Slang In America Essays - Sociolinguistics, Slang,

Slang In America For hundreds of years, English has been continuously changing. Words that were unacceptable 300 years ago are now commonplace. English has always had a trademark of being a comfortable language, the language of the common people (MacNeil 143). Change in the grammar and diction of a language is natural, and English is always confronted with changes. Among them are the use of slang, clipped word endings, and new dialects. Some Conservatives do not like changes because they claim that standard English is a perfect language; they do not want to corrupt it. Others simply do not like change. Neither group of Conservatives has any new arguments, and nothing to fear from change. Slang worries Conservatives the most because it affects the vocabulary of English. American English, especially, is always adding new words to its vocabulary for social, scientific, or artistic reasons. The scientific and artistic words do not bother these people; only the social, or slang, words do. Slang is usually created by children or teens who seek social status (Morrow 137). Because kids are the source of new slang, some adults look down on it with the assumption that kids are unintelligent and simply rebelling against established English grammar and diction. However, most of the adults did the same thing when they were children. Adults have been frowning on slang for generations (Crystal 104). Conservatives also look down upon slang because slang is not used by people of high status. If they hear someone speaking in Jive, they will be angry because Jive is not the way that high class people speak. People who do not like slang are usually prejudiced as well. They do not want to hear other ways of talking because it deviates from the way they talk. Also, much slang comes from other languages, of which Conservatives might also be prejudiced. The dialect that a person uses may make him comfortable, but this is not considered. If a language is not comfortable, why would you want to speak it? Language has always changed to fit the paradigms of society (Crystal 105). For example, in Shakespeare's time, many contractions used today were considered poor English. Rarely could a person of high social status be found using "don't" in a sentence. Today, however, people may use contractions without fear of being scorned by society. This simply illustrates The same types of people who opposed contractions in the past are opposing slang and new dialects of English. They do not realize that the way they speak differs from the way that their predecessors spoke. People opposed to language change only defend their dialect, which will die out anyway, and prove their intolerance of change. Language will be thought of differently in the future because new mediums of communication will be used, the largest one being the Internet. Today, many people are using the Internet to "talk" to people all over the world. The Internet has its own language, which Conservatives view as computer slang. No matter what diction or dialect you speak, you still have to type out an Internet message in standard Internet. There are words used specifically for the Internet, usually acronyms that are universally understood, that will probably appear in dictionaries in the future. Conservatives have no reason to bother with whether a person's dialect or diction will be understood in spoken language, because most communication will be typed, not spoken, in a neutral Internet language. Conservatives claim that the lack of standard English is due to an education deficiency. They explain that the reason some slang is created by kids in inner-city areas is that the kids drop out of school, because the kids are stupid, and therefore never learn standard English. In reality, the kids drop out of school because they are told that the way they speak is stupid (Seymour 123). The Conservatives are not willing to help the kids with "bad" dialects. Perhaps this is because of a prejudice, sort of "once slang, always slang" mentality. The Conservatives should use the kids' dialects to help the kids learn standard English. Conservatives have one reason to oppose language progression: fear. Conservatives have a fear that the language they speak will not be the primary one. For this reason, they will put down other dialects simply because these dialects are not standard English. Standard English is just another dialect, however, and thinking one dialect greater than another is mere bigotry. If Conservatives had their way, people would never be able to express themselves in new ways because there would never be

Stalin essays

Stalin essays Stalin did not demonstrate truly wise and honourable leadership of his country, and it was only because of the unstable nature of Europe at this time that the people of Russia trusted and put their faith in him. Stalin was the son of an alcoholic cobbler and a washerwoman, and was all too aware of the privileges of class. He came to loathe anyone wealthier than himself (he even annihilated the Kulaks, a wealthy peasant class) and was obsessed with a vision of liberating his native Georgia from the rule of the Tsars. Trotsky wrote that Stalins hatred of the oppressors was much stronger than his love of the oppressed, and even Lenin did not want Stalin to succeed him. Stalins has often been compared with Hitler, but while Hitler only left graves, devastation and degradation in Germany, Stalin turned a starving, destitute land into a powerful industrial state. However, this gain, and Russias increase in territory in Eastern Europe, came at enormous cost to the Russian people. To understand why Stalin led Russia in the way that he did after the war it is first necessary to go back and see how he operated during World War Two. When the Second World War broke out, Stalin decided to claim neutrality. His idea was that if all the countries of the world went to war with Germany by the end of the war they would all be financially and politically exhausted. Russia, having been at peace, could then rise to be the greatest power in the world and eliminate capitalism. When Stalin decided that it was actually in Russias interest to enter the war he intended to side with a nation(s) that opposed Nazi expansion, but due to his distrust of the west, he ended up as an ally of Germany. He considered Germany to be the lesser of two evils, and Nazi Germany offered him something he could not refuse when it took control of areas of Soviet interest and was willing to give the Baltic States and part of Poland to R...

Tips for Teachers on Creating a Dyslexia-Friendly Classroom

Tips for Teachers on Creating a Dyslexia-Friendly Classroom A dyslexia  friendly classroom begins with a dyslexia friendly teacher. The first step toward making your classroom a welcoming learning environment for students with dyslexia is to learn about it. Understand how dyslexia impacts a childs ability to learn and what the main symptoms are. Unfortunately, dyslexia is still misunderstood. Many people believe that dyslexia is when children ​reverse letters and while this can be a sign of dyslexia in young children, there is much more to this language-based learning disabilities. The more you know about dyslexia, the better you can help your students. As a teacher, you may worry about neglecting the rest of your class as you institute changes for one or two students with dyslexia. It is estimated that 10 percent to 15 percent of students have dyslexia. That means you probably have at least one student with dyslexia and possibly there are additional students that have never been diagnosed. The strategies you implement in your classroom for students with dyslexia will benefit all of your students. When you makes changes to help students with dyslexia, you are making positive changes for the entire class. Changes You Can Make in the Physical Environment Have an area of the room designated as a quiet area. Carpeting this area will help keep down noise. Minimize distractions to allow students with dyslexia to have an area they can read or concentrate on class work. For students with dyslexia who are showing signs of anxiety, this can be a time-out area when they are feeling very nervous, upset or frustrated.Place analog and digital clocks on the wall, right next to each other. This will help students see both ways of showing time, connecting the digital time with how it looks on a clock.Set aside several areas of the board for daily information. Write down the day and date each morning and post the days homework assignments each morning. Use the same spot each day and make your writing large enough for them to easily see it from their seats. Large writing helps students with dyslexia find their place when copying information into their notebooks.Post high-frequency words and information that is used often around the room. For younger children, this could be the alphabet, for elementary age children it could be the days of the week, for older children it could be word walls of vocabulary words. Strips with this information can be taped to the students desk as well. This helps to reduce memory work and lets children with dyslexia focus on other skills. For younger children, add pictures to the words to help them connect the written word with the object. Have children with dyslexia sit near the teacher. This doesnt necessarily mean they must sit in the first seat but they should be able to easily see the teacher using peripheral vision. Students should also be seated away from talkative children to minimize distractions. Teaching Methods Use slower speech and simple sentences. Students with dyslexia may need a longer time to process information, use pauses when speaking to give them time. Integrate examples and visual representations in lessons to help aid in comprehension.Provide worksheets for organizing information for writing assignments. Have templates with different types of writing frames and mind maps that students can choose from when preparing a writing assignment.Do not require a student with dyslexia to read aloud in class. If the student volunteers, let him read. You might want to offer a student the opportunity to read aloud and give her a few paragraphs to read and practice at home before speaking out loud.Integrate different ways for students to show their knowledge of a subject. Use visual presentations, powerpoint projects, poster boards and discussions to help a child participate without feeling embarrassed or fearing failure.Use multi-sensory lessons. Students with dyslexia have been found to lear n better when more than one sense is activated. Use art projects, skits, and hands-on activities to reinforce lessons. Assessments and Grading Allow students with dyslexia to use electronic helpers when completing class work or tests. Examples include an electronic dictionary, speller or thesaurus, computers and talking calculators.Do not take off points for spelling. If you mark spelling errors, do so separately and create a list of words frequently misspelled for students to refer to during writing assignments.Offer oral testing and extended time for formal assessments. Working Individually with Students In the beginning of the school year, work closely with a student to assess their knowledge of phonics and set up a plan and specific practice sessions to help strengthen weak areas.Assess a students strengths and weaknesses. Use teaching methods to help build on strengths. Children with dyslexia may have strong reasoning and problem-solving skills. Use these as building blocks.Praise a childs achievements, no matter how small.Use positive reinforcement programs, instituting rewards and consequences to help a child learn to cope with symptoms of dyslexia.Supply a schedule of the school day. For younger children include pictures.Above all, remember that students with dyslexia are not stupid or lazy. References: Creating a Dyslexia-Friendly Classroom, 2009, Bernadette McLean, BarringtonStoke, Helen Arke Dyslexia Center The Dyslexia-Friendly Classroom, LearningMatters.co.uk

Was The Black Panther Party a successful force for change during the Essay

Was The Black Panther Party a successful force for change during the civil rights years - Essay Example its aims and policies (Wikipedia.org), rejecting armed resistance and instead focusing on tackling matters relating to social, economic and political inequality not only of African Americans, but also other minority groups in the country. The BPP efforts, however, were not only unappreciated, but also vehemently opposed by the government, Federal Bureau of Investigation {FBI} and the police, resulting in its unfortunate and untimely demise after a promising span of just 14 years. While it lasted, the BPP undoubtedly represented a successful force for change during the civil rights years. The general situation refers to the circumstances prevailing in the country since the Civil War ended. The War, hailed as the destroyer of slavery of blacks after having suffered years of oppression, did not in fact result in the anticipated assimilation of blacks into American mainstream society. Oppression of blacks continued in the form of Ku Klux Klan atrocities, widespread lynching of blacks and the de facto refusal to grant them all civil rights. Blacks responded by non-violent means, forming representative organizations to put forward their protests. The National Association for the Advancement of Colored People {NAACP} was created to foster assimilation of blacks into mainstream American society. The Universal Negro Improvement Association {UNIA} headed by Marcus Garvey was established to foster independence of blacks. Not only did these associations prove ineffective, the response of white Americans – violent, suppressive and unbending – showed no signs of com promise. Blacks continued to live in oppression in the United States (Blackpanther.org). The specific situation followed the groundbreaking Civil Rights Act that the United States Congress enacted in 1964. It prohibited racial discrimination in public facilities. The Act was the culmination of the Civil Rights Movement spearheaded by Dr. Martin Luther King Jr. – a struggle that involved nonviolent blacks being

Plato vs Aristole Political Philosophy Essay Example | Topics and Well Written Essays - 1500 words

Plato vs Aristole Political Philosophy - Essay Example Philosophers were prominent people to those societies since they were influential to the people. Plato and his student Aristotle are well known for their efforts and contribution to the society on matters concerning governance and leadership. This paper will therefore, analyze the views of Aristotle and Plato towards governance. The essay will focus on their views towards self-interest and property. Philosophers around the world consider Plato as the greatest philosopher of western civilization. Although western civilization was characterized by a by democracy and capitalism, Plato considered communism government and lifestyle as the most appropriate. According to Plato, democracy and capitalism were just experimental ideologies that were not practical (Benardete 134). Plato considered communism as the most applicable lifestyle in people’s lives. According to his utopian society, the success of a government can only be defined by the success of its people. Plato also considers that a society is best governed by its best minds. A society can only be ruled by its best mind when there is limited competition or self-interest within the society. In such society, people would be working towards the realization of a common goal. This is the basis of communism according to Plato. The best minds of a society are the kings or philosophers within that society. Plato considers a socialist society as a society that is governed by wisdom and proved knowledge. A society that is different from Plato’s society is governed on un-established knowledge. The philosopher considers a socialist society to be better than a capitalist society. A communist society as described by Plato is a selfless society such society people work towards the realization of common goals. According to Plato, a utopian society can only be realized if people adapt knowledge. Plato acknowledges that people in an ideal society have no desire for power and common interests and goals drive them. People need knowledge to tame their desire for power and self-interest. According to Plato, people with self-interests are uneducated and therefore, quality education will eliminate people desire for power. Educating people will make them change their attitude towards the community and the country and, this will eliminate their desire for power. Application of knowledge is power; an educated person will be able to visualize the relationship between power and knowledge. According to Plato, relevant education will make the people understand the relationship between power and knowledge. This will make people compete for power based on their knowledge. People with less knowledge therefore consider themselves less appropriate to take leadership positions The love for the public is the second strategy that Plato proposes to use in order to tame people’s desire for power. Plato proposes that creating the love towards the nation among people makes them have an obligation towards the nation. This is followed by a separation of self-interests from national issues. People who have love for the nation assume responsibility over the nation and, this eliminates their desires for power. People who are hungry for power cannot establish an ideal nation that Plato proposes. People can only live satisfactory lives if they establish a gap between their self-interests and national interests (Allen 76). Plato is confident that acquisition of knowledge can tame desires for power and sel

Reading Is the Path to Success Essay Example for Free

Reading Is the Path to Success Essay Introduction 1. Before you begin each assigned essay, read about the author’s life (biography). In particular, note literary biography. On our Learning Web, I have a website link for each author we study. 2. Note the titles. What expectations do the titles create? Once you have finished reading each essay, reconsider each title. 3. As you read, note the author’s intertwining of some of the elements of memoir: narration, description (especially appeals to the five senses), emotion (tone), and reflective commentary. Note any use of dialog. Langston Hughes’ â€Å"Salvation† (from The Big Sea, 1940) 1. Who is Langston Hughes (1902-1967)? Note his biography on the Learning Web. 2. In Hughes’ essay â€Å"Salvation,† do you find more narration or description? Which one of these strategies is the primary strategy that structures the essay? 3. What is the point of view of this essay? How old was Hughes when he wrote this essay? How old was he when the event occurred? What is the age of his speaking voice in the essay? How do you know? (Note exclamation marks and purposeful overuse of the word â€Å"and.†) 4. What is Hughes’ thesis? 5. Where is the setting(s)? What descriptive details does Hughes use to sketch in the setting? 6. Note allusions to religious hymns. â€Å"The Ninety-Nine and Nine† and â€Å"Let the Lower Lights Be Burning† are old evangelical hymns sung in church. 7. Examine Hughes imagery (appeals to the five senses). What are some of Hughes’ specific images? 8. Note how Hughes sustains the imagery in paragraph 13. 9. Who are the minor characters? How does Hughes describe each one? 10. Note Hughes’ use of short simple sentences for effect. Note his use of sentence fragments. 11. Note Hughes’ use of the one sentence paragraph for  dramatic effect. 12. Note Hughes’ use of dialog. What makes his dialog effective? 13. What conflict(s) do you find in this essay? Are Hughes’ conflicts internal or external (or both)? 14. Note the character Westley. Why is he important to the story? 15. Where is the climax of this essay? Explain your decision. 16. Account for the title â€Å"Salvation.† From what, exactly, was he saved? 17. What irony do you find in this essay? 18. Do the conflicts reach resolution by the end of the story? 19. Comment on tone. Do you find this essay humorous or serious (or both)? 20. Note Hughes’ use of the dash (—) for dramatic emphasis. 21. Did you enjoy reading this essay? Why or why not? 22. Did you look up vocabulary? Note â€Å"knickerbockers,† â€Å"rounder,† and â€Å"mourners’ bench.† Annie Dillard’s â€Å"The Chase† (from An American Childhood, 1987) 1. Who is Annie Dillard (1945 )? Read her biography in the Learning Web. Note literary biography. In particular note the paragraph about her as a small child. 2. Why does the essay begin with a paragraph about being a tomboy and loving football? Dillard is using football as a metaphor for what? According to Dillard, what does football require? 3. What is her thesis? (Note paragraph #2.) 4. What is her setting? Note the descriptions of the snow. 5. Where does conflict begin? What kind of conflict do we have in this story? 6. Describe the driver. What does he do after the children hit his car with a snowball? 7. Note the chase itself. Note how the rising action intensifies in paragraph 12 and 13. Note the signal words that help you follow her. 8. What about the man’s behavior surprises Dillard? In her mind, the driver transforms from what to what? 9. Where is the climax of the essay? 10. Dillard keeps dialog to a minimum. What dialog do we hear? 11. What is Dillard’s attitude about being captured? 12. What word would you use to describe the tone of this memoir? 13. Dillard reveals the point of her story in paragraph 19 as part of her denouement. What is that point? 14. Note that description of the man in paragraph 21. In Dillard’s imagination, he has transformed from â€Å"the driver† into what? 15. Note Dillard’s use of the semicolon and dash as part of her sentence structure. 16. Note vocabulary â€Å"crenellated,† â€Å"spherical,† â€Å"perfunctorily.† E. B. White’s â€Å"Once More to the Lake† (Harper’s Magazine, â€Å"One Man’s Meat,† White’s monthly column, October 1941) 1. Who is E. B. White (1899-1985)? When did he write â€Å"Once More to the Lake†? Note literary biography on our Learning Web. 2. Note the exposition. Who are the characters? What is the setting? 3. Note White’s thesis. 4. Do you find the essay has more narration or description? 5. Note White’s use of imagery as he describes the lake. 6. What figurative language does White use to describe the lake? 7. What conflict do you find in this essay? When does the conflict begin? Is White’s conflict internal or external? Explain. 8. When White and his son go fishing the first morning, White mentions â€Å"the† dragonfly instead of â€Å"a† dragonfly. Account for his decision to use â€Å"the.† 9. Note places in the memoir where conflict builds. 10. What sound effect disrupts White’s reliving of his past? 11. Where is the climax of this essay? Account for your decision. Is there resolution? 12. Why does White feel a â€Å"chill of death† at the end of the essay? 13. What is the tone of this essay? Account for your answer. 14. Did you enjoy this essay? Why or why not? Amy Tan’s â€Å"Two Kinds† (from her novel The Joy Luck Club, 1989) 1. Who is Amy Tan (1950 )? Note her biography on the Learning Web. Note literary biography. 2. Note the exposition of the story. What is the narrative point of view? Who are the main characters in the story? What are the cultural differences between Jing Mei and her mother? Note dialog and body language as you read. 3. What is the setting of â€Å"Two Kinds†? Where and when does this story take place and how do you know? 4. Define the word â€Å"prodigy.† 5. What motivates Jing Mei’s mother to force her child to become a prodigy? 6. What are Jing Mei’s first responses to becoming a prodigy? 7. Note the rising action and conflict. 8. What does Jing Mei finally decide she will do about her mother’s constant attempts to make her into a prodigy? 9. Note Mr. Chong. Who is he? What specific details about him make him a vivid character? 10. The piano plays an important role in the story. What does it become for Jing Mei? 11. Note the various reactions of the people who experience Jing Mei’s recital. 12. What is the climax of the story? 13. What happens in the denouement of the story? 14. Is the mother-daughter conflict resolved? 15. In the denouement, what does Jing Mei learn about the song she played at the recital? 16. Note Tan’s use of metaphor and simile. Give examples of Tan’s figurative language and fine detail and imagery.

Business Etiquette Essay -- GCSE Business Marketing Coursework

Business Etiquette The Importance of Etiquette Etiquette has always been an important part of life, be it social or business. However, it seems that business etiquette is has become more important in the last decade. This is mainly due to the fact that the business world is becoming more global and that â€Å"relationship selling† has become must for success. Etiquette is important for a variety of reasons. It helps to ease what might become and uneasy situation and can make or break business relationships that are worth millions of dollars. In essence, etiquette helps people to understand what is appropriate in any situation. It is also important to know the difference between business protocol and business etiquette. Business protocol determines what actions you take in a situation. Etiquette tells you how to take those actions. According to Ann Marie Sabath, there are a few guidelines that professionals should follow. Firstly, be proactive. Find ways to establish relationships with clients before they need to purchase something from you. Secondly, send a thank-you note. If someone is willing to give you 15 minutes of their time than they deserve a written thank-you. And thirdly, be a good sport. Even if you have been turned down by a client, thank them for giving consideration to your company (Bass, 2000). The Effects of Social Etiquette on the Business World The business world of the past encompasses a predominantly male environment with innate, discerned guidelines. Today, the business arena has changed with the civil rights movement and the entry of women into the workplace. The changes continue to evolve with other sociocultural issues. In order to be successful in the business world a masterization of business etiquette is imperative. There is a sizeable difference between social etiquette and business etiquette. Social etiquette is primarily based on chivalry, which includes the concept of protecting women. Business etiquette, on the other hand, includes military origins based on hierarchy of power. This effects the behavior in the business world in as much as men and women are treated equally as peers. For example, if one should hold the door open for a woman, he/she should open a door for a man in the same situation. Regardless of gender doors are held open for superiors, clients, peers following close on one heel... ... integral part of our daily lives. It is very easy to slip into â€Å"casual speak† when dealing with business e-mails. However, business professionals should keep in mind that they are dealing with other businesses and the same formality use when face-to-face should be used for writing and sending business e-mails. It may also be a good idea to take a few tips from the pros†¦literally. There are several services that provided by etiquette consultants. Many of these services can be found online or in your nearest bookstore. Knowledge it the most important aspect of good business etiquette. Works Cited 1. Alihan, M. (1970). Corporate Etiquette. New York: Weybright and Talley 2. Mathew Ferrara Seminars. Http://www.mfseminars.com [Accessed: 2000, October 9] 3. Jankowic, E. (1986). Behave Yourself!. New Jersey: Prentice-Hall 4. Klinkenberg, H. Http://www.etiquetteintl.com/manner.htm [Accessed: 2000, October 9] 5. Martin, C. Untitled. Http://www.builder.cnet.com/Business/Rules [Accessed: 2000, October 9] 6. Pearce, F. Business Etiquette International. Http://www.bspage.com/Inetiq/Netiq.html [Accessed: 2000, October 8]

Calcium Absorption Essay

In order to determine the content of calcium and magnesium in an unknown sample of limestone, the utilization of atomic absorption spectrophotometry can help in deciphering the unknown concentrations of each molecule in the limestone sample. Atomic absorption spectrophotometry, emits radiation of the correct frequency that is passed through a flame and the intensity of the transmitted radiation is measured?. The calcium concentration or ppm can be measured using the absorbance of the solution and comparing it to a standard curve for calcium?. Whereas magnesium, needs to be determined using the standard addition method. The concentrations of each respective molecule can be presented as CaO and MgO percentages of the unknown limestone sample. Materials and Methods The compound calcium carbonate (CaCO3, CAS: 471-34-1, 204. 89ppm) was utilized to compare its absorbance to the unknown sample of limestone # 8066 on the standard curve. Moreover, magnesium sulfate heptahydrate (MgSO4*7H2O, CAS: 10034-99-8, 40. 8ppm) was also utilized to compare its absorbance against that of the unknown. Lab personnel from the CSU Eastbay department of chemistry stockroom performed all calibrations on the Perkin Elmer AAnalyst 300 atomic absorption spectrometer. All chemicals used in this experiment were obtained from the CSU Eastbay department of chemistry stockroom. A Denver Instrument Co. Sargent-Welch analytical balance was used to determine the mass of the unknown, mass of calcium carbonate, and mass of magnesium sulfate heptahydrate. A Perkin Elmer AAnalyst 300 atomic absorption spectrometer equipped with a Lumina Calcium and Magnesium Lamp was used to determine the absorbance. The instrument used Argon and Acetylene as the carrier gas and oxidant gas, respectively.

Light-Induced Transformation of Amyloplasts Into Chloroplasts

Plant Physiol. (1984) 75, 142-145 0032-0889/84/75/0 142/04/$01. 00/0 Light-Induced Transformation of Amyloplasts into Chloroplasts in Potato Tubers' Received for publication November 9, 1983 and in revised form January 19, 1984 YU S. ZHU, DENISE L. MERKLE-LEHMAN, SHAIN D. KUNG* Department of Biological Sciences, University of Maryland Baltimore County, Catonsville, Maryland 21228 ABSTRACT The transformation of amyloplast into chloroplasts in potato (Solawum tuberosum L. ) tuber tissue can be induced by light.Excised potato tuber discs illuminated with white light of 3000 lux bepgn to synthesize chlorophyll after a lag period of 1 day, and continued to synthesize chlorophyll for 3 weeks. In this paper we present evidence, based on ultracentrifugal sedimentation and immunoprecipitation, that the lightmediated synthesis of Ribulose-1,5-bisphosphate carboxylase began 1 day after illumination with white light. When illuminated the chloroplasts isolated from light-grown potato tuber tissue incorporated I3SImethionine into polypeptides, one of which has been idenified as the large subunit of Ribulose-1,5-bisphosphate carboxylase.These chloroplasts are functional as determined by 02 evolution in the Hill reaction. A great deal of data is now available on the biochemistry of the development of chloroplasts from etioplasts (6). Much less is known about the development of chloroplasts from amyloplasts, a starch storing organeile, which exists in storage tissue, roots, and some callus. It is well known that potatoes turn green on exposure to light for several days.Not only does the study of the organelle transformation and light-regulated gene expression stimulate theoretical interest, but the greening of potato also has some practical importance, since the greening of the potato is accompanied by the formation of the poisonous alkaloid, solanine (5). The morphological and ultrastructural changes in the development of chloroplasts from amyloplasts were described in several electron microscopic studies (3, 11). In this communication we present some biochemical evidence to show the function of chloroplasts from potato tuber based on the biosynthesis of Chl, RuBPCase,2 and Hill activity. lates in sterile Petri dishes (9 cm), 40 discs per dish. The discs were illuminated at room temperature by fluorescent tubes with intensity of 3000 lux. Chlorophyll and RuBPCase Determination. Chl was determined according to Arnon (2). RuBPCase was detected with a Model E analytical ultracentrifuge, as previously described (9). Schlieren pictures were taken at 44,770 rpm, 10 min after attaining this speed. An Ouchterlony double diffusion test was employed to determine the RuBPCase specifically. The antiserum was prepared against RuBPCase from tobacco (15).Light-Driven Protein Synthesis in Choroplasts. Ten g of green potato tuber discs which had been exposed to white light for 7 d were homogenized in a Waring Blendor with cold isolation buffer (sucrose 0. 35 M, Hepes-NaC l 25 mm, EDTA 2 mM, isoascorbateNa 2 mm, pH 7. 6) and filtered through 2 layers of Miracloth. The resultant filtrate was centrifuged at 30g for 1 min to remove starch granules, and the supernatant was then centrifuged at 2500g for 1 min. The pellet was resuspended in 1 ml of KCI suspension (KCI 0. 2 M, Tricine-KOH 66 mm, MgCl2 6. 6 mM).The chloroplast suspension was transferred to a Petri dish (3 cm in diameter) and incubated with [135S]methionine (10 ,uCi) at room temperature under white light (4000 lux). During a 2 h incubation, the incorporation of [35S]methionine into proteins was measured. After the 2 h incubation the radioactive polypeptides were separated on an SDS-polyacrylamide gradient gel (815%), followed by fluorography as described by Blair and Ellis (4). 02 Evolution Assay. The ability of chloroplasts from potato tuber discs to evolve 02 was measured in the Hill reaction ccording to the procedure of Marsho et al. (12). The incubation system consisted of ferricyanide 1. 7 mm, methylamine 3 mm, glyceraldehyde 10 mm, and chloroplasts corresponding to 15 yg of Chl in a total volume of 0. 6 ml. The reaction was initiated by irradiation with red light (22. 4 mw/cm2). The 02 evolution was measured and recorded with a polarograph. RESULTS MATERIAILS AND METHODS Chlorophyll Synthesis in Light-Illuminated Potato Tuber. Our Preparation, Culture, and Light Treatment of Potato Tuber experiments showed that the greening of potato tuber depended Discs.Centennial and Katahdin, two varieties of potato tubers on varieties, storage temperature, light intensity, and wavelength supplied by the United States Department of Agriculture were of light. Out of more than ten varieties of potatoes tested, two used in this study. The tubers were peeled and sterilized with varieties, Centennial and Katahdin, which turn green more Amphyl (National Laboratories, Lehn and Fink Industrial Prod- quickly under light, were selected in this study. Storage of potato ucts Division of St erling Drug Inc. , New Jersey).Discs (10 x 2 tuber below 4 °C retarded or inhibited the transformation of mm) were made with a sterile cork borer and a gel slicer. These amyloplasts into chloroplasts. Blue light was most effective in discs, after washing in sterile water, were placed on 1% agar inducing greening of potato tubers. No red light stimulation was observed. Potato tuber discs illuminated with white light began to green ‘ Supported by National Institutes of Health grant CM22746-01 and with a lag period of about 1 d. The greening continued for 3 United States Department of Agriculture agreement 58-32044157. 2Abbreviations: RuBPCase, ribulose-1,5-bisphosphate carboxylase; weeks after culture (Fig. 1). After illumination for 3 weeks, the potato tuber tissue contained 10 Ag Chl/g of fresh tissue, about LS, large subunit. 142 TRANSFORMATION OF AMYLOPLASTS IN POTATO TUBERS 143 14 oct[L] 15 – a) 121 10 101 5 C-) 8 x 0 > ct [D] Days After Illumination FIG. 1. Time c ourse of the synthesis of chlorophyll in potato tuber discs during continuous illumination with white light. lAt [D] By 0 15 I †¦.. AAt [L] i _x- 60 120 90 Time (min) FIG. 3. Incorporation of [35S]methionine into proteins in the lightdriven chloroplast protein synthesis system. -M1 samples were added to 20% TCA containing 10 tg/ml unlabeled methionine. Proteins were precipitated with 5% TCA containing 10 Mg/ml unlabeled methionine, and counted with a Mark I scintillation counter. Ct, chloroplasts; At, amyloplasts (control); L, light-incubated; D, dark-incubated. FIG. 2. Biosynthesis of RuBPCase in potato tuber tissue as assayed by Ouchterlony double diffusion 0 h (1), 6 h (2), 12 h (3), 24 h (4), 48 h (5), and 72 h (6) after illumination. The central well contained antibody to LS. One g of potato tuber discs was homogenized with 0. 1 ml of Tris 80 mm, MgCl2 20 mm, KCI 40 mM, pH 8. . After centrifugation at 12,000g for 10 min, 20 Ml of the supernatant were used for assay of RuBP Case. hundredth of the Chl content in normal leaves. This is primarily due to fewer chloroplasts per cell. The chloroplasts were not distributed uniformly in discs and were probably linked to some specific ultrastructure in the cortex. Microscopic observation revealed that the amyloplasts were comprised of two types: large (55 x 80 Mm) and small (5-20 Mum). Most of them were stainable with I2-KI. Upon exposure of the discs to light the small amyloplasts only turned greenish.RuBPCase Biosynthesis in Potato Tuber during Greening. Since RuBPCase is the most abundant soluble protein in the chloroplasts (10), it can be used as an important biochemical marker of chloroplasts. The de novo synthesis of RuBPCase was clearly demonstrated by ultracentrifugal sedimentation (data not shown) and specific immunoprecipitation (Fig. 2). The Schlieren pattern of extracts from normal leaves consists of four peaks representing 80S cytoplasmic ribosomes, 70S chloroplast ribosomes, 18S Fraction I protein (RuBPCase), and 4 to 6S Fraction II proteins (8, 9).The extract from potato tuber stored in the dark lacked the peak of RuBPCase, whereas a small peak was observed in discs exposed to 3 d of light, indicating the light one initiated the synthesis of RuBPCase (data not shown). The biosynthesis of RuBPCase was also demonstrated by an Ouchterlony double diffusion assay (Fig. 2). The light-mediated synthesis of RuBPCase started at 1 d after illumination and increased during greening. The RuBPCase content was estimated to be -6 ,ug/g fresh potato tuber tissue, whereas the RuBPCase content of a typical green leaf is 5 to 10 mg/g fresh tissue (10).Further evidence for the de novo synthesis of RuBPCase in light-treated potato tuber was obtained from the experiment on light-driven protein synthesis in chloroplasts. The chloroplasts, isolated from potato tuber discs after illumination for 7 d, exhibited a higher activity of protein synthesis, as demonstrated by the incorporation of [35S]meth ionine into proteins (Fig. 3). In contrast to light-driven protein synthesis in chloroplasts, the chloroplasts in the dark and especially amyloplasts, either in the light or dark, exhibited a very low protein synthesis activity.A number of radioactive polypeptides synthesized in the chloroplasts in the light were recognized on SDS-polyacrylamide gels followed by fluorography (Fig. 4). It was observed that some chloroplast polypeptides (mol wt 39,000, 50,000, 52,000, 55,000, 94,000, 96,000) were synthesized more readily in the light than in the dark. One of these polypeptides co-migrated with purified unlabeled LS of RuBPCase (mol wt 52,000), and was identified as the LS, based on this and results presented in Figure 2.There is also one strongly light-initiated polypeptide (mol wt 64,000) which does not appear in the dark. 02 Evolution of Chloroplasts from Light-Induced Potato Tubers. Upon illumination with red light, the chloroplasts, isolated from light-treated potato tuber discs a fter 3 weeks of light treat- 144 Plant Physiol. Vol. 75, 1984 ZHU ET AL. sure to light, the amyloplasts are transformed into chloroplasts, which have a different function. The changes in ultrastructure of potato tuber amyloplasts during greening were investigated by electron microscope.It was shown that the main developmental features were elongation of vesicles into thylakoids, the differentiation of grana and the appearance of ribosomes in the stroma (3), although the ultrastructure is generally less well developed compared to that for normal leaves. On the other hand, there is very little information on biochemical alterations in potato tuber during greening. To confirm the transformation of amyloplasts into chloroplasts, this study provides some biochemical evidence: (a) the synthesis of photosynthetic pigments, (b) the synthesis of RuBPCase and other proteins, and (c) Hill reaction activity.Before illumination the potato tubers contain no Chl or Pchl, but do contain carotenoid which increases during greening (1). Very low light intensity (400 lux) was required to initiate greening. The light may penetrate into the potato tuber discs and evoke the development of chloroplasts from amyloplasts. During the development of chloroplasts from amyloplasts, assembly of Chl into the newly synthesized membranes occurs. Cold storage may cause the breakage of membranes (13); however, some studies suggested that amyloplast membranes remain intact in cold storage (14).It was frequently observed that the chloroplasts were formed as streaks in the potato tuber discs, suggesting a special structure is linked to the chloroplast development. The Schlieren pattern of the extracts from light-induced potato tuber tissue as well as its immunoprecipitation reaction with antiserum to RuBPCase demonstrated that RuBPCase, an important enzyme in the photosynthetic carbon cycle, was de novo synthesized during greening. This result was further confirmed by the active light-dependent pro tein synthesis in the isolated chloroplasts.The biosynthesis of RuBPCase during greening suggests the involvement and operation of CO2 assimilation in the chloroplasts. Furthermore, the photosynthetic function of electron transport and 02 evolution in isolated chloroplasts from potato tuber was shown by the high Hill reaction activity. The transformation of amyloplasts into chloroplasts is absolutely light-dependent. The fact that red light did not stimulate this transformation indicates that phytochrome may not participate in this regulation. This coincides with the result that potato tuber does not have phytochrome (7).What is the photoreceptor in this light-induced organelle transformation? How does light turn on the genes for the development of chloroplasts, and turn off the genes for the development of amyloplasts? Undoubtedly, this system provides an attractive and challenging model for investigations into the molecular mechanisms underlying the photoregulation of development and gene expression. FIG. 4. SDS-PAGE of light- (1) and dark- (d) initiated polypeptides synthesized in chloroplasts isolated from light-treated potato tuber discs. (R) photograph of stained gel. L) fluorograph of (R). Arrows indicate the mol wt of light-stimulated polypeptides and band corresponding to LS. Although the dark-incubated sample was more concentrated than the light-incubated sample (R), the fluorograph (L) indicates there was more incorporation of [35S]methionine into the light-induced polypeptides than into the dark-initiated polypeptides, demonstrating that more polypeptides were synthesized in the light than in the dark. The samples were incubated with [35S]methionine for 120 min. ment, evolved 02 using ferricyanide as an electron acceptor.This Hill reaction activity is comparably high (177 Amol 02/mg Chl h), indicating that an active electron transport reaction took place in this chloroplast preparation. DISCUSSION The cells of potato tuber contain a large number of amyloplasts, whose function is to accumulate and store starch in the form of reserve starch granules. It is of interest that upon expo- Acknowledgments-We thank Dr. Ray Webb of United States Department of Agriculture, Beltsville, Maryland for providing us with different varieties of potato, and F. J. Xi for her help in determination of Hill activity. LITERATURE CITEDDevelopment of chloroplasts from amyloplasts in potato tuber discs. New Phytol 72: 449-463 2. ARNON DI 1949 Copper enzymes in isolated chloroplasts. Polyphenoloxidase 1. ANSTIS PJP, DH NORTHCOTE 1973 in Beta vulgaris. Plant Physiol 24: 1-15 3. BADENHUIZEN NP, R SALEMA 1976 Observations of the development of chloroamyloplasts. Rev Biol (Lisb) 6: 139-155 4. BLAIR GE, RJ ELLIS 1973 Protein synthesis in chloroplasts 1. Light-driven synthesis of the large subunit of fraction I protein by isolated pea chloroplasts. Biochim Biophys Acta 319: 223-234 5. FORSYTH AA 1954 British Poisonous Plants.Her Majesty's Stationery office, L ondon 6. KIRK JTO, RAE TILNEY-BASSErr 1978 The plastids. Growth and Differentiation of Plastids. Part I. Formation of the Chloroplast during Greening of the Enolated Plant. Elsevier/North-Holland Biomedical Press, Amsterdam, The Netherlands, pp 720-773 7. KOUKKARI WL, WS HILLMAN 1966 Phytochrome levels assayed by in vivo spectrophotometry in modified underground stems and storage roots. Physiol Plant 19: 1073-1078 TRANSFORMATION OF AMYLOPLASTS IN POTATO TUBERS 8. KUNG SD 1977 Expression of chloroplast genomes in higher plants.Annu Rev Plant Physiol 28: 401-437 9. KUNG SD, PR RHODES 1981 Hormonal effects on the biosynthesis of tobacco RuBPCase in vitro. Beitr Tabakforsch Int I 1: 44-49 10. KUNG SD, TC Tso 1978 Tobacco as a potential food source and smoke material: soluble protein content, extraction, and amino acid composition. J Food Sci 43: 1844-1852 11. LoBov UP, PI BONDAR 1977 The RNA of potato tuber amyloplasts. Fiziol Rast 24: 318-322 12. MARSHO TV, PM SOKOLOVE, RB MACKAY 1980 Regulation of photosynthetic 145 electron transport in intact spinach chloloroplasts. Plant Physiol 65: 703-706 13.OHAD I, I FREIDBERG, Z NEEMAN, M S(CHRAMM 1971 Biogenesis and degradation of starch 1. The fate of the amyl,loplast membrane during maturation and storage of potato tubers. Plant Phyysiol 47: 465-477 14. WETZSTEIN HY, C STERLING 1978 Integri' ity of amyloplast membranes in stored potato tubers. Z Pflanzenphysiol Bd 90DS: 373-378 15. ZHU YS, PS LovErr, DM WILLIAMS, SID KUNG 1983 Nicotiana chloroplast genome 7 expression in E. coli and BB. subtilis of tobacco and Chlamydomonas chloroplast DNA sequences cooding for the large subunit of RuBP carboxylase. Theor Appl Genet 67: 3333-336

Satanism Essays - Church Of Satan, Left-Hand Path, Satanism

Satanism Essays - Church Of Satan, Left-Hand Path, Satanism Satanism Sociology/Psychology I am hoping I can somehow make this seem like a psychological report without making it lose any of it's important details. My goal in writing this paper is to hopefully make people understand and agree that Satanism is not a "Devil Worshipping," animal mutilating, child scarifying cult organization. The psychological thing comes in when people say Satanism is wrong or evil, they hear the word Satan and automatically assume that it must be bad. They make these assumptions without even taking the time to find the facts and understand them. I'll start off by saying that Satanists do not worship the devil! A Satanist believe that he or she as an individual rule their own destiny and are the god of their own lives. Satanism is a religion based on the reality that man is an animal, like all others. They choose to separate themselves from a society where natural behavior is suppressed and the strong support the weak. The average Satanist disagrees with much of Christianity. In many ways Chr istians are considered the enimies. Christians say Satan is a fallen angel, not a God. All religions have gods and demons, some of which are forbidden by a typical society. Satan is one among these, originally conceived by the Hebrews, long before the birth of Jesus. Most Satanists are familiar with the teachings of Christianity, and have read the Bible or part of it. They simply consider the Bible to be false and disregard it much like Christians would disregard books which represent the foundation of another religion. Satanism is not considered a religion for the white race and should not be confused with or grouped together with skinheads, The KKK, Nazi's, Neo-Nazi's, or people who support white power. Satanists are not teenage vandals, not gang murderers, not psychopathic murders, not child molesters or vicious rapists. Satanists do not sacrifice young children or animals. The ninth and tenth of the Eleven Satanic Rules of The Earth forbid this, in fact, animal sacrifices are primarily used in the Afro-Caribbean syncretistic religions such as Voodoun, Candomble', and Santeria. Child Sacrifices are used in Television and by journalists to improve ratings. A Satanist does not practice baby breeding or child molestation. Evidence does not support what is said to occur. If the number of murders said to be committed by Satanists' was accurate some bodies would have been found by now. Members of the Church of Satan are involved and advanced exactly as their own desires, abilities, and accomplishments dictate. There are no set activities, meetings, or contacts. A new member comes into the organization ideally with his or her own goals and plans of achieving them. When being brought to the church of Satan new members are told to not let anyone tell you what to believe or what to do. Advice or recommendations are one thing; orders or commands quite another. Remember that you are a free being, not a pawn in someone's power fantasy. They believe the weaker elements of society should serve the stronger elements of society or perish. Satanists support any means of returning to the order of Darwin's Natural Selection Process, this is inclusive of elimination of welfare to selective sterilization of those weaker elements. Weak elements are determined by performance and intelligence, not race or religion. So where does Satan come into all of this? Satanists believe Satan (and other gods) is not so much an entity as a force of nature. These gods are not all concerned with the life of mortals. Satan is a very powerful word that serves as an isolation between Satanists and society. It is this separation that a true Satanist appreciates and holds dear. the separation of a society where the strong and willing work for what they need and want but are forced to support the weak through welfare and charity. Satanists' know their opinions may not be politically correct, but they still obey the laws governing man on this planet and they expect the same protection under the laws as other minorities, races and religions. There are several divisions of the believe systems of various "Satanic" groups. Satanism has changed so much from it's original form. For instance a group that are

3 Cases of Mixed Metaphors

3 Cases of Mixed Metaphors 3 Cases of Mixed Metaphors 3 Cases of Mixed Metaphors By Mark Nichol Efforts to describe something idiomatically with the use of metaphor- a word or phrase that figuratively provides an analogy- more than once in a sentence will likely distractingly interfere with reading comprehension, so avoid using more than one metaphor in a sentence, or at least ensure that they are complementary. Discussions after each example in this post explain the difficulty of using two metaphors, and revisions suggest a solution. 1. What you hear symbolizes something ominous- impending danger lurking just beneath the surface, which has been hanging over our heads in recent years. The metaphors in this sentence come at the reader from both directions, with an allusion to subterranean peril and an indirect reference to the anecdote of the sword of Damocles, in which a king suspends a sword over a courtier’s head by a single hair to teach the man a lesson about the peril of being in a position of power. To avoid this discordance, the metaphors should be consistent in imagery: â€Å"What you hear symbolizes something ominous- impending danger lurking just beneath the surface, which has percolating in recent years.† (Percolating is also a metaphor, but such one-word analogies embedded in our language do not distract as easily as more vivid imagery, and the verb is concordant with the preceding metaphor.) 2. These actions resulted in a significant redirection of market focus and gave the firms a ringside seat when the proverbial music stopped. â€Å"A ringside seat† refers to achieving a privileged position (literally, a front-row seat at a boxing match), and the phrase about music alludes to surviving a round of the game of musical chairs, in which competitors circle a group of chairs that numbers one less than the number of participants and vie to obtain a seat when music that is briefly played suddenly ceases, causing one person to be disqualified in each round. Although both metaphors deal, in a sense, with attainment of privilege, the contexts are different, and one is best abandoned in favor of the other: â€Å"These actions resulted in a significant redirection of market focus and gave the firms a ringside seat when that shift occurred.† 3. The same division within the party that derailed healthcare reform could also rear its head with respect to tax reform.   The reference to figurative derailment is at odds with the clichà ©d metaphor of a threatening creature preparing to strike. Again, sacrifice one metaphor for another (preferably, replacing the clichà © with a straightforward verb): â€Å"The same division within the party that derailed healthcare reform could also occur with respect to tax reform.† (An attempt to match the derailment reference with another train-related metaphor will only call attention to the symmetry at the expense of the point of the sentence.) 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 General category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund Phrases75 Idioms and Expressions That Include â€Å"Break†What is an Anagram?

Auditing Literature review Example | Topics and Well Written Essays - 250 words

Auditing - Literature review Example lified public accountant to an organization during the period of the audit engagement but are not connected to an audit or checking of an organizations financial statement. Auditor’s independence is the foundation of the auditing profession (Miettinen, 2008). Non-audit services largely affect the auditor’s independence. Due to the non-audit, services conducted in an organization, the accuracy of the information given by the auditors’ will increase compared to when they give information without non-audit services being done (Adelopo, 2012). There also exists a relationship between non-audit service fees and auditing quality. Non-audit services increase the quality of auditing in any organization (Reckers, 2003). The quality of auditing is increased, as the auditors are aware that the documents in the organization have been scrutinized. Since the no-audit service and auditors pass through the information, number of errors containing the information is reduced (Beattie, Fearnley, and Hines, 2011). Non-audit services and auditing independence are somehow related. The non-audit services affect the independence of auditing directly as they affect how the audit is carried out. The practices are similar as both try to improve the quality of information given by scrutinizing the information of the financial statements and the report given to shareholders (Dunne and Morris, 2008). Strohm, C. (2006). United States and European Union auditor independence regulation implications for regulators and auditing practice. Wiesbaden, Deutscher Universitäts-Verlag.