a much more dark and dreary look than Superman, but both comics were instant successes among young boys. Perhaps the most popular athlete of the 1930s was boxer Joe Louis. Louis won his first professional contest by a knockout in 1934. He won the professional heavyweight championship of the world in June 1937, defeating the American boxer James Jack Braddock by a knockout. During his professional boxing career, Louis compiled 68 victories and three defeats. His 68 victories included 54 by knockout and 14 by decision, while his three losses included two by knockout and one by decision. Louiss first loss came in 1936, to the former world champion, the German boxer Max Schmeling. The Nazis equated Schmelings victory over Louis to a validation of Nazi superiority over democracy. The two boxers fought again in a 1938 rematch. Louis won the bout in one round, and Americans celebrated the victory of democracy. After the second Schmeling fight, Louis became a hero for the World War II war effort, gave inspirational speeches, and helped with recruiting. The end of the 1930s was signaled in by 19 39s Worlds Fair. The New York Worlds Fair of 1939-40 cost $155 million. The buildings and exhibits, based on the theme of the World of Tomorrow, were erected in Flushing Meadows-Corona Park, in New York City. The site consisted of swamplands and garbage dumps that had been drained and landscaped to serve as exposition grounds. Two structures, the trylon and perisphere (a triangular needle skyscraper set beside a huge sphere), were erected as architectural symbols. The perisphere enclosed a large model of a future city. More than 57 million persons attended the fair during its two seasons. Many companies gained their fame at the Worlds Fair. General Electric, Warner Brothers, Maytag and more all showed off their new products, quickly ushering back in the mass consumerism that controls America. All in all, the 1930s was both a dark time, and a great time in Americas history. Americans dragged themselves through The Great Depression with the aid of Franklin Delano Roosevelt. The rise of the FBI helped to keep crime at an all time low. Radio, film, dancing, and sports all grew to be popular American pastimes. American fell into the worst situation it has ever been in, and single handilyPulled themselves up from their boot straps.

Romeo and Juliet Research Paper Example

Romeo and Juliet Paper There are so many factors to figure in to the deaths of Romeo and Juliet that its difficult to pinpoint just one. The entire play leads up to their deaths, suggesting that their deaths are the effect of a cause. Two or three causes really; the first being their age, their youth, their hormones if you will, and their inability to control themselves; secondly, the society in which they live; one that does not tolerate their actions. Being the most studied of Shakespeares plays, it is also the one that gets misinterpreted the most. Thats not to say that any specific interpretation is wrong, just inaccurate at times. The story of Romeo and Juliet is widely studied as some sort of romantic love story. And while thats not entirely false, the focus is not the love story. Rather, the love story emphasizes the message the play is sending; that young love is impetuous, foolish, and dangerous. People seem to forget that Juliet is around 14 years old in the play, and Romeo 16 or so. Most parents or adults would agree that those ages are far too young to be involved in such a serious relationship as the one portrayed in the play. So just keep that in mind, and think about the events that take place in the play. We will write a custom essay sample on Romeo and Juliet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At the beginning of the play, Romeo is getting over his last infatuation, Rosaline, whom of course is described as being very beautiful, so why wouldnt Romeo be infatuated with her? What Romeos specific involvement with her is unclear in the play, but its enough to get him depressed, which shows that Romeo is led by his emotions, or even his hormones, and not his brain. This is again reinforced when he immediately becomes infatuated with Juliet just upon seeing her. Juliet is not much different in being led by her hormones. Here is a young teenage girl that has been sheltered by her family, and happens to see a cute boy at a party. Anyone who has been a teenager needs no explanation as to why Juliet is immediately attached to Romeo. Now this is where the distinction between a romantic and tragic love story, and what the play really is, becomes foggy to people. Probably the most inaccurate assumption about Romeo and Juliet is that courting and marriage at their age was a normal practice for Shakespeares time. Oh, how very wrong that is. For anyone whose been taught that in school, let me tell you now that that is a misconceived stereotype brought about by the play itself. In Shakespeares time, people were encouraged to wait until around their early Thirties, or at an age where they were financially secure, much like our society today. And there is the other factor responsible for their deaths; the society they happen to be living in. All of Shakespeares plays take place in 16th century England, no matter where the setting of the play is. That means that Romeo and Juliets society is the same as Shakespeares, and his audience would have found Romeo and Juliets romance just as disturbing as anyone today would think of two teenagers of the same age being so hot for each other. So in the end, when they are denied each other through a miscommunication, they kill themselves. Not the most intelligent of decisions. Instead of Romeo realizing that he will just be infatuated with the next beautiful girl that comes along, he kills himself. And instead of Juliet realizing what an idiot Romeo was and that there will be other cute boys, she does the same thing. The deaths of Romeo and Juliet are mostly theirs to blame, and theirs alone. The play Romeo and Juliet contains a great number of tragic events, all of which were influenced by different characters in the text. The leading characters Lady and Lord Capulet, the Nurse and Friar influenced the main characters suicides in some way. Romeo and Juliets death is the main tragedy in this play, and all characters directly influenced this. Lady and Lord Capulet were extremely distant in their daughters life, but this does not mean that they did not influence her. Neither of the parents showed their daughter any love Lord Capulet tells his wife once told his wife that they had a curse in having her [Juliet] (III. 5 line 167). Juliets primary caregiver, her nurse, boldly tells Capulet You are to blame, my lord, to rate her so III. 5 lines 168-169), questioning his upbringing or lack of it of the child. Though Lady and Lord Capulet had little time for their daughter they still had a plan for her life the arranged marriage to Paris. This marriage was not out of love for their daughter but for their own benefit, for Paris was related to royalty which would bring the family a greater social reputation. The Capulet parents forced their daughter into disobedience which morphed into love and eventually suicide by using her to achieve their own desires. The Capulet parents were the root of the tragedy As Juliets primary carer the Nurse had many opportunities to influence her decisions. The Nurse often acted as the messenger between Romeo and Juliet, saying to Romeo that her young lady bid me inquire you out (11. 4 lines 159-160) showing that her allegiance to the Capulet family did not lie with the parents but the child. As an adult the Nurse had the ability to stop the events at any time. Instead of allowing them to act as adult, and even at times encouraging them to do this, she should have stopped the events from progressing. Only after Romeo is banished does she seem to find a sense of guilt for her actions, telling Juliet, I think it best you married with the County [referring to Paris](III. 5, line 119). The Nurse cannot be blamed for all the tragic events, for she merely added to the problems the Capulet parents caused, but as Juliets mother figure she is certainly culpable. The Friar was a spiritual father and friend to both Romeo and Juliet, something which he took far too lightly. Though he was a priest, the text implies that he had great trouble distinguishing between helping and harming. When the Friar is first introduced, he casually comments on the good uses that comes from nature and how they can be straind from that fair use Revolts from true birth, stumbling on abuse (II. 3 lines 19-20). As a priest, one would hope that the Friar would not abuse nature yet he does so. As an escape route for Juliet, the Friar offers her (most unwisely) a poison for her to drink. The text goes on to explain that Juliet, though doubtful, takes the Friars poison because he had been tried a holy man (IV. 3 line 29). It must be said, however, that while Friar Laurence influenced the characters actions, he cannot be held solely responsible. Romeo and Juliet viewed him as perfect, and although he was a priest he could never live up to this description. Still, Friar Laurences misuse of power paved the path for the teenagers decisions. Romeo and Juliet must take most of the blame for the tragedy. While it can be argued that their actions were simply the product of those around them lack of discipline, foolish encouragement and advice from adults the text suggests another possible interpretation. It is true that these factors added to the tragedy, but it was ultimately Romeo and Juliets actions that lead to their own deaths. After Romeo heard of Juliets death he was not told to kill himself, in this matter he given no council yet he did so. Likewise, when Juliet awoke in the tomb to find her dead lover, she was not instructed to kill herself. Rather, the Friar, who was with her, warned her by saying, Stay not to question Come, go, good Juliet (V. 3, lines 158-160). Nevertheless Juliet stayed in the tomb and committed suicide. The decisions made in the text were always in control of the teenagers, and though they were influenced by others they were never dictated. Romeo and Juliets actions led to their tragic deaths, and for that death they must take most of the blame. The text suggests that Lady and Lord Capulet, the Nurse and Friar all contributed to the tragic deaths of Romeo and Juliet, but it can not be ignored that Romeo and Juliet made their own decisions. For this reason I hold them responsible for their tragic deaths There is plenty of blame to go around for both Romeos and Juliets death. While both young people ultimately took that last plunge into the abyss, the question is whether they had any choice in the matter. Certainly, Shakespeares most famous play is a warning against haste, rash decision-making, and over-heated passion. Still, there were so many variables involved in their untimely death, most specifically fate, that the young lovers had no real chance at all. Did they even have a choice? Based on the actions and reactions of Juliets family, Romeos friends, and timing itself, the answer is no. The Prologue not only foretells the storys events, it gives the audience all of the information needed to make this decision. If fate is written in the stars, we know their fate is star-crossed, tangled, confused. We know thefamily feud is going to be a determining factor, from forth the fatal loins of these two foes/ a pair of star-crossed lovers take their life. The Montague-Capulet feud is toxic, and a punishment on the next generation, a Biblical concept. Also, every act and almost every scene in each act is replete with references to the stars. As Juliet lies waiting for her new husband on their wedding night, she says she would like to cut him out in little stars. Romeo, smitten by Julietsbeauty, compares her eyes to the stars. Stars, stars, stars, fate, fate, fate. Yes, Romeo drank the poison and Juliet besmirched her perfect bosom, but if their friends and adults had acted in measure, Romeos and Juliets hot-headed passion might have been tempered and cooled until Fortunas wheel turned in their direction. Wasnt it Friar Lawrence who married the two against his better judgment? He noted that these violent delights have violent ends. He knew better, and yet he married them in the thin hope that their love would end the families feuding. What if Friar Lawrence had simply required a day or a week to counsel the two? In our world today, most ministers require premarital counseling before a marriage (in the Catholic church it is four months). It was Friar Lawrences plan to conceal Juliet from Paris via the sleeping potion. Note, Friar Lawrence did not try to assist Juliet in meeting Romeo in Mantua which seems far less drastic. And what about those letters Friar Lawrence tried to send to Romeo. Some might argue fate prevented the letters from reaching Romeo; some would say Friar Lawrence should have hand delivered such news of import. Clearly, Friar Lawrenceshands are bloody. The Nurse is the good friars female counterpart. She helped to arrange the marriage when clearly it was inappropriate, especially for their time. Yet, when Juliets father threatened to throw Juliet into the streets, something akin to a death sentence, the good Nurse did not back up her charge. Nurse would rather see Juliet enter into a bigamous relationship than stand up to Capulet. Banishment was neither within Romeos will nor power to prevent, but Friar Lawrence and the Nurse conspired to ensure the lovers consummated their marriage, again putting Juliet in a no-win situation when Romeo left for Mantua. In turning her back on Juliet, the Nurse left the child bride to cope on her own. By virtue of her age and station, Juliet is a drama queen and acts as such. Ultimately though, the two might have survived if Fate had not turned such an ugly hand. Romeo tried to resolve the conflict with Tybalt, Tybalt, I have more cause to love thee but Mercutio stepped in the way. In a blood feud, would a young man of that day let such a blow ride without revenge? No. Romeo was blinded with rage when he killed Tybalt, but it wasnt what he wanted, and he seemed almost possessed at this point in the play. Call it temporary insanity. Neither did Romeo wish to die, but life without Juliet was no life at all. If only those letters had reached Romeo! How ironic considering Balthasar was able to enter Mantau, despite the quarantine, and give his friend the wrong information. Also, had the apothecary acted by conscience instead of by greed, Romeo would not have had the means to so quickly kill himself (Thy drugs are quick. ) Finally, Romeo was unable to read his lovers face and discern life. He noted but did not understand when he said, Deaths pale flag has not advanced here. He saw her red lips, her rosy cheeks and still believed she was dead. But then again, why would he think otherwise? How many live people are lying around in tombs? Lets be reasonable. We know the end. Juliet awakened (surrounded by death in a tomb) just a few seconds too late to save Romeo. If she had lived, what would her future be? Not even Paris survived. The body count was staggering, just as in a tragedy. It is tragic, except when viewed through the lens of Fate. The lovers were preordained to love one another eternally, and eternally they do live and love forever in Shakespeares pages and in the heavens. Their conception was the bitter medicine that cured embedded hatred that threatened Veronas citizens. Romeo and Juliet define passion and romance and love, and these are things that no one can prevent, not even the lovers themselves.

Locke And The American Political System Essays - Libertarian Theory

Locke And The American Political System Essays - Libertarian Theory Locke And The American Political System John Locke and his ideas about philosophy was a major influence on the American political system, not to mention many other political systems, too. His ideas were very universal, especially those regarding rights and freedom, two topics for which the United States of America is best known. Locke claimed that there is a law of nature governing human beings and that it is knowable by human reason(Lavine, 136). This law of nature is the basis of American politics, one by which we all live by today. This law included the idea that all human beings are equal, possessing the same natural rights of life, liberty, and property... and that all human beings have the same obligation not to infringe on the rights of other(136). Most of laws and justifications Americans live by today are based on exactly these arguments. John Lockes statements about this law of nature for all human beings justified many revolutions, including the American revolution of 1776. Because this revolution had such a great impact on American political system, it is clear just how significant Lockes beliefs were, and still are. His ideas were even clearly put in the American Declaration of Independence. In Jeffersons words, the Declaration of Independence states: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness... Today, the American people may not recognize it at all, but they do all live by the laws revealed by John Locke.

Collegial vs. Collegiate

Collegial vs. Collegiate Collegial vs. Collegiate Collegial vs. Collegiate By Mark Nichol What’s the difference between collegial and collegiate? Both words, and the root word college and the related term colleague, stem from the Latin word collega, meaning â€Å"colleague.† But for the most part, collegial refers to a state of mind, while collegiate is a more concrete adjective. A colleague is one with whom one works or interacts in a profession, a government office, or a religious environment, and though collegial can refer to the sharing of authority or power among colleagues in both religious and secular contexts, the primary connotation is a value-laden one of camaraderie. However, it is sometimes employed as a synonym for a specific sense of collegiate. That word’s primary usage is in reference to college students or their activities; sports contests between teams representing different colleges or universities, for example, are referred to as intercollegiate athletics. Collegiate, however, also refers to a certain type of religious entity mentioned below. College itself usually refers to an institution of higher learning, either in the sense of a building or a campus of buildings and other facilities or in the sense of its students, faculty, and administration. A college may be a traditional liberal arts institution or may specialize in professional, technical, or vocational subject areas, such as a business college. The term is also used to refer to a constituent part of a university, often consisting of multiple departments offering courses of study in the same general area, such as a college of sciences. Often, when colleges expand so much that they are subdivided for administrative and educational efficiency, they change their status to that of a university. (That word derives from the Latin term for universe; meanwhile, varsity, a shortening and alteration of university, is British English slang for university and refers in general to the primary squad on a school athletic team or, occasionally, in another competitive endeavor. Other uses of the term college are for a group of clergy members living and working together, for any body of people with the same interests or goals, or, most familiarly, in the phrase â€Å"electoral college,† referring to a group of people selected to elect a person for a political office. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Addressing A Letter to Two People20 Rules About Subject-Verb AgreementParataxis and Hypotaxis

Hotel Resorts in Orange County California Research Paper

Hotel Resorts in Orange County California - Research Paper Example This research aims to evaluate and present Orange County California and their offerings to the visitors. As also stated in the introductory section of this research paper, Orange County is composed of some of the most attractive tourists’ destinations within the world. Among the various reasons that attract huge number of tourists to the county, the advantage of location is one. The county is bordered on the north by Los Angeles and San Diego has surrounded the county along the south. Towards the east of Orange County, San Bernardino County and Riverside County are situated along with the Santa Ana Mountains. Most importantly, the boundaries of the county towards the west are surrounded by the Pacific Ocean. Due to the features of the location in which the county is situated, the tourists who visited this tourist spot can share the experience of warm climate throughout the year. As the Pacific Ocean is very near to Orange County, the tourists and local people enjoy the beauty of various enchanting and charming beaches. There are a number of cities present within Orange County, both large as well as small. Anaheim in Orange County is known as the ‘home’ of Disneyland and is second in the list of the most populous cities in California. The home of Knott’s Berry Farm in the county is Buena Park and this city paves the gateway of the county to Los Angeles. Apart from these two important and popular cities of Orange County, there are also several cities that add up to the beauty of the county. Fullerton, Surf city, Irvine, Laguna Niguel, Newport Beach, Santa Ana and Seal Beach are the most popular cities of the county. (County of Orange, 2011). The hotels and resorts section of Orange County offers several attractive destinations to the tourists. In the South Orange County, Aliso Creek Inn & Golf Course offers an ideal tourist location for families and tourists are made to feel every comfort of home in this hotel. Americas Best Value

Marketing Orientation Concepts Essay Example | Topics and Well Written Essays - 2500 words

Marketing Orientation Concepts - Essay Example A company’s focus on the market revolves around the concepts that it may apply when targeting that particular market. Although there are different variations of market orientations, there are four principal categories that have been significantly explored. In the production concept, a company mostly attempts to increase its production without taking customer demands into account. The primary focus of a business that adopts this approach is to minimize costs through large scale production (Morgan, Vorhies and Mason, 2009). This model is based on a company’s belief that economies of scale resulting from production in large amounts would make it possible to reduce operational costs, while maximising profits. Production orientation is virtually extinct or completely assimilated into other approaches, since product quality is currently vital to enhancing the appeal of a commodity.The focus of a sales oriented corporation is clear cut, since it involves producing commodities and then selling them to target markets. This model entails companies manufacturing products or creating services that they forecast customers would need, without carrying out comprehensive research. The model overlooks the fact that selling goes beyond availing products to the market and must involve intensive research, before venturing into product development and eventually putting an appropriate promotion strategy into place. Nonetheless, the sales concept upholds the notion that customers are unlikely to make a purchase.

Isolation of Recombinant Escherichia Essay Example for Free

Isolation of Recombinant Escherichia Essay One technique important in both genetics and biochemistry is the Polymerase Chain Reaction (PCR), first developed in the 1960s, and then automated in 1983. Current PCR technology was not developed until the discovery of thermostable polymerases, specifically Thermus aquaticus (Taq) polymerase (1). The protein Taq polymerase was first isolated from the extreme thermophile T. aqauticus, where extreme thermopiles are bacteria that live in temperatures at or above 45 °C. The Taq enzyme is a member of the DNA polymerase I family (2, 3). The interesting property of Taq polymerase is that it has a temperature optimum at 74-75 °C, allowing it the remain active in temperatures required for PCR double stranded DNA denaturation (3, 1) . The protein has an approximate molecular weight of 6263 kDa when isolated from T. aquaticus, and 94 kDa when isolated from recombinant Escherichia coli, and is still stable at temperatures of 93-95 °C, hence the thermostability of the enzyme ). Taq specifically lacks any proofreading activity in the 3’ to 5’ direction, and therefore has a relatively high error rate of single base mispairings of 1 error per Isolation of Recombinant Taq Polymerase for PCR 9000 nucleotides, as well as a frame shift error rate of 1 per 41,000 basepairs (5, 6). Taq polymerase has an activity that is highly dependent on the environment of which it is in as it is thermostable, and has differing activities at nearly all temperatures up to the point of denaturation. Taq specifically can add up to 1000 base pairs in length on a template in under one minute under typical PCR conditions. The enzyme has a specific activity of 200,000 units mg-1, and can add approximately form 60 nucleotides per second at 70 °C (7). The isolation of Taq is essential for the PCR reaction. The most important reason for Taq being used in PCR is the thermostability at high temperatures (95 °C). This allowed for the process of elongation, annealing, and denaturation to occur without the replacement of new enzyme, and thereby, was more efficient, faster, and cheaper because the reaction could be automated through the use of a machine known as a thermocycler which basically is just a machine able to change temperatures of an isolated environment rapidly (7). Prior to the discovery of Taq, PCR was done using Klenow fragments of E. coli DNA polymerase I at 37 °C. The lack of thermostability required replenishment of enzyme after each PCR cycle (8). One of the initial difficulties of Taq polymerase was the organism in which it was expressed in, T. aquaticus, as it was difficult to culture and produce large quantities of enzyme. E. coli bacteria were engineered to expressed the Taq polymerase gene to allow for retrieval of large quantities of enzyme ). The isolation of the Taq gene involved culturing T. aquaticus and then isolated the DNA of the cells through lysing, proteinase K addition, extracting of aqueous and phenolic phases, dialyzing of extractions, addition of SDS, and then centrifugation of solution to eventually retreieve the DNA of the organism as outlined in Lawyer et al., 1989. With the isolation of the 2401+ BP gene of Taq, the gene was incorporated into a 6.58 kbp plasmid (pLSG1). The gene was inserted 171 bp distal to the lacZÃŽ ± promoter/operator, and 109 bp distal to the BgII site, so the gene expression could be controlled through an inducible promoter. With the pLSG1 plasmid, the vector was introduced to E. coli bacteria to allow for plasmid uptake (4). Other experiments have been conducted towards the purification of Taq from recombinant E. coli. Specifically Engelke et al., 1990 developed a method for purfication of Taq. The E.coli strain 2 DH1 was used for the expression of the recombinant plasmid containing Taq polymerase. The bacteria were grown in 12 Litre batches of Luria Broth; using 1 mL of saturated DH1 culture and 80ÃŽ ¼g/mL of ampicillin. Isopropyl-1-thio-ÃŽ ²-Dgalactopyranoside (IPTG) was added to 0.5mM and the cultures were grown for 16-20 hours. The cells were harvested in 2.4 L of buffer A (50 mM TrisHCL, pH 7.9, 50 mM dextrose, 1mM EDTA) and collected via centrifugation, resuspended in Buffer A with 4mg/mL lysozyme and incubated at room temperature for 15 minutes. Buffer B (10 mM TrisHCl, pH 7.9, 50mM KCl, 1mM EDTA, 1mM phenylmethylsulfonyl fluoride (PMSF), 0.5% Tween 20, 0.5% NP-40) was added and incubated in 180 mL fractions, for 60 minutes at 75 °C in a water bath. The mixtures were centrifuged at 8000 rpm for 15 minutes at 4 °C. Taq then precipitated with polyethyleneimine (PEI) at room temperature, then isolated through centrifugation and suspended in buffer C (20mM HEPES, pH 7.9, 1 mM EDTA, 0.5mM PMSF, 0.5% Tween 20, 0.5% NP-40) containing 0.25 M KCL. PEI eluatents were diluted in 50mM KCL and buffer C and applied to a 150mL BioRex 70 ion exchanger column, and then eluated using 200mM KCL. The protein was dialyzed for 12 hours against two changes of 1 L storage buffer (20mM HEPES, pH 7.9, 100 mM KCL, 0.1 mM EDTA, 0.5 mM PMSF, 1mM dithiothreitol, 50% glycerol. The experiment resulted in 40-50 mg of protein per litre of cell culture (9). The methods used in this experiment differed in certain key aspects. First, Engelke’s experiment made use of a higher concentration of ampicillin. The IPTG was added to the same concentration, but was added after cell growth up to an optical density of 0.700. Instead of a water bath at 75 °C, this experiment made use of an air incubator for the temperature requirements. Engelke’s experiment made use of PEI to precipitate Taq, while this experiment made use of 30g of (NH4)2SO4 per 100mL of supernatant. Buffer C was not used throughout this experiment, and no ion exchange columns were used. The dialysis procedure was done for twice as long with twice as many changes of solution per 6 hours. The changes made from Engelke’s experiment offers a different method for protein precipitation. The method used by Engelke made use of PEI which is an affinity precipitation method versus a salt prec ipitation method. The PEI Isolation of Recombinant Taq Polymerase for PCR method has the major drawback through the lack of selectivity, and can often precipitate nucleic acids as well (10). This is why the BioRex column needed to be used. Ammonium sulfate has the advantage that the precipitation can be controlled based on ionic strength of species involved, as well as has no negative effects on the activity of the target enzyme. Salting out also has the advantage that only native state proteins are precipitated due to the hydrophobicity involved with native state proteins (10). Buffer C was not required for this experiment as no BioRex column was required. This experiment made use of various techniques and methods including: SDS-PAGE, differential centrifugation, Western Blotting, real time-PCR (rtPCR), PCR, agarose gel electrophoresis, and dialysis. Two important techniques were PCR and rt-PCR. PCR does not allow for the quantification of DNA amplicons as it is an end-point PCR, but it does allow for confi rmation of template duplication along with measurement of base pair length. Amplification of primer would confirm the presence of a thermostable DNA polymerase. The following agarose electrophoresis helps to find amplicon size which can tell us the activity of Taq, as well as the specificity, as one template should only return one band in PCR (7). rt-PCR allows for a quantitative assessment of PCR, and therefore the kinetics of the reaction, as it detects the amount of amplicons produced in the reaction. The point at which the standard curve reaches threshold in cycle number gives information on the activity of Taq, as a more active sample of Taq reaches threshold earlier. Melt curve analysis also provides information regards DNA amplicons in solution (11). The purpose of this experiment was the test the methods for the isolation of PCR grade Taq polymerase from recombinant E. coli using differential centrifugation, salting out, and heat denaturation following lysation of cells to potentially improve isolation of Taq from past methods. The presence of Taq will be confirmed through Western blotting, and rt-PCR and PCR reactions along with purity will be assessed through SDS-PAGE. The activity of Taq will be found through rt-PCR and PCR. Finding the most efficient method for the isolation of Taq offers a valuable reagent source for any PCR reactions required. The isolation technique would also be applicable to any thermostable proteins. 3 EXPERIMENTAL PROECDURES Isolation of Taq Polymerase Luria broth (500 mL + 100ÃŽ ¼g/mL ampicillin) was inoculated with 50 ÃŽ ¼L of frozen Taq polymerase expressing E. coli cell stock. Incubation was commenced for 12 hours at 37 °C until the Optical Density had reached 0.700. IPTG (0.5 mM or 0.112g/L culture) was added and the culture was incubated for 12 to 14 hours at 37 °C. The 50mL of cells were then centrifuged (4000 RPM x 15 minutes at room temperature) in an Eppendorf Centrifuge 5810, and 5 mL of buffer A (50 mM Tris-HCl, pH 7.9, 50 mM dextrose, 1mM EDTA) was used to suspend the separated pellet. The solution was then centrifuged again (4000 RPM x 15 minutes at room temperature) in an Eppendorf Centrifuge 5810 and the pellet was once again suspended in Buffer A, with an additional 20 mg of lysozyme added. The reaction was incubated for 15 minutes at room temperature. Following incubation, 5mL of buffer B (10 mM Tris HCl, pH 7.9, 50mM KCl, 0.5% Tween 20, 0.5% NP-40, 1mM PMSF, 1mM EDTA) was added and incubated at 75 °C for 1 hour in a New Brunswick Scientific-Innova 40 incubator shaker series, and shaken by hand approximately every 5 minutes. The solution was then centrifuged (15000 RPM x 10 minutes at 4 °C) in a Thermoscientific Sorvall RC 6+ centrifuge and using a 603s Delta Range 30g of (NH4)2SO4 per 100mL of supernatant (8 mL of supernatant equivalent to 2.4g (NH4)2SO4 ) was added and incubated for 10 minutes at room temperature and shaken on the Innova 40 incubator. The lysate was then centrifuged again (15000 RPM x 10 minutes at 4 °C) in Thermoscientific Sorvall RC 6+ centrifuge and the resultant pellet was suspended in 2mL of buffer A. The solution was then dialyzed in a Spectra/Por membrane tubing set at 6000-8000 Da molecular weight selection in 1 L of storage Buffer (50 mM Tris HCl, pH 7.9, 50mM KCl, 0.1mM EDTA, 1mM DTT, 0.5 mM PMSF, 50% glycerol) for 24 hours at 4 °C changing the buffer every three hours. The dialysis solution was then diluted in a 1:1 ratio of storage buffer and stored at -70 °C until needed. Protein Concentration Determination A Bovine Serum Albumin Bio-Rad assay standard curve was prepared (0 –0.3 mg/mL) using Isolation of Recombinant Taq Polymerase for PCR a 1mg/mL stock solution and an Asys Expert Plus spectrophotometer set at 620 nm. Bio-Rad assay was run in triplicate using 20ÃŽ ¼L of protein dilution and 150 ÃŽ ¼L of diluted Bio-Rad Dye Concentrate. 10x and 100x dilutions of the sample prepared previously were made and 20ÃŽ ¼L were used with 150ÃŽ ¼L of diluted Bio-Rad Dye concentrate. The solutions were incubated for 10 minutes and absorbances were tabulated. sandwich was then assembled with an additional ice block in the transfer apparatus. The apparatus was run at 180mA overnight in a refrigerator and the membrane was then stored in TBST buffer (20 mM Tris-HCl, pH 7.6, 137 mM NaCl, 0.1% Tween 20) and refrigerated. 24 hours prior to the primary antibody (Anti-Taq monoclonal Antibody (8C1)) addition, the membrane was blocked in 1 gram of Carnation nonfat dry milk (5% w/v) and 20 mL of TBST Buffer. The primary antibody in TBST with SDS-PAGE 5% w/v nonfat dry milk at a 1:800 dilution of A discontinuous polyacrylamide gel was antibody was added to the membrane and shaken prepared using a Mini-PROTEAN Tetra Cell for 1 hour at room temperature. The membrane was module. The casting stand was assembled for 1mm then washed three successive times for 15 minutes gel and filled with National Diagnostics 12% with TBST buffer at room temperature. The Resolving Gel (Protogel 2400 ÃŽ ¼L, Resolving Gel secondary antibody (Peroxidase-conjugated Buffer pH 8.8 1560 ÃŽ ¼L, dH2O 1974 ÃŽ ¼L, 30% w/v AffiniPure Goat Anti-Mouse IgG (H+L)) was then APS 21ÃŽ ¼L, TEMED 6ÃŽ ¼L), casted to 1 cm below top applied in TBST with 5% w/v nonfat dry milk at a of glass plate, and then 4% Stacking Gel (Protogel 1:2000 dilution of antibody and shaken for one hour 390 ÃŽ ¼L, Stacking Gel Buffer pH 6.8 720 ÃŽ ¼L, dH2O at room temperature. The membrane was then 1830 ÃŽ ¼L, 30% w/v APS 6ÃŽ ¼L, TEMED 3ÃŽ ¼L) was washed three successive times for 15 minutes with casted on top with a ten well gel comb. The TBST buffer at room temperature. The edges of the electrode set up was then submersed in 1 x Trismembrane were dried with a Kim and next 1mL of Glycine SDS Page Running Buffer. To each 20 ÃŽ ¼L Renaissance Western Blot Kit NEN Life Sciences of sample, 20 ÃŽ ¼L of Laemmli buffer (0.5 M TrisProducts, Cat. No. NEL 101 luminol reagent with HCl, pH 6.8, 4.4% w/v SDS, 20% v/v glycerol, 2% 1mL of oxidizing reagent were mixed together and v/v 2-mercaptoethanol, 10 mg/mL bromophneol then applied to the membrane. The membrane was blue) was added and boiled for 3 minutes and then then imaged with an exposure time of 40 seconds cooled for 5 minutes on ice. To one well 7ÃŽ ¼L of using AlphaEaseFC software. New England BioLabs Inc. Prestained Protein Marker (7-175 kDa) was added. To the following PCR/agarose gel electrophoresis wells 15 ÃŽ ¼L of standard Taq polymerase was added, A master mix for PCR was prepared (1x PCR along with 20ÃŽ ¼L of six different samples, with the buffer minus Mg, 0.2mM dNTP, 1.5 mM MgCl2, fifth being prepared the previous year with the same 0.5ÃŽ ¼M forward primer, 0.5ÃŽ ¼m Reverse Primer, 0.1 method of isolation as outlined previously. The gel ng Template DNA and Nuclease-free PCR water) was run at 200 Volts for 40 minutes, incubated in and 22.5 ÃŽ ¼L of master mix and 2.5ÃŽ ¼L of Taq fixing solution overnight and then stained with Bio- sample, the standard, or the Taq prepared a previous Safe Coomassie Blue for one hour at room year were added to PCR tubes and centrifuged temperature under agitation. The gel was then briefly on a Fisher Scientific Accuspin micro 17 analyzed used AlphaEaseFC software. just briefly using 1.5mL eppendorf tubes with no caps to contain the PCR tube. The PCR tube was Western Blotting then added to T3 Biometra Thermocycler and Using the method described above for SDSdenatured at 94 °C for 3 minutes and then 35 cycles PAGE, a SDS-PAGE gel was taken prior to fixing. of PCR with the denature 94 °C for 45 seconds, The gel was then transferred to transfer buffer anneal 55 °C for 30 seconds, and extension at 72 °C (20mM Tris-HCL, pH 8.0, 150 mM Glycine, 20% for 1.5 minutes. The sample was then incubated at Methanol). Immobilon-P transfer membrane with 72 °C for 10 minutes and then temperature was 0.45 ÃŽ ¼m pore size and Whatman paper were cut to maintained at 4 °C. The samples were then stored at the size of the gel. The membrane was wet with -20 °C until agarose gel preparation. A 1% agarose 100% methanol, then transferred to MilliQwater gel w as prepared through 1.5g of agarose (Sigma and soaked for several minutes. A standard blotting No. A-6877 Type II) to 150mL of Tris-Acetate4 Isolation of Recombinant Taq Polymerase for PCR EDTA (TAE) buffer. The solution was microwave for 1 minute and mixed until in solution. Once cooled to 60 °C, 7.5 ÃŽ ¼L of Biotium Gel Red Nucleic acid stain was added and mixed. The solution was then poured into the electrophoresis tray; a comb was installed, and set at room temperature. One Litre of 1x Tae buffer was prepared through dilution of 50x TAE buffer and then the solution was poured onto the electrophoresis tray to cover the gel in 1mm of buffer. 20 ÃŽ ¼L of PCR product prepared previously and 4ÃŽ ¼L of Gel Red dye were mixed and 20ÃŽ ¼L of each sample, the standard, and Taq prepared the previous year and Invitrogen life Technologies 1 Kb DNA ladder Cat. No. 15615016 was run at 150 Volts, 100 mA for one hour (or until dye reached the bottom of the gel). The bands were then visualized under 300 nm light and fluorescence was measured at 590 nm. The gel was analyzed using AlphaEaseFC software. concentration of the sample Taq was 1.88 + 0.11 mg/mL. The solution of proteins was not pure Taq as confirmed by the SDS-PAGE (Fig. 2) as various proteins created distinct bands (B to K excluding E). The standard Taq revealed only one band (A), indicating band E was most likely belong to Taq, as it was the darkest band in the gel. An analysis of the molecular weights of the bands through electrophoretic mobility (Tab. 3) showed the standard Taq having a molecular weight of 115.2 + 14.6 kDa, and the likely band (E) had a molecular weight of 113.4 + 14.3 kDa. There was a distinct distortion in the bands of the SDS page in all lanes with the exception of the standard Taq and the 2011 Taq (Fig. 3). The distortion is of a smile. The overall gel also has a large distortion, but of a frown. It would appear there was a similar protein to D E and F present in all samples, including the 2011 sample. The standard Taq did not contain the bands. Re al Time PCR The Western Blot (Fig. 4) revealed distinct A master mix for PCR was prepared (1x PCR bands; however, there were more than one band in buffer minus Mg, 0.2mM dNTP, 1.5 mM MgCl2, each lane with the exception of the standard Taq. 0.5ÃŽ ¼M forward primer, 0.5ÃŽ ¼m Reverse Primer, 0.1 Two distinct bands were present in 5, Taq, and 2 (b, ng Template DNA and Nuclease-free PCR water). c). The lanes of * and ? contained several bands To PCR tubes, 22.5 ÃŽ ¼L of Master Mix and 2.5 ÃŽ ¼L also. The overall gel also expressed a slight color of Taq sample or the standard Taq were combined, banding along the solvent front edge which is mixed through vortexing and then centrifuged with shown in both Fig. 3 and 4. The 2011 lane did not a Fisher Scientific Accuspin micro 17 just briefly appear to have any Taq present, as no band was using 1.5mL eppendorf tubes with no caps to distinguished. The entire ladder expressed some contain the PCR tube. The Taq samples were antibody activity. prepared in triplicates. 20ÃŽ ¼L of each sampled were The real time-PCR revealed a threshold reached then transferred to a 96-well PCR plate and then at 20 cycles, with the vast majority occurring at 24 sealed. The well was then placed in a BioRad CFX cycles. The melt curve showed an approximate connect Real Time System using the programing of melting temperature of 81 °C (Fig. 7). enzyme activat ion (95 °C, 30 seconds, 1 cycle), 40 The agarose gel electrophoresis revealed one cycles of Denaturation (95 °C, 1 second) and distinct band at approximately 5883.5 base pairs in annealing/extension (60 °C, 5 seconds), with a melt length. The brightest bands, and therefore the curve of (60-95 °C in 0.5 °C intervals, 3 seconds per highest quantities of Taq enzyme were found in the step, 1 cycle). The samples were then analyzed std., 2 and 4. When the base pairs specific activity using AlphaEase FC software. of the enzyme was calculated it was found to be 834.5 + 63.9 bp/min/ÃŽ ¼g of sample, or 3922.3 + 192.9 bp per minute. RESULTS The results of the Bio-Rad assay on the sample of Taq polymerases diluted to 10x and 100x revealed that the 10x dilution was far to concentrated and fell outside the linear curve of the Bio-Rad assay. The retrieval of protein from the Luria broth was found to be 300.8 + 17.7 mg protein per L of Luria broth. These results (Tab. 1) suggest the protein 5 DISCUSSION Through the analysis made through SDS-PAGE, the MW of the standard Taq was found to be 115.2 + 14.6 kDa and 113.4 + 14.3 kDa. This is different from the accepted literature value of 94 kDa (9). Even with error correction, the prot ein did not fall Isolation of Recombinant Taq Polymerase for PCR within the range of the accepted literature value. In total, the two proteins differ by 23% and 21% without error correction, or 21.2 kDa and 19.4 kDa respectively. In comparison to one another, the two bands have essentially the same molecular weight, indicating whatever error occured in the gel was equivalent on both the standard and the isolated Taq. One explanation for the difference in the molecular weights may be explained through the quantitiy of protein used. The darkest and thickest band ( E, fig. 4) likely belongs to the Taq protein. To get a more defined band, a dilution would be effective in making a higher resolution band (12). The amount of protein isolated per volume of Luria broth was determined to be 300.8 + 17.7 mg per L of Luria Broth. Quite obviosuly, there are issues both with the heating of the gel, and distortion of the bands into â€Å"smiles†. The distoration of the gel likely was caused by unequal heati ng of the gel causing the center of the gel to be hotter than the peripheries, as the walls of the apparatus act as heat sinks (13). The uneven heating can be removed by switching to a lower voltage for a longer period of time (12). The distortion of the protein bands within the individual lanes produced a smile structure. The distortion was likely caused by either an overloading of proteins, which can be solved by dilution of the protein sample, or was due to salt conditions of the loading sample. This step could be fixed through extra steps of dialysis to decrease salt content of the loading sample. (14). One final issue with the SDS-PAGE gel was the distance between bands. The target molecular weight was near 100 kDa, so the concentration of the gel could be decreased to allow for a higher resolution of the higher molecular weight proteins, or allowed to run for a longer period of time (14). A purity assessment of the isolated Taq enzyme can be made through the SDS-PAGE gel (fig. 2). Distinct banding occurs in ten different bands on the Taq lane, with 9 being distinct from Taq protein (E). This highlights that there were infact multiple proteins still present in the Taq solution. This would indicate that the heat shock portion of the methods was insufficient in denaturing all of the proteins in the E. coli, allowing for precipitation upon salting out. This is based on the extra protein banding only occuring for the Taq polymerases prepared for this experiment. A factor that could have also played a role was the incubation at 75 °C was continually 6 interrupted through the need to shake the reaction vessel thereby lowering the temperature of the solution. This was due to mechanical difficulties of the equipment. It would be best to find a working New Brunswick Scientific-Innova 40 incubator shaker series to improve the protein isolation. To decrease the protein impurities, an increased heat cycle could be implemented, as Taq is thermostable at 75 °C, and could sustain structure at that temperature for long durations (7). The ammonium sulfate salting out would be mor e efficent after an increased heat cycle as even fewer native state proteins would remain (10). Another method to decrease impurities would be to add a purification step using another specific property of Taq polymerase. This could be the isoelectric point. This could be done through ion exchange columnsor isoelectric focusing (12). The extra isolation step would significantly decrease the impurities, and increase the specific activity per mg of protein of sample.The impurities were likely a result of other proteins present in E. coli bacteria lysate that were relatively thermostable, as those proteins would be most probable (9). The isolation of Taq can be confirmed through the Western Blotting and PCR reactions (Fig. 4-7), as a distinct band in the Western Blot, and measureable amplicon replication in the PCR and rt-PCR. In the standard of Taq of the Western blot (Fig. 4) there is a distinct band. The same band in the channel containing the isolated Taq can be seen. The band occurs in the same relative vicinity as the Taq molecular weight band in the SDS-PAGE (Fig. 2) so would fit best fit the Taq enzyme. The banding of the blot shows a common band across all lanes that line up with the standard Taq, emphasizing the isolation of Taq. There is a hesitation in confirmation of Taq due to the extra protein banding in the prepared fractions, as these bands were not seen in the standard Taq. The banding would suggest proteins transferred from the gel to the membrane and was still able to bind to the primary antibody or secondary antibody. There are various possible explanations for this. First and foremost, the banding occurred in areas wherever protein was present (ladder and lanes). This would indicate lack of specificity in the primary antibody which is intended to only find full sequence Taq and bind to it (15, 16). Another problem may be due to lack of blocking solution binding to the membrane, or Isolation of Recombinant Taq Polymerase for PCR excessive washing removing blocking solution from the membrane. A final possible explanation may be binding of the secondary antibody to membr ane bound proteins with the exception of casein (the blocking protein used) (15, 17). Antibody specificity can be corrected by finding a new antibody, lack of blocking simply requires longer blocking periods or increased blocking solution concentration, and washing can be minimized to see resultant effect on the membrane. Each of the possible problems with the Western Blot would have to be tested by altering the procedure used above by one method (washing, antibody, blocking solution). The PCR results show template replication through thermocycling, which indicates the presence of thermostable DNA polymerases in the PCR tube. From this, it can be conferred that Taq polymerase was indeed isolated. Further confirmation could be made through further purification of Taq. This could be done through 2-D SDS-PAGE vs Isoelectric point electrophoresis using the isoelectric point of Taq and using the bands emphasized as Taq, and a lower concentration gel (12). Another method would be to analyze the gel bands through other methods such as mass spectropscopy or NMR (18). There wa s distinct differences between three sets of Taq polymerases: the standard, the sample prepared in the previous year, and the sample produced in this experiment. Most distinctly the proteins differ with respect to SDS-PAGE gels. Quite obviously, the purest of the enzymes was the standard Taq, followed by the 2011 sample, and the sample prepared in this experiment. The sample prepared through this experiment had a high amount of a salt concentration and resulted in distorted bands, along with numerous other proteins present in the sample. The enzymes also differed with respect to the Western Blot (Fig. 4). The 2011 sample failed to return 2 ° antibody response, indicating lack of Taq polymerase, or lack of primary antibody binding, while the standard and experimental sample both had representive banding. There may have been excessive blocking or drying of the lane containing the 2011 Taq, as the SDS-PAGE shows a representive band in the region of Taq, that is the darkest band in the lane (15). The protein concentrations as determined through the Bio-Rad assay (Tab. 1, Fig. 1) returned 7 drastically different results. The two protein concentrations differed by 2x concentration. The easiest explanation of thi s result is the 10x dilution was insufficient in reducing the absorbance to within the standard curve. Due to the absorbances being above the standard curve, the results are invalid, as the region in which the curve is linear is up to 0.5mg/mL (19). The 100 x dilution returned a result of 1.88 + 0.11 mg/mL. This coroborates the SDS-PAGE findings as the protein was not excessively overloading the lane. The SDS-PAGE could have been further diluted, but the concentration used was sufficient for the purposes of the experiment. In an analysis of the PCR results (fig. 7), the brightest fluorescence bands occurred in the std., 2 and (4/Taq) lanes. This would indicate the highest activities occuring in these lanes. When compared to the western blot, the darkest banding of regions of Taq (5,?,*) returned the bands with less fluorescence. This result shows that the amount of enzyme may inhibit the PCR reaction as the the bands with the highest recoveries returned the lowest fluorescence. With an assessment of the basepair length, reaction time, and amount of enzyme used, an approximately activi ty of 834.5 + 63.9 bp/min/ÃŽ ¼g of protein, or 3922.3 + 192.9 bp per minute. In comparison to the literature values of the protein, this is slightly above the 60 base pairs per second value, however, that was at 70  °C (7). The rt-PCR returned a consistent melting temperature of 81 °C (Fig. 6)for all amplicon samples indicating the lack of a primer-dimer formation. Threshold was initially reached at 20 cycles (Fig. 5), which an RFU value of approximately 9000. This indicated a high activity of the taq polymerase used, at least above 1.25 Units (20). Both PCR assays agree with one another. There was no primer dimer formation noted on the agarose gel, or the melt curve analysis. There was a high activity of the enzyme sample isolated as found through the bpmin-1 and cycle # of reaching threshold, however, between the two assays, the rt-PCR has the significant advantage of time, and no electrophoresis required. Currently, Taq is widely available and would likely be cheaper to simply purchase commercially. This experiment does however outline a method for thermostable protein isolation which could be used for the more recent and more valuable thermostable enzymes (Pyrococcus furiosus Polymerase) which Is olation of Recombinant Taq Polymerase for PCR are superior to Taq in both thermostability, and error rate due to proofreading ability (21). Overall, the purpose of the experiment was met. Taq was indeed isolated from a culture of recombinant E. coli. This was confirmed through the Western Blotting, and thermostable DNA activity in the PCR and rt-PCR. The purity was assessed and found to be below that of the methods used by Engelke et al., 1990. The purity could be increased through use of a cation exchange column (9). The length of heat denaturation and an automatic heat controlled shaker would help to remove excess proteins and improve purity. The length of dialysis time would need to be increased for less band distortion in SDS-PAGE, and either more selective primary antibody, increased blocking or decreased washing would be required for improved Western Blotting. For further experiments, it is suggested testing the new method modifications, and or implementing recombinant Pyrococcus furiosus Polymerase.

Philosophy in Mathematics Essay -- essays papers

Philosophy in Mathematics Mathematics has contributed to the alteration of technology over many years. The most noticeable mathematical technology is the evolution of the abacus to the many variations of the calculator. Some people argue that the changes in technology have been for the better while others argue they have been for the worse. While this paper does not address specifically technology, this paper rather addresses influential persons in philosophy to the field of mathematics. In order to understand the impact of mathematics, this paper will delve into the three philosophers of the past who have contributed to this academic. In this paper, I will cover the views of three philosophers of mathematics encompassing their history, views and effects on technology. Rene Descartes (1596-1650), G. W. Leibniz (1646-1716), and Blaise Pascal (1623-1662) (Ebersole, S. (#5)) are the three philosophers. Though all three of these philosophers contributed their own reviews on the subject of mathematical phil osophy, they all saw the world and thus it‘s mechanical contributions â€Å"as being controlled by mathematical principles.† (Ebersole, S.). Rene Descartes was born, March 31, 1596 near Tours, France (Weisstein, E.), to an important family; Descartes’ father held a position as â€Å"Councilor† in the local parliament. Rene was the 2nd of four children in his family, and suffered chronic illness’ (Wilkins, D.). At the young age of 8 years old, Descartes attended a school for which he would hold indubitable regard, the Jesuit School at La Flà ªche. Descartes would continue at this school for eight years until 1612 at which point the encountered the influential (on his life) Mydorge and Mersenne. Together Descartes would devot... ...d November 16, 2003, from ‘A Short Account of the History of Mathematics’ (4th edition, 1908) by W.W. Rouse Ball. Website: http://www.maths.tcd.ie/pub/HistMath/People/Pascal/RouseBall/RB_Pascal.html 7.) Zalta, E. (2003). Gottfried Wilhelm Leibniz. Retrieved November 16, 2003, from The Metaphysics Research Lab. Website: http://mally.stanford.edu/leibniz.html 8.) C.& G. Merriam Co. (1913) Definition. Retrieved November 16, 2003, from Webster’s Revised Unabridged Dictionary Version, Website:www.dictionary.com 9.) Garber, D. (1995). Review of G.W. Leibniz: Critical Assessments,' by Roger Woolhouse ISIS: Journal of History of Science in Society, Dec 95, Vol. 86 p. 651-53. 10.) Stephanos, S. (1977). Elaboration of the Psychosomatic Phenomenon: Observations on the Biography of Blaise Pascal. High Wire January 1,1977, Vol. 20 (2-3) p. 168-79

Investigating the Possibility of a Developmental Trend in the Way That Children Describe Themselves Essay

This version of Rosenberg’s research into children’s self-descriptions analysed data from semi-structured interviews with two children; Annie (8) and Kirsty (16). The data was interpreted to ascertain whether, as in Rosenberg’s research, children’s self-descriptions show evidence of a developmental progression and whether locus of self-knowledge shifts from other to self as children get older. Substantial support was found for Rosenberg’s theory that children’s self-descriptions become more complex with age and demonstrate a developmental trend. Some support was found for the idea that the locus of self-knowledge shifts from other to self with age but some of the children’s responses ran counter to expectation. Introduction A child’s sense of identity begins to form at a young age and develops throughout childhood. Eleanor Macoby (1980) pointed out that a sense of self emerges gradually as a child develops more complex understandings. Research shows that children differ in the way that they describe themselves at different ages. Bannister and Agnew (1977) and Harter (1983) found that as children get older they use more complex descriptions and include more references to emotions and attitudes. Younger children rely more on physical attributes, activities and preferences. Bannister and Agnew (1977) proposed that as children get older they become better able to ‘distinguish themselves psychologically’ from others (The Open University, 2009, p.20). Harter (1983) proposed that the way children describe themselves follows a developmental sequence which reflects the notion that identity develops in increments throughout childhood. Rosenberg (1979) focused part of his research into the self-concept on investigating this idea of a developmental trend in children’s sense of identity. He interviewed a sample of 8-18 year olds and created categories in which to sort the children’s responses. In keeping with the findings of Bannister and Agnew and Harter, Rosenberg found that younger children used mostly physical descriptions of themselves while older children relied more on character traits. As a result he concluded that ‘the self becomes less and less a perceptual object and more and more a conceptual trait system’ (Murphy (1947), as cited in The Open University, 2009, p.21). He found that, as children get older, they focus more on interpersonal traits and refer more frequently to relationships and inner qualities. Rosenberg also investigated what he called the ‘locus of self-knowledge’ – the extent to which children develop an ‘independent, self-reflective sense of self’ (The Open University, 2009, p.22). This was measured by asking children who knew them best, themselves or someone else. He found that younger children were more likely to claim that another, usually a parent, knew them better. Older children were more self-reliant when it came to judging themselves. Therefore, Rosenberg concluded that the locus of self-knowledge shifts with age from another to the self. Increased self-knowledge would result in more psychological self-descriptions so this relates to the idea of developmental progression being demonstrated in children’s self-descriptions. This study is based on Rosenberg’s research and is an analysis and interpretation of interview data. Children’s responses are allocated to Rosenberg’s categories in order to answer the research question: Do children’s self-descriptions show evidence of a developmental trend? This study will focus on answers to the ‘Who Am I?’ statements but will also pay attention to further interview responses to understand differences in the way children of different ages self-evaluate, view themselves and others and conceptualise an ideal self. This study also examines the concept of a locus of self-knowledge and asks: Does a child’s locus of self-knowledge shift from other to self with age? Method Design Rosenberg’s research design is employed in this study – the responses from a semi-structured interview are compared. Participants The participants are Annie (8) and Kirsty (16), pupils from schools in the Milton Keynes area. They were recruited by the ED209 course team who asked school teachers for help in identifying willing participants. Materials A microphone and a video-recorder were used to amplify and record the interviews. Rosenberg’s semi-structured interview, with questions on self-description, self-evaluation, self and others, ideal self and locus-of self-knowledge was used. A sheet of A4 with the words ‘Who Am I?’ printed at the top and ten numbered lines beginning with ‘I†¦Ã¢â‚¬â„¢ was provided to enable participants to complete the written exercise. Adaptations of Rosenberg’s categories were used to analyse the responses to the Who Am I? exercise. The analysis of the ‘Who Am I?’ statements was presented on category analysis forms (appendix 1). A consent form was provided for the parents of the children to sign. Procedure The interviews took place in May 2005 during the day. Both children were interviewed by members of the ED209 course team in familiar rooms used by the schools. Annie was accompanied by a classroom assistant. The participants were told that they could stop the interviews at any time and were briefed as to the purpose of the research. A sound recordist and producer were present but efforts were made to ensure that neither they nor the equipment used inhibited the participants. Background noise was occasionally intrusive and recording halted. The final recording of the interviews was edited to ensure a smooth flow. The recorded interviews were listened to several times. The ‘Who Am I?’ statements were identified and transferred onto a pre-prepared category analysis form (appendix 1). The categories, Physical, Character, Relationships and Inner, were adapted from Rosenberg’s (see appendix 2). Each sentence read out by the interviewer was taken to constitute one statement. The statements were then coded. To ensure coding consistency, each statement was reviewed against the criteria for the inner category, then relationships, then character and then physical. Only if there was no way it could be said to fit within the ‘higher’ category was it pushed down. Even if it may have fitted within two categories, the fact that an order of review was applied meant that it would not be considered for a second category if it had already been allocated. Once the categories had been applied, the responses in each column were added up and the percentages calculated so that the results could be compared with Rosenberg’s findings. Next the detailed responses to the interview questions, including the locus of self-knowledge questions, were analysed in the context of Rosenberg’s research findings. The responses of the children were analysed to see if the same patterns were present. Ethics The data collected by the Open University ED209 course team was intended to comply with the BPS ethical code and principles. The children agreed to take part and their parents signed consent forms on their behalf. At the start of each interview the children were informed of their right to withdraw from the research and were told that they could ask for the recording to be stopped at any time. The purpose of the research and they way in which the data would be used was explained to them before the interviews began. Results The first research question was: Do children’s self-descriptions show evidence of a developmental trend? The second research question was: Does a child’s locus of self-knowledge shift from other to self with age? Table 1 shows a comparison between Annie and Kirsty’s self-descriptions. It shows that the majority (60%) of descriptors used by the younger child are about physical characteristics and activities and the remainder are character descriptors. She makes no reference to relationships or inner qualities. The majority of the older child’s responses relate to inner qualities (50%). She spreads the remainder of her descriptions across the physical, character and relationship categories. Self Evaluation When discussing their strengths and weaknesses, Kirsty focused far more on character and relationship descriptions than Annie, who focused on physical attributes, particularly for her weak points (‘my ears†¦ my legs’). However, Annie counted her friends as a strength and the fact that she likes ‘being myself’. Self and Others Annie’s awareness of similarity to others in her age group was centred on having the same likes and dislikes. She also identified differences between herself and others in this way. Kirsty talked about having the same experiences as others her own age but identified character and inner traits as distinguishing her from others. Ideal Self Annie’s notion of herself in later life was focused upon what job she might do and how else her time may be spent. Kirsty focused on the character traits that she hoped to have developed. Locus of Self-Knowledge The locus of self-knowledge responses were not straightforward as both participants gave ambiguous answers at times. Annie conceded that in some ways her mother would know her better than she knew herself and Kirsty insisted that her mother knew her just as well as she did herself. Discussion In the ‘Who Am I?’ data, it can be seen that, in accordance with Rosenberg’s findings, the majority (60%) of descriptors used by the younger child are about physical characteristics and activities. Rosenberg found that older children are more likely to use character traits to define the self. In this analysis, Kirsty actually uses a lower percentage of character descriptors than Annie, but this is influenced by the large percentage of inner descriptors used. The data in this study supports Rosenberg’s finding that older children referred more frequently to relationships. He also noticed that older children were more likely to reference inner qualities, which can be seen by the high percentage of Kirsty’s inner descriptors (50%). For the main part, the analysis of the self-description data supports Rosenberg’s findings. Rosenberg found that older children focused on interpersonal traits when describing their strengths and weaknesses. Kirsty’s responses follow this pattern but Annie also mentioned the large number of friends she has as a strength. She also said that ‘being myself’ was a strength which was interesting. The interviewer explored this a little more and she seemed to revert back to describing preferred activities. Further prompting, however, may have ascertained that by ‘being myself’ she meant that she was confident about who she was, which would be a character description. It is difficult to tell at this point if Annie lacks the ability to explain what she means which may affect the results. Rosenberg found that only 36% of 8 year olds mentioned interpersonal traits when talking about the person they would like to become, compared with 69% of 14-16 year olds. Annie and Kirsty’s responses fall into the majority pattern for their age group. Analysis of the data provides a positive answer to the research question, Do children’s self-descriptions show evidence of a developmental trend? The developmental trend as identified by Bannister and Agnew, Harter and Rosenberg, is characterised by younger children relying on physical attributes when describing themselves and older children being able to use more sophisticated and complex descriptions that focus more on psychological characteristics. The data in this study largely supports this theory. The evidence for the locus-of-self-knowledge shifting from other to self with age (as Rosenberg found) is less obvious. When asked about who knows her best at school Annie identifies teachers and parents as being the best judge of her performance, which supports the idea that the locus of self-knowledge in young children rests with another. However, when questioned further about who would be right if they had different answers about Annie’s maths performance, Annie’s responses indicate that she is the best judge of her ability. However, when questioned about her behaviour at home she places the locus of self-knowledge with her mother. Kirsty, somewhat surprisingly given her high percentage of references to inner qualities (indicating high self- knowledge), believes that her mother would know her just as well as she knows herself and explains that her mum has ‘pretty much figured me out’. She decides that any differences in answers about how she would behave at home would be a matter of different interpretations. It is possible that Kirsty is unsure about what is being asked and a reformulation of the questions might provoke different responses. Although Kirsty does not exactly place the locus of self-knowledge within herself, she does not place it with someone else either, and so the data does not, in itself, contradict Rosenberg’s theory. The analysis of the locus of self-knowledge responses produces some support for Rosenberg’s findings but it is not conclusive. However, it is important to remember that this is a sample of only two participants and so the data is not enough to prove or disprove his theory. Another limitation of this study is that the coding reliability was not checked. Coding was applied according to one person’s interpretation. Had the coding of the data been interpreted differently results may have been different for the self-descriptions data (see appendix 3 for alternative coding of Kirsty’s responses. In this instance the evidence in favour of a developmental trend in self-descriptions is present but less compelling). Another consideration lies with the ethics of the research. The issue of informed consent is often difficult in research with children. In the case of a young child, such as Annie, it is not clear that she fully understands the nature of the research, despite the fact that it is described in simpler terms than those used to explain it to Kirsty. It is also possible that the power-imbalance between the interviewers and the participants may prevent them from withdrawing from the interview, even if they are told that they can. Conclusion The results of this study provide support for the idea of a developmental progression in the way that children describe themselves, particularly the analysis of the ‘Who Am I?’ data. Qualitative analysis of the other interview questions, however, while showing some support for Rosenberg’s theory, also presents some deviation from expectations.