The rime of the Ancient Mariner Essay Summary Example For Students

The rime of the Ancient Mariner Essay Summary Samuel Taylor Coleridge’s poem â€Å"The Rime of the Ancient Mariner,† written in 1797, has been widely discussed throughout literary history. Although critics have come up with many different interpretations of this poem, one idea that has remained prevalent throughout these discussions is the apparent religious symbolism present throughout this poem. â€Å"The Ancient Mariner† contains natural, gothic, and biblical symbolism; however, the religious and natural symbolism, which coincide with one another, play the most important roles in this poem (Piper 43). It is apocalyptic and natural symbolism that dominates the core of this poem (43). The biblical symbolism found in this poem mainly reflects the apocalypse, as it deals with the Mariner’s revelation that good will triumph over evil, andhis acceptance of all nature as God’s creation. It is impossible to believe that Coleridge was not thinking of the mysterious wind that blows on the Mariner, without any awareness of the wind as a Biblical symbol of the Holy Spirit. Coleridge could also not associate the murder of the albatross with the crucifixion of Jesus Christ. The reader is told that the Polar Spirit â€Å"loved the bird that loved the man who shot him with his bow.† It is doubtful that someone with Coleridge’s Christian background and faith could fail to see here an analogy with God who loved his son who loved the men that killed him. Another example of symbolism is the fact that the albatross is hung around the Mariner’s neck like a crucifix. Event the â€Å"cross† in â€Å"cross-bow† hints at the murder of Jesus, which logically paces the albatross as a symbol for Christ. It is thought that Coleridge deliberately created these symbols and images with Christian meaning in mind. The apocalypse is heavily reflected upon throughout this poem as Coleridge combined the vivid colors, the ocean, and the death fires of â€Å"The Ancient Mariner† with the terror and desolation of the days of wrath in the apocalypse. The section of the poem after the Mariner kills the Albatross is a description of the emptiness and desolation that the Mariners experience, and the curse that is over the ship. This section of the poem has tremendous correspondence to the apocalyptic story. The language and form in this part of the poem represent the images and words, which have traditionally described the wrath of God and the guilt of man in Christian terms. Its is at this point in the poem that the Mariner feels guilty for having killed the Albatross and for the deaths of his shipmates. However, it is directly after this description that the Mariner observes the beauty of the water snakes and forms a respect for the presence of God in nature. In this poem Coleridge uses the wrath and guilt of the apocalypse, but adds his own ideas of divine love and conversion, which lead to paradise. Even thought the Mariner must continue with his penance, he is free of God’s wrath and is able to appreciate and love all of nature as God’s creation. Throughout this poem there are many examples of biblical symbolism in nature. Coleridge uses different elements of nature, such as the sea, as symbols of religious thought or beliefs. The sea is where the decisive events, the moments of eternal choice, temptation, and redemption occur. While at sea, the Mariner makes the eternal choice to kill the Albatross. This choice is eternal because once the Mariner has committed the act of murder, there is nothing that he can do to change it. s a result of the Mariner’s decision, a curse falls over the ship and the Mariner is sentenced to eternal penance. The eternal penance that he must serve is a reminder to the Mariner of the choice that he made. However, even after the death of his soul, the Mariner experiences redemption when he recognizes and learns to love all God’s creations. It is a known fact that Coleridge’s thoughts and feelings where rarely affected by his beliefs, especially the apocalypse. The apocalyptic st ory deals with God’s freeing the soul of man from the pains of sin and death, and lifting it into paradise. After the Mariner kills the albatross, he feels as if he is under some sort of curse. However, the Mariner goes through as conversion, which thus releases his soul from the pains of sin and death so that he can once again obtain happiness. .ufa54a070e59e01ed0014706d96f0b9ac , .ufa54a070e59e01ed0014706d96f0b9ac .postImageUrl , .ufa54a070e59e01ed0014706d96f0b9ac .centered-text-area { min-height: 80px; position: relative; } .ufa54a070e59e01ed0014706d96f0b9ac , .ufa54a070e59e01ed0014706d96f0b9ac:hover , .ufa54a070e59e01ed0014706d96f0b9ac:visited , .ufa54a070e59e01ed0014706d96f0b9ac:active { border:0!important; } .ufa54a070e59e01ed0014706d96f0b9ac .clearfix:after { content: ""; display: table; clear: both; } .ufa54a070e59e01ed0014706d96f0b9ac { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufa54a070e59e01ed0014706d96f0b9ac:active , .ufa54a070e59e01ed0014706d96f0b9ac:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufa54a070e59e01ed0014706d96f0b9ac .centered-text-area { width: 100%; position: relative ; } .ufa54a070e59e01ed0014706d96f0b9ac .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufa54a070e59e01ed0014706d96f0b9ac .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufa54a070e59e01ed0014706d96f0b9ac .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufa54a070e59e01ed0014706d96f0b9ac:hover .ctaButton { background-color: #34495E!important; } .ufa54a070e59e01ed0014706d96f0b9ac .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufa54a070e59e01ed0014706d96f0b9ac .ufa54a070e59e01ed0014706d96f0b9ac-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufa54a070e59e01ed0014706d96f0b9ac:after { content: ""; display: block; clear: both; } READ: Machiavelli perspective on globalization EssayThere are two essential steps in the conversion process. The first step occurs when imaginative powers mythological appearances of nature so that the slightest willful act appears to bring down a terrible vengeance. The willful act that the Mariner partakes in is the killing of the Albatross, and the terrible vengeance that occurs because as a result of this action is the cures that is cast over the ship. The second part of this conversion process takes place at the greatest moment of hopelessness. At this point, the presence of divine love within humankind appears and emphasizes the appearance of the natural world. â€Å"The Rime of the Ancient Mariner† is not a direct religious sermon, but there are many strong references to the Christian religion throughout the poem, which stem from Coleridge’s own religious beliefs. Although Coleridge did not take the religious images in this poem directly from the Bible, though much of his inspiration for the poem seemed to be based on religious ideas, especially that of the Apocalypse. Coleridge integrates natural symbols, which are associated with the religious symbols, into this poem in order to further emphasize his belief that God is present everywhere in nature, and that one can sent into this state of paradise when this love for God is discovered. By using imagery from the apocalypse and religious symbolism in nature, Coleridge created an incredible poem which expresses how the realization of divine love within oneself has the power to heal pain and suffering.

Effective Ethical Decisions-Free-Samples-Myassignmenthelp.com

Question: Can Ethics Be Taught? Answer: Ethics is generally the study of an individual behavior in ascertaining the true perception for what is wrong or right. It is an inherent quality of an individual and is learnt as a personality development process (Blay et al., 2016). It showcases the true attitude of a person that is how they react and relates to a particular incident. In other words, a person learns the important values of life naturally as a crucial part of growing up. Ethical behaviors in the form of instructions are also taught as a part of curriculum. Value system hence predetermines the individuals ethical behavior. A persons behavioral responses are usually dependent on various external factors that involve the persons religious beliefs, regional influences and their very own culture (Jeffrey Downie, 2016). Moreover, the community and the system also play a very significant role in the nurturing of ethical judgment and attributes in an individual. As the individuals actually learns to a great extent the ethi cal values that are imparted by their families and society at large. A person usually learns about lifes basic concept in a very contrasting milieu of ones own observation and tutoring. Moreover, the family of the individual set down their own traditional behavior. These influences further set down the required tone for the ground rules of existing rights and wrong. The teaching of ethics is regarded as a doctrinated subject that has to cross various layers of the already set ideas in the learners mind (Michaelson et al., 2014). Besides the change in the previous lifestyle from simplistic approach to holistic, the present high-tech and complex life also demands new life value system. Therefore, understanding and concern becomes the vital keywords required for ethics. A systematic approach is required by an individual in making effective ethical decisions. The person should always take the decision in the form of practical and logical persuasion and arguments rather than taking opinions. The procedures related to the moral reasoning include critical thinking, moral context and philosophical foundations related to the moral theory(Schrier, 2015). It is vital for a person to clearly understand the ethical dilemmas, facts, issue principles and values for the situations. Socrates commented that virtues can be ascertained and practiced by a person. To practice virtue, a person only needs to take initiative for the emotional stamina, great determination and critical reflection. According to Plato, ethical or moral conducts should completely be based on the knowledge and experience of the world (Chell et al., 2016). This involves great courage and moderate behavior so that the ethical judgment can be easily achieved. On the other hand, Aristotle came up with the Golden Mean theory, which involves that virtue, lies within the extremes of deficiency and access. There are three major normative ethics, which includes deontological ethics, teleological ethics and virtue ethics. The deontological theory has been arrived from the Greek word deon, which means duty or obligation (Strobel, Tumasjan Welpe, 2015). This theory mostly focuses on taking ethical decision considering the individuals right and duties for other. It was started as Kant theory and concerns only with rightful duties and moral obligations. Teleological theory relates to the best consequences that are derived from the actions. It is a famous utilitarian theory and telos here means purpose. Virtue ethics lastly relates with virtues that involves moral values, quality of goodness in an individual, wisdom, courage and fairness. Virtue can easily be achieved through proper discipline and training of a person. Human beings are born with the ability to desire as well as also possess the ability to control these desire by learning moral virtues. Each and every average individual is mentally balanced with proper consciousness and internally knows the right and wrong in situations. The inner knowledge is present within the individual and is deeply ingrained naturally without any attempt to manipulation or rationalization. Ethics and moral are therefore carried in the inside of a person inherently before it came out as written codes of ethical conduct. However, various individuals still believe the fact that moral codes and ethics are forcefully imposed on them (Wang Calvano, 2015). Before the constructions of identity, gender, and the social being, each individual are born with own ethical beliefs and well determined set of principles. A person social upbringing, standard of living and level of literacy plays a crucial role in influencing the ethical learning process. The blending of operational values with the professed values determines the moral sensitivity of an individual from daily activities to complex issues related to ones occupation. Technology only leads to manipulate the nature of well beings for the humans. Universities and the places of learning are in the recent times very apprehensive about the immediate spurt of knowledge explosion. It has out spaced the common understanding of the general people as they had to reap the consequences and benefits affecting the knowledge of living (Swanson Frederick, 2016). Therefore, ethical teachings and practices should be effectively followed by the common man as it is a high time. It is highly significant to integrate ethics throughout the curriculum of a student. The success of an organization or the nation is only possible if ethical practices are followed at each and every level. All the business school should encourage their students to develop a clear understanding for the vast challenges that surrounds the corporate governance and corporate responsibility. It helps in providing them with a tool for determining and responding to the ethical issues. This helps the individual to grow both at a personal and professional level. They start analyzing both the positive and negative situations responsible for day-to day ethical behavior in the organization. Kohlberg discovered that an individuals ability that links to moral issues is not created all at once. As there are stages for the physical development or growth of an individual, in the same manner ethics is also not developed all at once. The ability of an individual to think morally is also developed in various stages. The earliest level or the pre conventional level for moral development is during the childhood stage (Fryer, 2016). The individual during the pre-conventional level can only determine the right or wrong in a situation as per the authority figures. They depend on the outcome of the situation on the authorities, like what rewards they will obtain and also the punishments. The second level for the development of ethical behavior or morality in an individual is during adolescent. This level is called as the conventional level by Kohlberg (Martinov-Bennie Mladenovic, 2015). For such individuals, the theory of ethics or right and wrong is completely based on loyalties towards their groups. The group consists of friends, family and ones nation. Most of the individual remains at this level and define what is right or wrong on the basis of the family and societys beliefs as well as the laws regulations. Lastly, according to Kohlberg is the post conventional level. The individual at this stage continues to morally develop themselves. The person at this stage stopsdefining the situations in relation to group loyalties or norms. Rather, the person at this point generates his own principles and ideas that are truly right or wrong from the universal viewpoint. Ethics involves defending, systemizing and recommending concepts that leads to wrong and right behavior. They are considered to be the moral philosophy.According to Ladkin(2018) ethical considerations should be woven in every aspect of life to succeed. The ethical decision making procedure is very integral for business considerations. Ethical courses can lead to better decision making process for any individual. In the recent times the students prefers to discuss ethical business situations rather than a lecture that is very philosophical in nature (Drumwright, Prentice Biasucci, 2015). The significance of ethics instructions is deemed to be a fundamental element both for the instructor and the students. It is vital in order to increase the realism and also impact the growth of the student. This will eventually influence the development of professional ethics in future. Student becomes employees, executive and leader, who are in charge of revising and upholding the business codes (M ay, Luth Schwoerer, 2014). While considering the facts, it can be concluded that ethics is viewed as a process of communication, which allows the individual a new way for commitments and understanding towards their social life.It is crucial to address ethical issues in meetings and discussions regularly by the leaders. Moreover, a leader plays an important role in communicating the effectiveness of ethics in the organization. They should take an active part in reinforcing the communication regularly not just as one-time event. They are actually the ones ultimately responsible for conveying the message in a positive light. This leads to the growth of the ethical workplace due to teams commitment and understanding. Henceforth, ethical principles and practices can be taught to the individuals through right method of learning and sustaining them with a very strong plan References: Blay, A. D., Gooden, E. S., Mellon, M. J., Stevens, D. E. (2016). The usefulness of social norm theory in empirical business ethics research: A review and suggestions for future research.Journal of Business Ethics, 1-16. Chell, E., Spence, L. J., Perrini, F., Harris, J. D. (2016). Social entrepreneurship and business ethics: Does social equal ethical?.Journal of business ethics,133(4), 619-625. Drumwright, M., Prentice, R., Biasucci, C. (2015). Behavioral ethics and teaching ethical decision making.Decision Sciences Journal of Innovative Education,13(3), 431-458. Fryer, M. (2016). A role for ethics theory in speculative business ethics teaching.Journal of business ethics,138(1), 79-90. Jeffrey, D., Downie, R. (2016). Empathy-can it be taught?.Journal of the Royal College of Physicians of Edinburgh,46(2), 107-112. Ladkin, D. (2018). The Aestheticand Its Relationship to Business Ethics: Philosophical Underpinnings and Implications for Future Research.Journal of Business Ethics,147(1), 35-51. Martinov-Bennie, N., Mladenovic, R. (2015). Investigation of the impact of an ethical framework and an integrated ethics education on accounting students ethical sensitivity and judgment.Journal of Business Ethics,127(1), 189-203. May, D. R., Luth, M. T., Schwoerer, C. E. (2014). The influence of business ethics education on moral efficacy, moral meaningfulness, and moral courage: A quasi-experimental study.Journal of Business Ethics,124(1), 67-80. McMurrian, R. C., Matulich, E. (2016). Building customer value and profitability with business ethics.Journal of Business Economics Research (Online),14(3), 83. Michaelson, C., Pratt, M. G., Grant, A. M., Dunn, C. P. (2014). Meaningful work: Connecting business ethics and organization studies.Journal of Business Ethics,121(1), 77-90. Schrier, K. (2015). EPIC: a framework for using video games in ethics education.Journal of Moral Education,44(4), 393-424. Strobel, M., Tumasjan, A., Welpe, I. (2015). Do business ethics pay off?.Zeitschrift fr Psychologie/Journal of Psychology. Swanson, D. L., Frederick, W. C. (2016). Denial and leadership in business ethics education.Business ethics: New challenges for business schools and corporate leaders, 222-240. Wang, L. C., Calvano, L. (2015). Is business ethics education effective? An analysis of gender, personal ethical perspectives, and moral judgment.Journal of Business Ethics,126(4), 591-602.

Democracy Essays (766 words) - Democracy, Forms Of Government

Democracy George Bernard Shaw once said: "Democracy substitutes election by the incompetent many incompetent many for appointment by the corrupt few...", and while I don't have nearly such a bleak outlook on our method of government, Mr. Shaw does hold an iota of truth in his quotation. In a perfect world, where everyone is informed, intelligent, and aware of their system of administration, democracy would work perfectly. In a world where there are different personalities, dissimilar concerns and divergent points of view, democracy falls short of the ideal of having all people being equal. Similarly, having a Philosopher-King or an equivalent in control of a country sounds fine on paper, but there would be different philosophies, disputes within the philosopher-king hierarchy itself, and of course, the never-ending task of stabilizing an entire country would daunt even the most qualified person. It is a mechanical fault of democracy itself, and not the many leaders caught up in a democratic bureaucracy that causes a country to stumble. A democracy is where the government is run by all the people who live under it. To have a true democracy, everyone must vote. People vote to exercise their democratic rights; if only 70% vote, then 70% control 100% of the government. Voting without adequate understanding and choosing candidates for the wrong reasons are symptoms of voting for the sake of voting and not taking an active interest in how our country is run. Instead of making an effort to understand issues and party fundamentals, too many ignorant people actually base their decisions on what the candidates tell them. The result is that everybody feels "burned" by the government, never realizing that they could have tipped the election simply by paying attention. Another problem with democracy is the structure of any government's bureaucracy. Vote for a party/candidate only in prin ciple, because in practice, they act completely the same. Imagine bureaucracy as a great fast-moving train; even if another engineer takes control, it is incredibly hard to make any large adjustments without severely unstabilizing the train. Similarly, it wouldn't matter if any political party is in power, because any fundamental change would upset a lot of people (one of the unwritten laws of politics: to make a drastic change is to invite political suicide). In the case of a philosopher-king, a lot more could be done because he would have the power of a monarch, yet his judgment would not be watered down through bloodlines (like how decadent the British monarch has become from their stable position of power). It would appear that the idea of a philosopher king has the best of both worlds: The control of a dictatorship, but the freedom of a (controlled) democracy. (The philosopher king is not defined as concisely as I'd like, so I'm taking some liberties here). Someone who is bred specifically to lead a country would be better than any politician; they would be specialized in the physics of politics, they would have unique insights into old political problems, and could master political double-speak by age 10! No question, a more stable country would develop under a purebred leader, but there could be many more unseen problems that would come along with an absolute ruler. The term, philosopher king would create an image of a monarchical rule, where his word is law. That would have the advantage of streamlining the government, with the absolute leader making quick, summary judgments. Any problems that could develop through a monarchy would not be anything new; more than a few countries have felt (and have rebelled against) the stranglehold of a king holding absolute power over them. Another problem with the philosopher king: which philosophy? A Socrates indoctrinated ruler would have different viewpoints from an existentialist philosopher king. Would people vote for different philosophies as well as their favorite king? There would be as many problems with the mechanics of a philosopher king as there would be with a democracy. I'm not saying that either is better: Both the philosophy of democracy, and the concept of a philosopher king both sound good in theory, but once the human factor is introduced, an incalculable variable is introduced into any equation, political or otherwise. It may appear

A Guaiacol Dye-Coupled Reaction Reports That Catalytic Activity of Peroxidase Isolated from Fresh Turnip (Brassica Rapa) Increases as Temperature Rises Essays

A Guaiacol Dye-Coupled Reaction Reports That Catalytic Activity of Peroxidase Isolated from Fresh Turnip (Brassica Rapa) Increases as Temperature Rises Essays A Guaiacol Dye-Coupled Reaction Reports That Catalytic Activity of Peroxidase Isolated from Fresh Turnip (Brassica Rapa) Increases as Temperature Rises Paper A Guaiacol Dye-Coupled Reaction Reports That Catalytic Activity of Peroxidase Isolated from Fresh Turnip (Brassica Rapa) Increases as Temperature Rises Paper Enzymes are proteins which serve to reduce the activation energy required for biological reactions (Russell and others 2010). This allows biologically important chemical reactions to occur rapidly enough to allow cells to carry out their life processes (Russell and others 2010). Enzymes are made of one or more polypeptide strands, which individually or as an associated complex take on a three-dimensional shape. When properly associated, these shapes form the active site and other supporting structures that allow enzymes to be effective catalysts (Nelson and Cox 2005). Temperature represents the average kinetic energy in an object or solution (Russell and others 2010). This energy causes rapid movement of dissolved particles, such as enzymes and substrate molecules, increasing the chances that they’ll contact each other in such a way as to allow a chemical reaction to occur (Nelson and Cox 2005). The kinetic energy may also influence the folding of the enzyme. If the weak and strong bonds involved in stabilizing the protein structure are disrupted, denaturation of the protein can occur, eliminating the enzyme’s effectiveness (Nelson and Cox 2005; Russell and others 2010). This experiment will investigate the effects of temperature on the enzyme kinetics – that is, the rate of an enzyme’s catalysis – of peroxidase isolated from turnip. Plant peroxidases are involved in lignin formation, which is part of the cell wall (Cosio and Dunand 1985). Turnip roots contain peroxidases which are enzymes that can be easily extracted, and because peroxidases can liberate oxygen from hydrogen peroxide, their activity can easily be measured in the laboratory (Pitkin 1992). The rate of oxygen release is followed by measuring the rate of oxidation of guaiacol, which turns brown in the presence of oxygen and thus can be quantified in a spectrophotometer (Nickle 2009). We hypothesize that as we increase the temperature of reaction, kinetic energy will increase the frequency with which peroxidase engages hydrogen and the rate of guaiacol oxidation will increase. Because turnips grow in cool climates, often below 24oC (Pollock 2009), we expect that the optimal temperature for enzyme activity will be around room temperature or cooler, and temperatures in excess of this will cause denaturation of the enzyme and a concurrent loss of enzyme activity. METHODS AND MATERIALS A store-purchased turnip was scrubbed and rinsed with tap water. A razor blade was used to cut a 0. 5 g piece of tissue from the cortex. This was placed in a mortar along with 50 ml phosphate extraction buffer (0. 1 M, pH 7) and a pinch of sand. The tissue was ground to a slurry and then filtered through cheesecloth to form the extract used for all experiments after standardization. To ensure peroxidase was extracted from the turnip and that the reagents were suitable for the experiment, a positive control was performed. 2 ml of enzyme was added to a test tube containing 3 ml buffer, 2 ml H2O2, and 1 ml guaiacol dye. After quickly inverting twice to mix the fluids, the contents darkened. Standardization was performed to correct for differences in extraction techniques and tissue enzyme content. Three volumes of enzyme (0. 5, 1. 0, and 2. 0 ml) were tested. To ensure reactions did not begin prematurely, reaction components were placed into two separate test tubes. These were labelled â€Å"a† and â€Å"b† for each volume of extract, where â€Å"i† contained 0. 5 ml (dilute), â€Å"ii† held 1. 0 ml (medium), and â€Å"iii† had 2. 0 ml (concentrated) extract each (Table 1). The contents of paired tubes were combined in the tube containing the enzyme at â€Å"time zero†. This tube was mixed by inverting twice before 1 ml was transferred to a cuvette which was placed into a Genova spectrophotometer so the rate of absorbance change at 500 nm could be calculated. The concentration which gave the largest constant absorbance change (as shown by plotting absorbance over time) was used for subsequent experiments. The slope of each line in the plot was measured to determine the rate of guaiacol oxidation. The sample containing 0. ml fulfilled this criterion (data not shown). For all trials, the â€Å"a† tubes contained 2. 0 ml H2O2 and 1. 0 ml guaiacol, and â€Å"b† tubes contained 4. 5 ml buffer and 0. 5 ml enzyme extract. These were placed into the appropriate equilibrated water bath (see below) for 5 minutes prior to mixing and measuring their absorbance changes. For the temperature experiment, water baths were equilibrated at the desired temperatures of 4. 5oC, 10oC, 22. 5oC, 50oC and 80oC. To create the 4oC temperature, a beaker of water was placed in the refrigerator. Both â€Å"a† and â€Å"b† tubes were placed in racks in the appropriate water bath for 5 minutes prior to the time for them to be mixed together. Mixing was performed as described above, and the spectrophotometer was again used at 500 nm light. To determine if high temperature will alter results by degrading reagents (such as causing H2O2 to spontaneously release oxygen or make guaiacol oxidize independently of enzyme activity), we created a duplicate control tube (Table 1) and heated it to 80oC for 15 minutes. This negative control id not show an increase in absorption compared with the unheated control tube, so we concluded that the temperatures only affect molecule movements in the experiment. A similar test was done with the 4oC temperature and again no difference was measured. Three replicates were for each temperature. Rate of absorption change was established for each, and standard deviations between trials at each temperature were determined using Excel 2000 so ftware. RESULTS The positive control turned brown / beige constantly and continuously over about 1. 5 minutes. This was quite apparent to the naked eye. Controls exposed to high or low temperature without enzymes present did not show a different absorption than the control that remained at room temperature (data not shown). Reaction rate at lower temperatures was lowest at 4. 5oC at 0. 25 A500/min. This increased as temperature rose until a peak rate of 0. 52 A500/min at room temperature (22. 5oC) was noticed. At 50oC, the rate of oxidation declined to0. 39 A500/min and a reaction rate of 0. 05 A500/min was measured at 80oC (Figure 1). DISCUSSION The results indicate that enzyme activity does indeed increase as the temperature of the reaction is raised. The optimal temperature must lie between 10 and 50oC, but most likely is near temperature, possibly slightly cooler as turnips naturally grow in temperate climates (Pollock 2009). Enzymes are typically structured to function in a particular environment; usually one in which it normally functions (Russell and others 2010). The large standard deviation noticed for values collected at 10oC suggests that the true optimum may lie below room temperature. More measurements at this temperature could refine these values, giving a more precise average at this temperature. To find the optimal reaction temperature more accurately, a series of temperature intervals, perhaps 2oC apart and spanning 10oC to 50oC could be measured. It would be interesting to compare the precise optimal temperature for turnip peroxidase activity to the average temperature at which turnips naturally grow. A study that compares this to a peroxidase extracted from a tropical plant might also prove to be interesting. Investigating the reversibility of a weak thermal denaturation might also prove interesting. Thermal energy probably affects weak bonds, such as the hydrophobic, hydrophilic, and ionic associations, to the largest extent (Russell and others 2010). Denaturation might be prevented by stabilization with covalent linkages within and between polypeptide strands (Anfinsen and Haber 1961). Enzymes that are particularly susceptible to thermal damage are often supported by chaperonins or other proteins which can repair the denatured enzymes (Morimoto and others 2009). We plan to next identify the effects of denaturation, and whether it can be reversed by subsequent cooling. SUMMARY Plant peroxidases cause peroxides to break down and release oxygen. The rate of oxygen release can be calculated by observing the amount of oxidation that occurs with guaiacol insolution with peroxidase and its substrate. Enzyme activity was determined at 4oC, 10oC, 22oC, 50oC, and 80oC by measuring darkening of guaiacol. The highest amount of oxidation was recorded at 22oC. Enzyme activity was absent at 80oC, suggesting the enzyme denatured at this temperature. Enzyme activity correlates with the cool temperate conditions natural for this plant.

Essay on International Business Case Study Example | Topics and Well Written Essays - 2000 words

Essay on International Business - Case Study Example For example. Toyota produces Camry in Kentucky; While Dell produces and sells Pc's in China. Free Trade areas - agreements that reduce tariffs and barriers among trading partners further encourage international trade. NAFTA (the North American Free Trade Area) and the EU (European Union) are examples. Doing Business internationally today is big business. For example the total value of US imports rose from $799 million in 1994 to $135 billion in 2003; Exports rose from $72 billion to $88 billion in the same period. More globalization means more Competition and more competition means more pressure to be 'World Class'. That is to lower costs and to make employees more productive .As one expert puts it ' the bottom line is that the growing integration of the world economy into a single , huge market place is increasing the intensity of competition in a wide range of manufacturing and service industries'.(Dessler:2005) Dixon Ticonderoga is a victim of Globalisation. Dixon has owned one of the oldest public companies of pencil manufacturing in the U.S. His company has enjoyed a long period of success. That halted in the 1970's. That only because China had started dumping their pencils in the U.S market at cheaper rates. And it was only after some time that the duties were imposed on the imports which raised the prices. This helped Dixon's company to make profits ag... And it was only after some time that the duties were imposed on the imports which raised the prices. This helped Dixon's company to make profits again, but then the Chinese kept making better cheaper pencils and as a result after a few years, the imports returned to the high level they were at, before the imposition of duties. Dixon in the meantime was trying rigorously to meet this foreign competition on price. He tried and experimented on making cheaper pencils by using recycled paper. He had to dump the idea as they were getting stuck in the sharpener. He then also decided to use the Canadian Insencedar wood for his premium brand. Later, he started purchasing lower priced Indonesian wood. Dixon started to purchase erasers from a Korean supplier, in an effort to further reduce costs. But the company was still loosing money. And all his efforts were in vain. Theory Application: 'Globalization creates anxieties, largely because of what trade theory and international Economics say about its likely impacts on the geographical distribution of economic activities. Classical Ricardian trade theory, if applied directly to a world of decreasing trade barriers and transportation/transactions costs, suggests that comparative advantage effects will be freed up to play themselves out on a wider spatial scale, leading to rearrangement of activities on the landscape. The economies of places will generally become more specialized, clearer expressions of their globally-redefined comparative advantages '(Ricardo, 1963; Balassa, 1963). International Business Theories: International business also plays a vital role. Some of the International Business theories are: Theory of Comparative Advantage - Specialization: Specialization of products and

Canada and China cooperation in Science and Technology Thesis

Canada and China cooperation in Science and Technology - Thesis Example the free trade policies and agreements in NAFTA, SAFTA, ASEAN etc. Apart from the common summit, various countries also have been indulging themselves in treaties which are more individualistic in nature, helping both the participants. China and Canada are good example of such nations. There have been various agreements and various treaties signed by the two nations which have helped them to grow economically as well as culturally. There has been a huge difference in the cultures of the two nations. Despite of this, they have sidelined the cultural barriers and created an era of utmost friendship and fostered mutual understanding and economic growth. The major agreements between the two countries are in the field of agriculture and science and technology. Funding organizations like MOST in China and ISTP in Canada have been set up to fund various research projects in universities/colleges, companies and association to augment the growth of research and technology based partnership. A lso with the help of CIDA's Agricultural Program, the agricultural productivity of China has touched new heights. In the course of this paper, we will study the cultures, demographic details, science and technology and the economies of the two nations and then the growth achieved by them with the help of their treaties in agriculture and science and technology. Han Chinese, the largest ethnic group in China,constitute about 91.9... Languages There are seven major Chinese dialects and many subdialects. Mandarin (or Putonghua), the predominant dialect, is spoken by over 70% of the population. Mandarin is taught in all schools and is the medium of government. About two-thirds of the Han ethnic groups are native speakers of Mandarin; the rest, concentrated in southwest and southeast China, speak one of the six other major Chinese dialects. Non-Chinese languages spoken widely by ethnic minorities include Mongolian, Tibetan, Uygur and other Turkic languages (in Xinjiang), and Korean (in the northeast). The Pinyin System of Romanization In 1979, the Government of China adopted the pinyin system for spelling Chinese names and places in Roman letters. Pinyin has now replaced other conventional spellings in China's English-language publications. The U.S. Government also has adopted the pinyin system for all names and places in China. For example, the capital of China is now spelled "Beijing" rather than "Peking." Religion Religion plays an important role in the life of many Chinese. Buddhism is the religion that is most widely practiced, with an estimated 100 million adherents. Traditional Taoism also is practiced. Official figures indicate there are 20 million Muslims, 5 million Catholics, and 15 million Protestants; unofficial estimates are much higher. While the Chinese constitution affirms religious toleration, the Chinese Government places restrictions on religious practice outside officially recognized organizations. Only two Christian organizations--a Catholic church without official ties to Rome and the "Three-Self-Patriotic" Protestant church--are sanctioned by the Chinese Government. Unauthorized churches have sprung up in many

Organizational Commitment and Organizational Effectiveness Term Paper

Organizational Commitment and Organizational Effectiveness - Term Paper Example Organizational change is primarily structural in character and it is designed to bring about alterations in organizational structure, methods, and processes. (Nilanjan, S et al,3 2006) Change is endemic to all organizations operating in business markets which involve improvements on current ways of doing things, of fine-tuning operations and implementing incremental changes on standard operating procedures. (Patrick D, and Constantine A, 2009)4 According to Whybrow (2007,p.5)5 it is necessary to act in times of immediate change, no matter how nasty it may seem or how much it impacts on staff or colleagues. In view of the changing nature of business and risks involved in it which is evident through the recession and economic depression occurring time and again challenging the business policies of the top leaders, change is necessary to face new challenges of every facet like accounting, technology, management, etc. There are certain factors that contribute to the change process in an organization like internal forces which include financial constraints, the need to do more with less, cross-functional teams, mergers and acquisitions, and empowered workers, etc. and external forces like new workforce demographics, changing expectations about quality, productivity, and customer satisfaction along with new technologies (APQC, 1999).6 The transformation of the bankrupt organization like Chrysler in 1970s to profitability which was possible due to the effective leadership of Iacocca, who revamped the internal politics and systems, changed the management structure, trimmed tens of thousands of employees, won concessions from UAW and transforming the company loser stigma of government bailout into positive cultural shift. It is pertinent to mention here that organizational change is triggered by an event which indicates the need for change like bankruptcy, in the case of Chrysler. However, it is assumed that change is followed by mixed reactions which provide positive i mpetus for change along with negative resistance from individuals and the organizations like technical systems, political systems and cultural systems (Pagan, 20087 and Rashid, Sambasivan & Rahman, 2003)8 The present paper discusses the role of culture and commitment to organizational change and provides some recommendation to maintain the commitment in the change process. Culture is often defined as that which is shared by and unique to a given organization or group and is an integrating mechanism, the social or normative glue that holds together a potentially diverse group of organizational members. (Warwick Organizational Behavior Staff, 2001, p.322)9 Smircich (cited in Iivari, n.d)10 analyzed different conceptions of organizational culture in relation to anthropological schools which have been conceived either as a variable or as a root metaphor for conceptualizing organization which is further divided into two areas: organizations have been regarded as cultures or having a cult ure. It is further mentioned that culture contributes to the overall balance and effectiveness of an organization.