Irish Migration in the 19th Century Essay Example | Topics and Well Written Essays - 2500 words

Irish Migration in the 19th Century - Essay Example Ireland once belonged to England as one of its oldest colonies. It became officially absorbed as part of United Kingdom after the Act of Union on January 1, 1801 (Moving Here Ireland in the 19th century, par2). English was the official language of the country. Statistics showed that the percentage of people speaking in Irish decreased to less than 15% by 1891. In terms of economy, Ireland was largely agricultural. People largely depended on potato crop as their main source of livelihood. "By 1840, it has been estimated that 3 million people depended upon the potato, sometimes supplemented by buttermilk, with an adult male consuming up to 6.3 kg (14lbs) a day." (Moving Here Agriculture, par.4). Poverty is evident in their social class- the laborers who depended on the success of their crop harvest and the unemployed who live in wretched cabins and miserable huts. The living conditions of Irish in the 19th century can be depicted in the common notion of what an Irish notion is. It was stated in an article in the website of Moving here Gallery that the miserable hut of an Irish man consists of "an unpaved clay floor below, a roof of straw and weeds, dank, and soak, and rotting overhead, miserable bed in the corner, an iron pot over a peat fire, a black and filthy sink before the door." (Moving Here Living Conditions, par.3). To say that Irish people only have a meager amount of income is an understatement. The uncertainty of their lives was similar to the uncertainty of nature where most of them depended. The potato crop failure known as the Great Famine which hit Ireland from 1845-1850 left many people starving to death. This compelled Irish to leave their country and look for their fate and luck to other countries, mostly in the United States and Canada. "It is estimated that almost one million people died, and almost the same emigrated." (Moving Here, par.3). Ireland's population dramatically decreased by 2 million which was from 8 million to 6.5 million from 1841 to 1851. "Early 19th century emigrants tended to come from the more prosperous northern and eastern countries, including Wexford and Dublin." (Moving Here Other Parts of Ireland, par1). Hence, immigration can be characterized as the people's mechanism to survive although later discussions would show that the early Irish immigrants or the early settlers experienced poverty, oppression, social injustice, and inequality. To illustrate this, an article entitled Irish Immigrants in America during the 19th Century found in the website of Kinsella indicated that "even as the boat was docking, these immigrants to America learned that life in America was going to be a battle for survival. Hundreds of runners, usually large greedy men, swarmed aboard the ship grabbing immigrants and their bags trying to force them to their favorite tenement house and then exact an outrageous fee for their services. As the poor immigrant had no means of moving on, they settled in the port of arrival. Almshouses were filled with these Irish immigrants. They begged on every street" (par.2). Early settlers in both countries experienced most of the struggles and hardships in establishing their lives in another country but their efforts paid off as their descendants became better educated and skilled. Irish migrated to prosperous countries such as the United States

An Analysis of Dear Mama by Tupac Shakur Research Paper

An Analysis of Dear Mama by Tupac Shakur - Research Paper Example Many movements like the Black Panthers Party had recognized the rise of racism in American society during the seventies but could not do much during the eighties when it was finally dissolved. Afeni Shakur was a part of this party. People who were born into the eighties were thus born into an environment of hatred that Tupac speaks of in his song when he says,Though back at the time, I never thought I'd see her face Ain't a woman alive that could take my mama's place Suspended from school; and scared to go home, I was a fool with the big boys, breaking all the rules I shed tears with my baby sister (Shakur). In these lyrics, there is an understanding of the fact that the poverty and hardships that were faced were not a reflection merely of class but also of race. An understanding of the hardships that were faced by African Americans in the eighties is clearly outlined in these lines when one takes the context of the song into account. A historical analysis of the song would thus, lead one to believe in the importance of the song that speaks of the poverty that people of a certain race had to suffer and the hardships that they had to undergo as a result of the discrimination that they had to face. The analysis of history would lead one to believe that the destructive potential that racism had in the United States of America was channelized into creating the songs that Tupac did. His songs were an exposition of the racist mentalities that were prevalent in the minds of people in the eighties. Tupac is aware of his personal position within the historical times that he was a part of. The pe rsonal dedication of the song to his mother is a proof of the fact that the song owes its existence to the personal experiences that Tupac went through as a child. The song incorporates the problems that the poverty of the African Americans could lead them to. Poverty in many cases also coincided with the use of drugs and other substances that were banned. Afeni Shakur was addicted to crack and this is referred to in Tupac’s song. When he says that despite the fact that his mother was a â€Å"crack fiend†, she â€Å"always was a black queen† (Shakur), he means to understand the troubles that she went through and also the paths that she took to avoid those troubles. The anger that Tupac feels towards the society for making him and his mother face hardships because of their skin color comes through in Dear Mama. The importance of this lies in the fact that current policy decisions may be able to gain from rap music like the one that Tupac produced. Writers like Ro nald J. Stephens and Earl Wright II talk of the possibility of using songs such as Dear Mama as a â€Å"qualitative data source† (Stephens and Wright). The personal experiences of Tupac find mention in Dear Mama and these can be used to analyze the conditions that have shaped race relations in the America of today. The song also reveals the conditions of struggle that were to be endured by black women in urban areas of America during the eighties. In this song, Tupac talks about the problems that had to be faced by his mother as representative of the problems.

English Language Teaching in Gulf Essay Example for Free

English Language Teaching in Gulf Essay Zafar Syed’s assertions about the TESOL challenges in Gulf are subjective reflection over the issue and he is unable to provide any verified or verifiable data and findings. He places all responsibility on the structural constraints i. e. contextual framework, human resource development, system and standards, and research and knowledge and paid less heed to other relevant and important dimension f the TESOL i. e. the constraints on the art of the students. He relies too much on the secondary sources but those secondary sources are also related to education and teaching general and has taken into consideration English language teaching particularly. To some extent citation of these secondary resources is relevant e. g. citation of Mograby to provides facts and figures about the unprecedented quantitative growth in education in UAE . (338) He then generalizes that this unprecedented growth has adverse effect on the teaching of Language. He describes that this unchecked growth impacted the planning and implementation of English teaching patterns and policies. (338) In the following paragraph, he is unable to support he preposition by any solid line of arguments, research study or verifiable facts and figures. He is unable to demonstrate that how this rapid growth in education industry has affected the teaching of language. It is more important to provide a socio-cultural context as well that deter or propel the teaching and learning of a language. He describes that â€Å"local students see no concrete link between English ability and communicative requirements†. Mr. Syed is correct in saying this as communicative important of any language in general and English language in particular is related to exposure of the students to other medium of communications. If the socio-cultural context is conservative and does not allow a student to participate in activities involving other communities and people, he will be unable to use his acquired language capacity and thus will consider it meaning less and futile. This will restrict English language teaching to academic activity only. But Mr. Syed does not provide why such perception is created and this issue can be tackled. The next constraint that Mr. Syed takes into account is human resource development. This part of the study is most powerful and relevant as Mr. syed evaluates the role of English language faculty development and describes an array of issues related to it. He rightly point out the important of the local Arab English language teachers. The pool of English language teachers in the whole region are comprised of various expatriates groups that do not possess enough knowledge â€Å"about the local socio-cultural communities and languages† (339). Syed accurately concludes hat this lack of knowledge about local socio-cultural context breed problems like teacher-students gap and this gap endangers effect English Language teaching. Foreign teachers are not well-capacitated to anticipate and delve deep into the socio-problems of the learners and hence can suggest remedies to these. Grammar Translation Method also requires an understanding of the local language and context in order to effectively implement this methodology. (Chastain, 1971. p. 131) Mr. Syed concludes that this ad-hocism in the hiring of contractual foreign faculty hinders the way to implement a more effective and locally suitable system as these temporary teachers are less motivated to make an in-depth evaluation of the system. Here r. Syed has recognized the sole cause of the problem that triggers a cause and effect phenomenon leading to the deterioration of the English Language teaching system in Gulf. Only a motivated and well-informed teachers can recognize the contextual important and shortcomings of language teaching and hence can formulate policies to reduce or eradicate these contextual barriers. Mr Syed has further taken in to consideration the systems and standards but he is unable to realize that only senior and seasoned English language teachers and professors can help designing and executing a viable system and standard for English language teaching. It is not something independent in itself. He emphasizes on the importance of research but it must be noted that research only come through established systems and qualified academia. So first there is dire need to develop faculty and establish a contextually modified system of instructions. This will ultimately lead the faculty to conduct research on appropriate issues pertaining to every facets of English language teaching. Despite various defects in his theoretical framework, he provides some excellent insights into Gulf English language teaching. In addition to his content, he had certain serious flaws in the style of his expression. He only comments on a specific issue briefly and then goes on to comment on another challenges faced by the English Language Teaching without elaborating the first one. The very first sentence of the study indicates that it has nothing to do with primary research as conducting interview of the ESL teachers to locate the challenges faced by them. Further, Syed has limited his study to UAE with a little reference to Saudi Arabia here and there. So this not only limits the scope of the study but indicates that relying on a particular country in the region, generalizations have been made about the whole region. Chastain, Kenneth. The Development of Modern Language Skills: Theory to Practice. Philadelphia: Center for Curriculum Development, 1971.

Aim of the Homogenisation Process

Aim of the Homogenisation Process Introduction: Eukaryotic cells such as liver cells enclose a variety of different types of membrane bound structures called organelles (nuclei, mitochondria) as well as macromolecules (ribosomes) (Padh, 1992). Subcellular fractionation is an invaluable technique allowing scientists and researchers alike to successfully isolate and separate specific subcellular components within the cell (Becker et al, 2009). This allows researchers to study the different organelles (using biochemical techniques) in a greater degree of detail therefore increasing our knowledge about the many different types of organelles and macromolecules, thus leading to new scientific advances in this ever advancing era of science and technology (Bonney, 1982; Berns, 1986). It is this very method which in the past allowed Christian de Duve to discover the lysosomes and peroxisomes for which he shared a Nobel Prize with Albert Claude and George Palade in 1974 (Becker et al, 2009). Subcellular fractionation can be safely divided under 3 major headings: Homogenisation proceeded by fractionation and finally purification. Homogenisation: The aim of the homogenisation process is to effectively and efficiently disrupt and break the cells outer membrane thereby releasing their subcellular components (nuclei, mitochondria). This disruption and breaking of the cells must be achieved in a manner that will leave the delicate organelles of interest undamaged and morphologically intact (Loewen, 2003). The cells to be homogenised are kept in an isotonic buffer (0.25M sucrose, 1mM EDTA and 1mM of Tris at pH 7.0). This is to protect the fragile organelles from osmotic damage due to osmotic unbalance as well as environmental instability such as pH interference (Guteriezze, 2010). Many different homogenisation techniques exist and are available, some such include mechanical grinding using Potter-Elvehjen glass homogeniser, cutting methods using warren blender, ultrasonic vibrations in a process called sonication and utilising high pressure such as in the French Press (Loewen, 2003). The Potter-Elvehjen glass homogenizer was used in this experiment. The Potter-Elvehjen glass homogeniser consists of a Teflon pestle which is closely fitted into a glass homogeniser. The homogenising machine moves the Teflon pestle in a verticle up-down motion while simultaneously rotating within the glass homogeniser containing the cells to be homogenised (Mangiapane, 2010). The space between the Teflon pestle and glass homogeniser is incredibly small (0.004-0.006). Therefore as the Teflon pestle moves throught the glass homogeniser a shear force is generated which causes disruption of the cells. The organelles which are released by this process pass undamaged, safetly through the gap between the pestle and glass homogeniser (Loewn, 2003; Mangipane, 2010). The shear forces produced can sometime be destructive to the organelles causing irreversible damage and therefore shear forces need to be controlled. This can be controlled by adjusting the gap width between the pestle and glass homogeniser. A bigger width can protect organelles from damage but the negative side effect of this is that the generated shear forces will not be strong enough to disrupt the cells and therefore few or none organelles will be present in the homogenate. Therefore a careful balance between cell disruption and organelle damage must be maintained. Chemical, physical and structural damage can be caused to organelles due to shear forces which can cause errors when purifying the organelle using biochemical techniques due to enzymes specific to the particular organelle being damage or rendered inactive and these problems must therefore be overcome. Some such precautions which when utilised can overcome or minimise unnecessary damage includes the use of different homogenisation techniques which are more suitable for the cells being homogenised (osmotic disruption, chemical disruption may be considered). Carefull usage of the homogenising equipment (Lowen, 2003). Fractionation: Once the homogenate has been formed, it is ready to be placed in a centrifuge and undergo centrifugation which will separate the different fractions/organelles. Centrifugation generates a centrifugal force which separates the different types of organelles based on their size and density as well as the density and viscousity of the solution the homogenate is in. Therefore the the higher the molecular weight of the organelle the greater the distance I will travel down the centrifuge tubes or the higher its sedimentation rate and consequently the smaller the molecular weight of the organelle the smaller the distance it will travel down the centrifuge tube or the lower its sedimentation rate (Becker et al,2008; Mangipane, 2010). The greater an organelles sedimentation rate is the greater the organelles sedimentation coefficient (in Svedberg units, named after Theodor Sveber who developed the ultracentrifuge) will also increase (Becker et al, 2009). Centrifugal forces can be calculated using For example, if a homogenate containing nuclei, mitochondria and ribosomes is subjected to a centrifugal force, logically the nuclei will be near the bottom of the tube, the ribosomes at the top part of the tube and the mitochondria somewhere in between the nuclei and ribosomes. There are 2 main type of centrifugation methods: Differential centrifugation and density gradient centrifugation. Differential centrifugation This type of centrifugation works on the principles that large dense molecules (nucei) will have a higher sedimentation rate compared to small and less dense molecules (ribosomes) (Becker et al, 2009). During low centrifuge speeds and short times the heavy and dense organelles sediment and can be collected, while as high centrifuge speeds and longer timer the lighter and less dense molecules will sediment and can also be collected (manipulative techniques). Therefore in the homogenate used in the experiment, by using appropriate centrifuge speeds and times the nuclei and mitochondria can be separated using 1500g for 10min and 20000g for 10min respectively. Density gradient centrifugation The method used in density gradient centrifugation, also known as rate-zonal centrifugation works on the principle of separating molecules based on their densities and is achieved by using a density gradient in the centrifuge tube (manipulative techniques; Becker et al, 2009). The density gradient is normally provided by a concentrated sucrose solution which increases in density towards the bottom of the centrifuge tube. The sample requiring fractionation is placed in a layer over the density gradient sucrose solution (Becker et al, 2009). As the centrigugation process proceeds, the different molecules or organelled of different densities are separated based on their densities and that of the increasing sucrose density. When the fractionation bands have been formed are are distinctive the fraction may be remover via a syringe or separation methods. This type of centrifugation can be used to further separate mitochondria from lysosomes and peroxisomes since each of them has a differen t density. Measurements of enzyme activity and macromolecular composition of fractions. purity of fractions. During the centrifugation processes, such as in the differential centrifugation the various types of organelles and macromolecules form gelatinous pellets at the end of each consecutive centrifuge (Dyson, 1979). The different pellets produced contain a variety of different fractions of subcellular organelles and macromolecules and is not specific for just a single type of organelle or macromolecule. As an example in the first centrifugation process to form the nuclei fraction at 1500g for 10mins, the nuclei is pelleted along with other molecules of similar size and molecular weight such as unbroken cells, cell debris and pieces of the cell membranes (Bonney, 1982). In the second centrifugation to form the mitochondrial fraction at 20000g for 10min the pellet contains mitochondria, lysosomes and peroxisomes due to their similar sizes and molecular weight. In the final centrifugation process at 20000g for 10min a supernatant fraction was formed containing many small and low molecular w eight molecules such as the endoplasmic reticulum, microsomes and ribosomes (Minorsky, 2009; Berns, 1986). As stated before fractions will not only require the organelles of interest but also other organelles and macromolecules. It is therefore necessary to be able to assess the purity of the fractions. This can be done in a variety of ways. Microscopic analysis via the light microscope or even electron microscope can be used to identify the different macromolecules present within the fraction, therefore giving an indication whether or not the fractionation procedure has been successful. A mitochondrian therefore can be differentiated from a peroxisome or lysosome basen on its structure (Bonney, 1982). Microscopic anaylsis can also be used in assessing the biochemistry of the fraction by using various cytochemical techniques. Biochemical techniques are a very good way of assessing the type of organelle present as well as the purity of a fraction. Measuring enzyme activity is an excellet method sine some enzymes are very specific and found in one particular organelle. Marker enzymes present in fractions and importance of the techniques involoved in the advancement of biochemistry and cell biology. Marker enzyems are routinely used in subcellular fractionation to differentiate between the many different types of organelles and macromolecules present within the cell. Mitochondria for example can be detected indirectly by the presence of succinate dehydrogenase while lysosomes can be detected by Acid Phosphatase (Bonner, 2007). The function of the mitochondria for example is to generate adenosine triphosphate (ATP) by a process called oxidative phosphorylation and an enzyme specific to the mitochondrion called succinate dehydrogenase can be used as a marker enzyme to differentiate between the presence of mitochondria and other organelles and macromolecules present in the fraction (Padh, 1992). Succinate dehydrogenase (SDH) is specific to the inner mitochondria membrane and is responsible for catalysing the oxidation reaction of Succinate, which is a component of the citric acid cycle, into fumarate which is another component of the citric acid cycle. Since flavin adenine dinucleotide (FAD) is reduced producing FADH2 (Guterize, 2010; Padh, 1992;Girolamo, 2010). Succinate is the electron doner while FAD is the electron acceptor. The products of the above reaction are then reacted with an artificial electron acceptor called INT(a tetrazolium salt) to form a red coloured compound called formazan. This reaction is required because both the fumarate and FADH2 produced in reaction are colourless and therefore there is no certain way of determining succinate dehydrogenase activity, therefore the intensity of the red coloured formazan produced during a specific timeframe in the second reaction can be measured using a spectrophotometer gives an indirect indication of succinate dehydrogenase activity and therefore an indication of the presence of mitochondria as well as its purity within the fraction (guterize, 2010; padh, 1992). Electron microscopy of the isolated organelles is generally the final step in assessing the purity of the fractions as well as studying their morphology (padh, 1992). It is these methods and techniques used in subcellular fractionation which has allowed researchers such as George Palade and Christian de Duve studying to understand and discover the structures, biochemistry and roles played by the various organelles. Results: Table 1 shows the volumes of the homogenate, nuclei fraction, mitochondrial fraction and supernatant fraction. The Homogenate volume was obtained after rat liver homogenisation; NF volume was obtained after 2 consecutive centrifugations at 1500g for 10min; MF volume was also obtained by 2 consecutive centrifugations at 20000g for 10min; SF volume was obtained from the supernatant of the MF centrifugation. Table 2 shows known amounts of bovine serum albumin (BSA) which underwent the biuret reaction; the absorbances were measure using a spectrophotometer at 550nm. As protein amount increases so do the absorbances. This data was used to plot a BSA standard curve. Figure 1 illustrates the BSA standard curve which is a line of best fit. From this graph, the protein amount is determined by using the absorbance values for the different fraction shown in table 3 below. H, NF, MF and SF correspond to homogenate, nuclei fraction, mitochondrial fraction and supernatant fraction respectively. The vertical and horizontal red, blue, green and black coloured lines represent H, NF, MF and SF respectively. From the above graphical data Protein concentration (mg/ml), total protein amount (mg) and protein recovery for each fraction relative to the homogenate can be calculated. Homogenate: Nuclei Fraction: Mitochondrial Fraction: Supernatant Fraction: From the above results the total percentage of protein recovery relative to the homogenate can be determined: The above calculated results are show together in table 3. Table 3 shows the absorbance values obtained from the spectrophotometer. Row B shows the amount of protein that was determined from the BSA standard curve. Row C showed the amount of protein present in 1ml of each fraction; the homogenate had the highest protein concentration, followed by the SF and MF and finally by the NF containing the lowest amount of protein concentration. Row D shows the total amount of protein in each of the fraction and therefore follows the same pattern as the values for Row C. Row E shows the amount of protein recovered relative to the homogenate; The percentage of protein recovery was as follows: SF>MF>NF. Table 4 shows the actual fraction concentrations used, obtained by diluting the original fractions (table 3) with phosphate buffer. The supernatant fraction was left undiluted. Table 5 shows absorbance of each of the fractions (0.2ml) which were diluted by the addition of 4ml of ethyl acetate within formazan. The average absorbance minus the control gives the corrected mean absorbance for each of the fractions. The control values for all 4 fractions were 0 because they were given as negative values by the spectrophotometer. The highest absorbance was recorded for the SF followed by the homogenate, MF and NF. By obtaining the data collected from the previously calculations in tables 1, 3 and 5 it is possible to calculate; the total activity of Succinate Dehydrogenase (SDH), the percentage recovery of SDH relative to the homogenate, the specific activity of SDH and the relative specific activity of SDH relative to the homogenate in all 4 fractions (H, NF, MF and SF). Below are the equations which will be used in the calculations: Beer-Lamberts Law: The calculations below will make (concentration) the subject of the formula as well as prove that the units for = or . à ¢Ã‹â€ Ã‚ ´ this can be rearranged to form, , since always equals to , the equation can now be represented as, , the units of this new formula can be calculated as follows, the in the bottom fraction can be cancelled out with the at the top giving, Which à ¢Ã‹â€ Ã‚ ´ gives which is Molarity or concentration. The equation will be used throughout the rest of the calculations. The Formazan molar extinction coefficient= and the assay volume used will be 0.004L (4ml). Homogenate: The absorbance for the homogenate in table 5 was 1.1385 therefore, à ¢Ã‹â€ Ã‚ ´ since this can be arranged to give, The volume used was which gives therefore, Activity à ¢Ã‹â€ Ã‚ ´ à ¢Ã‹â€ Ã‚ ´ total activity of in -1 The answer is required in à ¢Ã‹â€ Ã‚ ´ since Therefore total activity for Homogenate = à ¢Ã‹â€ Ã‚ ´ Therefore specific activity for Homogenate Nuclei Fraction (NF): The absorbance for the nuclei fraction in table 5 was 0.117 therefore, à ¢Ã‹â€ Ã‚ ´ since this can be arranged to give, This gives, Activity à ¢Ã‹â€ Ã‚ ´ à ¢Ã‹â€ Ã‚ ´ total activity of in The answer is required in à ¢Ã‹â€ Ã‚ ´ since Therefore total activity for Nuclei Fraction = à ¢Ã‹â€ Ã‚ ´ Therefore specific activity for Nuclei Fraction Mitochondrial Fraction (MF): The absorbance for the mitochondrial fraction in table 5 was 0.398 therefore, à ¢Ã‹â€ Ã‚ ´ since this can be arranged to give, This gives, Activity à ¢Ã‹â€ Ã‚ ´ à ¢Ã‹â€ Ã‚ ´ total activity in in The answer is required in à ¢Ã‹â€ Ã‚ ´ since Therefore total activity for Mitochondrial Fraction = à ¢Ã‹â€ Ã‚ ´ Therefore specific activity for Mitochondrial Fraction Supernatant Fraction (SF): The absorbance for the supernatant fraction in table 5 was 1.485 therefore, à ¢Ã‹â€ Ã‚ ´ since this can be arranged to give, This gives, Activity à ¢Ã‹â€ Ã‚ ´ à ¢Ã‹â€ Ã‚ ´ total activity in in The answer is required in à ¢Ã‹â€ Ã‚ ´ since Therefore total activity for Supernatant Fraction = à ¢Ã‹â€ Ã‚ ´ Therefore specific activity Supernatant Fraction Calculations for the % SDH recovery and specific SDH activity relative to the homogenate; Since the % SDH recovery and specific SDH activity is to be calculated relative to the homogenate, therefore the homogenate percentage for them both will be 100% Nuclei Fraction: Mitochondrial Fraction: Supernatant Fraction: The main findings of these calculations can be summarized in the table below: Table 6 shows that SDH activity is highest in the SF, followed by the homogenate, MF and finally by NF. The %of SDH recovery (relative to the homogenate) was greatest in the SF, followed by the MF and the NF. The specific SDH activity was greatest in the SF followed by the MF, NF and lastly by the homogenate. The % of specific SDH activity (relative to the homogenate) was greatest in the SF, followed by the MF and NF. Figure 2 illustrates the main findings from table 6. It can be seen that % SDH recovery increases from the Nuclei fraction to the supernatant fraction. The % of specific SDH activity steadily falls from the supernatant fraction to the nuclei fraction. Discussion: According to the results obtained in table 3, it was seen that 99.25% of the protein relative to the homogenate was still present within all the fractions. This high percentage recovery indicates that very little protein was lost during the formations of the nuclei, mitochondrial and supernatant fractions by centrifugation. The 0.75% of protein that was lost is most likely to have been lost while homogenizing the pellets formed during each consecutive centrifugation process. During the usage of hand homogenizers small quantities of the pellet containing the proteins are stuck to the homogenizing vessel or the pestle. These small quantities of proteins being lost during each hand homogenizing process therefore contributes to the loss of proteins recovery. From this high protein recovery it can be said that the overall homogenisation process was very efficient. During each successive centrifugation at different speeds a distinct pellet was formed, thus indicating the separation of organelles. In table 3, different amounts of proteins were present within the pellets. Since these proteins are associated with the different organelles present, this indicates that since different amounts of proteins were found in the fractions therefore various different types of organelles must also be present. But this is not always the case since proteins from other fractions could have been damaged due to the homogenization and centrifugation processes. Therefore the calculations performed on Succinate Dehydrogenase activity, recovery and specificity (table 6, figure 2) showed that that the total SDH activity was highest in the supernatant fraction. Since SDH is a specific marker enzyme to the mitochondrion organelle as explained earlier, the data suggests that the separation of mitochondria during centrifugation to be present within the suspected mitochondr ial dfraction was not optimal. The supernatant also had a very high protein content of 885mg (table3) which indicated therefore that most of the organelles have separated into this freaction, thus indicating the hight amount of SDH activity within the supernatant fraction. In a differential centrifugation process the successive increases in the centrifugal forces applied should create a gradient of the presence of different organelles, with the heaviest molecules in the centrifuge tubes with lowed centrifugal forces, the mediam molecular weighted organelles such as mitochondria in a centriguge in the centrifuge with a medium centrifugal force is applied and small molecular weight organelles such as ribosomes in the centrigue tubes where the highest centrifugal forces are applies. Therefore the separation of organelles has occurred but not to a great extent as seen by the reults in table 3 and table 6. Seperation of organelles could have been greatly improved by possibly refining the lab protocol. To ahieve better mitochondrial separation and therefore more accurate SDH activity measurments the centrifugation process should be done at 20000g but for 20min and not 10min as stated by Loewen (2003) and Becker et al (2009). This will help separate the mitochondria out better. Different centrifugation methods such as density gradient centrifugation can be utilized after the intital differential centrifugation to better separate organelles of similar sizes such as mitochondria, lysosomes and peroxisomes. The new fractions produced can by the densiy gradient centrifugation can be recovered with the use of a syringe. Many other techniques such as the initail homogenisation stage could also have been changed and other techniques could have been used as described earlier. Conclusion: It was found by this experiment that subcellular fractionation is not a perfect method and therefore inaccuracies must be expected. But it is a process that has revolutionaised our understanding of cell structure and function. It was found in the experiment that differential centrifugation can separate organelles to an extent to form a nucleic fraction, mitochondrial fraction and supernatant fraction. Marker enzymes which are present in specific organelles can be used to help distinguish between different organelles as well as the fractions relative purity. SDH was used in this experiment and was found to be present higher in the supernatant, possibly due to experimental error. SDH was specific to the supernatant fraction therore again indicating the presence of mitochondria in the supernatant. The usage of such techniques in this ever advancing era of science and technology has set the stage for future studies and techniques involved in further studying the cells and increasing our knowledge of life as each day passes.

Martyrdom and September 11th :: Martyr Islam Muslim 9/11 9-11 Terrorism Terrorist

On September the 11th 2001, the international crisis of terrorism exploded in America. The dark cloud that loomed over lower Manhattan eventually cleared but the reality of the American entrance into the battlefield of terror didn’t dissipate. When President Bush addressed his stunned and grieving nation, he declared a crusade on terrorists and all who harbored them, and â€Å"when [his] remarks were translated into Arabic for broadcast throughout the Middle East, the word crusade was rendered as ‘war of the cross’† (Carrol 5). This religious reference rang true to those terrorists who had attacked the World Trade Center; all were members of Osama Bin Laden's terrorist network Al Qaeda. The group is a militant Islamist organization that believes those who commit acts like those of September 11th are martyrs, welcomed into eternal paradise. The phenomenon of martyrdom is not exclusive to Islam. By definition, a martyr is â€Å"one who voluntarily suffers death rather than deny his religion by words or deeds; such action is afforded special, institutionalized recognition in most major religions of the world†¦the term may also refer to anyone who sacrifices his life or something of great value for the sake of principle† (Britannica). The word is derived from the Greek word for witness. Throughout the ages, willingness to die for a noble cause has been a persistent idea. In three of the world’s major religions- Judaism, Christianity and Islam, martyrdom has played a significant role. In Judaism, the concept of martyrdom is referred to as Kiddush Hashem which means sanctification of God's name. This definition includes refusal to renounce the word of God for reasons of convenience or to save one’s life. According to Judaic beliefs, Abraham, the first Hebrew patriarch, was thrown into a furnace for denouncing idolatry. Though he was saved by God, his brush with death made him the first martyr of the Jewish faith. During medieval times, Jews were persecuted by Christians throughout Europe, and were frequently put to death for crimes such as blood libel and host desecration1. Many Jews were forced to flee Spain during the Inquisition to avoid being unjustly persecuted under the pretense of similar offenses. These martyrs were usually burned at the stake. In the 1940’s Hitler systematically slayed over six million Jews during the reign of the Third Reich. These are just a few examples of martyrs of Judaism. In early Christianity, all believers were considered martyrs. Later, this distinction was reserved for those who refused to renounce their faith and suffered as a result, whether they were injured or killed. Eventually, only those who were killed for their beliefs were considered martyrs.

freeclo Violence and Free Will in Anthony Burgess A Clockwork Orange

Violence as an Expression of Free Will in A Clockwork Orange      Ã‚  Ã‚  Ã‚  Ã‚   This essay will deal with the subject of free choice, which is the main topic of the novel, A Clockwork Orange . This significant problem is already indicated in the very first line of the text when an unknown voice asks Alex - and certainly by that the reader - "What' s it going to be then, eh'?" (13). Being repeated at the beginning of the second part and at the beginning of the very last chapter of the third part this question sets up the thematic frame of the book. It asks the protagonist what he is going to chose, good or evil. Likewise it addresses to the reader to consider his own choice, too (14).    Anthony Burgess is intensely committed to this problem in "A Clockwork Orange". In his own words the book "was intended to be a sort of tract, even a sermon on the importance of the power of choice." (15)    So he wrote the story of Alex, an anti-hero being robbed of his capacity for free choice and condemned to be mild, if he wants it or not. But from now on his moral beliefs are not really altered. Alex has not recognized his failures, he is only unable to commit any crime although he would like to. Furthermore he is an ambiguous character. On the one hand Alex is a sadistic criminal, guilty of murder and rape and fascinated by acts of senseless destruction. At the same time he is a quite intelligent and smart boy, deeply interested in music and language. His adoration for classical music and his elaborate use of the "Nadsat" dialect render him likeable to the reader. It lies in the intention of Burgess to make him sympathetic, for we have to feel pity when Alex is abused in the last two parts of the novel. Thus the author fo... ..., (1965), S. 171-177 10. Hahn, Ronald M. und Volker Jansen. Uhrwerk Orange, in: Hahn, Ronald M. und Volker Jansen. Kultfilme: Von "Metropolis" bis "Rocky Horror Picture Show". 4. Auflage. Mà ¼nchen: Wilhelm Heyne Verlag, 1990, (1985), S. 293-303 11. Kagan, Norrnan. A Clockwork Orange, in: Kagan, Norman. The Cinema of Stanley Kubrick. New Expanded Edition. New York: The Continuum Publishing Company, 1989, ( 1972), S.167-187 12. Melchior, Claus. Zeittafel zu Leben und Werk von Anthony Burgess, in: Burgess, Anthony. A Clockwork Orange. 1. Auflage. Stuttgart: Phillip Reclam jun., 1992, S. 247-249 13. Melchior ,Claus. Nachwort, in: Burgess, Anthony. A Clockwork Orange. 1. Auflage. Stuttgart: Phillip Reclam jun., 1992, S. 251-260 14. Rabinovitz, Rubin: Ethical Values in Anthony Burgess' A Clockwork Orange, in: Studies in the Novel, 11 (1979) S. 43-50 freeclo Violence and Free Will in Anthony Burgess' A Clockwork Orange Violence as an Expression of Free Will in A Clockwork Orange      Ã‚  Ã‚  Ã‚  Ã‚   This essay will deal with the subject of free choice, which is the main topic of the novel, A Clockwork Orange . This significant problem is already indicated in the very first line of the text when an unknown voice asks Alex - and certainly by that the reader - "What' s it going to be then, eh'?" (13). Being repeated at the beginning of the second part and at the beginning of the very last chapter of the third part this question sets up the thematic frame of the book. It asks the protagonist what he is going to chose, good or evil. Likewise it addresses to the reader to consider his own choice, too (14).    Anthony Burgess is intensely committed to this problem in "A Clockwork Orange". In his own words the book "was intended to be a sort of tract, even a sermon on the importance of the power of choice." (15)    So he wrote the story of Alex, an anti-hero being robbed of his capacity for free choice and condemned to be mild, if he wants it or not. But from now on his moral beliefs are not really altered. Alex has not recognized his failures, he is only unable to commit any crime although he would like to. Furthermore he is an ambiguous character. On the one hand Alex is a sadistic criminal, guilty of murder and rape and fascinated by acts of senseless destruction. At the same time he is a quite intelligent and smart boy, deeply interested in music and language. His adoration for classical music and his elaborate use of the "Nadsat" dialect render him likeable to the reader. It lies in the intention of Burgess to make him sympathetic, for we have to feel pity when Alex is abused in the last two parts of the novel. Thus the author fo... ..., (1965), S. 171-177 10. Hahn, Ronald M. und Volker Jansen. Uhrwerk Orange, in: Hahn, Ronald M. und Volker Jansen. Kultfilme: Von "Metropolis" bis "Rocky Horror Picture Show". 4. Auflage. Mà ¼nchen: Wilhelm Heyne Verlag, 1990, (1985), S. 293-303 11. Kagan, Norrnan. A Clockwork Orange, in: Kagan, Norman. The Cinema of Stanley Kubrick. New Expanded Edition. New York: The Continuum Publishing Company, 1989, ( 1972), S.167-187 12. Melchior, Claus. Zeittafel zu Leben und Werk von Anthony Burgess, in: Burgess, Anthony. A Clockwork Orange. 1. Auflage. Stuttgart: Phillip Reclam jun., 1992, S. 247-249 13. Melchior ,Claus. Nachwort, in: Burgess, Anthony. A Clockwork Orange. 1. Auflage. Stuttgart: Phillip Reclam jun., 1992, S. 251-260 14. Rabinovitz, Rubin: Ethical Values in Anthony Burgess' A Clockwork Orange, in: Studies in the Novel, 11 (1979) S. 43-50

Becoming a Teacher The Ultimate Job for me

It may seem difficult for some to see just how teaching can become an ultimate job for myself, let alone anyone for that matter. It is easy to see why certain people have this kind of opinion of this profession. For one, depending on the career path and position, the salary is not very enticing in proportion to the work that is required. It is a thankless job at times and requires a lot of patience. Yet there are certain intangibles that make teaching the ultimate profession for me.The simple fact that as a teacher I will have the opportunity to get in touch with and shape the mind of today’s youth to allow them to see the wonderful opportunities for them in this world is worth more than any remuneration that the job can provide. The satisfaction from being able to help young children fulfill their dreams and realize their full potential is something that cannot be measured by dollars and cents. Process: I realize of course that these are all pipe dreams until I do something c oncrete about it and take positive steps towards achieving this goal.I may be a paraplegic but I still firmly believe that there is no limit to what a person can do if they set their heart and mind to it. As such, I have prepared this brief process paper to show just how I plan on fulfilling this dream of mine. A. Education The first step in becoming a teacher is getting the proper education. A bachelor’s degree is required to be a public school teacher. Currently I am enrolled at Northeast Community college. I expect to graduate in May 2008 with my A. A. S. This degree will allow me to enroll in a state college to continue my education.The second step is enrolling in a state college. I have decided to enroll in Athens State University. Ms. Virginia Harris is the Athens State liaison here at Northeast Community College and she has agreed to help me on this matter. I also need to set up an appointment with her for assistance with enrolling at Athens State. Once I am enrolled I will need to take the required classes in two years to fulfill my goal of being employed as a teacher by the year 2010. It will be important to schedule my time as I have already looked at the schedule at Athens. B.Researching Available Jobs The next step in my plan is to research the jobs that are available for professionals in my chosen profession, which is teaching. In line with this, I have already taken steps to research the available jobs that I can apply for. The internship position that I will take during the course of my degree completion will surely allow me to get in touch with a broader network of educators and I can take it from there. The immediate goal under this step is to find a job that is stable and will allow me ample opportunity to learn and to grow.I realize that accomplishing my teacher’s degree is only the first step and that the next step lies in gaining more experience in the profession. The best way for me to accomplish this is by working first as a teacher’s aide or assistant and eventually working my way up from elementary and secondary school positions into full time college teaching. C. Applying and Interviewing The last step lies in applying and interviewing for the positions that I had planned after the researching.Once I have identified the jobs that are suitable and preferably within my home area, the next step is to complete my resume and send out my employment application forms. I do understand that this may not be as fruitful as I would hope but I also know well enough never to give up. Once I have received favorable replies regarding the application forms, I can now proceed to the interview stage. In order to prepare myself for this step, I have planned to conduct mock interview sessions with friends and family. I believe that these will help me with my interviews and may perhaps lead to more favorable results. Conclusion:Not everyone may think that teaching is a glamorous job, and they may be right. The im portant thing, however, lies in knowing what good one can do in this world and taking the first step in achieving that. While I may be at a point that is still years away from achieving my goal, this process plan is a definite first step towards my goal. Though I may be challenged to a certain extent, this has never prevented me in the past from becoming the best that I can be. I hope that one day my efforts in wanting to become a teacher will also inspire those that I will teach and show them the value of hard work and perseverance.