Unreachable Dreams in The Catcher in The Rye :: Catcher Rye Essays

Unreachable Dreams in The Catcher in The Rye      Ã‚   Many people find that their dreams are unreachable.   Holden Caulfield realizes this in J.D. Salinger's The Catcher in the Rye.   As Holden tells his story, he recounts the events since leaving the Pencey School to his psychiatrist.   At first, Holden sounds like a typical, misguided teenager, rebellious towards his parents, angry with his teachers, and flunking out of school.   However, as his story progresses, it becomes clear that Holden is indeed motivated, just not academically.   He has a purpose: to protect the young and innocent minds of young children from the "horrors" of adult society.   He hopes to freeze the children in time, as wax figures are frozen in a museum.   After interacting with Phoebe, his younger sister, Holden realizes that this goal is quite unachievable. Holden wants to be the Catcher in the Rye, then realizes it is an unreachable ideal.      Ã‚  Ã‚  Ã‚  Ã‚   Holden begins his story misguided and without direction.   After flunking out of the Pencey School, Holden decides to leave early.   Before he leaves, though, he visits his teacher, Mr. Spencer.   Mr. Spencer and Holden talk about his direction in life: "'Do you feel absolutely no concern for your future, boy?' 'Oh, I feel some concern for my future, all right. Sure. Sure, I do.' I thought about it for a minute. 'But not too much, I guess,'" (14).   After leaving Pencey, he checks into a hotel where he invites a prostitute up to his room.   He gets cold feet and decides not to have intercourse with her, though.   Later, Holden decides to take his old girlfriend, Sally Hayes, to the theater.   After taking her to the theater, Holden formulates a crazy plan which entails running away with Sally, getting married, and growing old together.   Sally thinks that he is crazy, and she decides to go home.   During his stay away from home, Holden drinks and smokes, showing even more misdirection.   However, when Holden returns home and talks to his sister, Phoebe, his direction becomes clear.   Ã‚  Ã‚  Ã‚  Ã‚   Holden wants to be the Catcher in the Rye to protect children from the world in which he is forced to live.   While talking with Phoebe, she asks Holden what he would like to be.   He responds saying:

Discuss the similarities and differences between ?new terrorism? and th

Pantha rei – as it was stated by the Greek philosopher, Heraclites of Ephesus (sixth and fifth centuries B.C.) – everything flows, everything changes. Change in the contemporary world is an extremely fast process. Nothing remains the same as it was in the past. In political science especially, some notions (e.g. sovereignty) demand redefinition. The changing nature of all things also includes the political concept of terrorism. The official approach to this changing terrorism is rather complicated. The terrorist of yesterday is the hero of today, and the hero of yesterday becomes the terrorist of today . There is then a great need to know what contemporary terrorism is and what it is not. Terrorism is a calculated use of power to achieve a political change, thus violence – or equally important, the threat of violence – is used and directed in pursuit of, or in service of a political aim . Terrorism is an expression of political strategy, a willful choice made by an organization for political and strategic reasons (efficacy) rather than as the unintended outcome of psychological or social factors . However, terrorism is difficult to define because the meaning of the term has changed so frequently over the past 200 years. It has morphed from positive connotation during the French Revolution (closely associated with the ideals of virtue and democracy ), through the revolutionary movement and finally to a religiously motivated act as it is mainly perceived today. Nevertheless, we have to ask ourselves whether â€Å"old† and â€Å"new† terrorism really exists, or maybe the phenomenon we are facing today reminds us an old wine in a new bottle. Two questions frame the discussed issue: 1.  Ã‚  Ã‚  Ã‚  Ã‚  What is the nature of â€Å"new† terrorism? 2.  Ã‚  Ã‚  Ã‚  Ã‚  What is the magnitude of threat of â€Å"new† terrorism? â€Å"Old† and â€Å"new† terrorism are distinguishable in five points, as the table below shows . Old Terrorism  Ã‚  Ã‚  Ã‚  Ã‚  New Terrorism Ideological  Ã‚  Ã‚  Ã‚  Ã‚  Vague or religious motivations Hierarchical  Ã‚  Ã‚  Ã‚  Ã‚  Unorganized (lone wolf, ad hoc) therefore more difficult to penetrate Propaganda by deed (bringing issue to the table)  Ã‚  Ã‚  Ã‚  Ã‚  More violent (killing for the sake of killing) Sub-national  Ã‚  Ã‚  Ã‚  Ã‚  Transnational and International (global... ...uld be considered more dangerous. The new rules of an old game make it more lethal and unpredictable. Let us examine only one example: Nearly every terrorist group in Iraq has recently captured a foreigner but additionally, they have produced an accompanying video, where a list of demands is outlined, a deadline is set, hostages plea for their lives, and in several instances, they are killed by beheading. Then these kidnappings merge a technique of â€Å"old† terrorism in service of â€Å"new† style terrorism. Furthermore, now more than ever, the media are a tool of war. These dramas were broadcasted by the media all over the world. This is how the media helps to evolve terrorism – they send the terrorist a clear although unspoken message: to maintain access to the airwaves, you need to devise even more outrageous tactics. Thus, the new â€Å"global† terrorist, caught into the trap of globalization, will have to break more rules, cross more psychological borders, and crack more taboos in order to exist. This can be considered the most dangerous feature of the â€Å"new† terrorism – not only do we not know when the next attack will strike, we either have no idea what actually is going to happen .

Gender Issues in Special Education Essay

While it is obvious to researchers that males and females are disproportionately served by special education programs, the reasons for the gender bias are not clear. Boys and girls are known to â€Å"comprise equal proportions of the school-aged population;† nevertheless, boys are known to â€Å"account for approximately two-thirds of all students served in special education (Gender as a Factor in Special Education Eligibility, Services, and Results). † Is it because the educational policies of most states of America prefer to send off more boys than girls for special education programs? Or, are there essential differences between boys and girls to account for the gender gap in special education? The present research evaluates the answers to these questions for education professionals to attempt to bridge the gender gap in special education. Are there gender differences to account for the gender gap in special education? Studies on disability have by and large emphasized on commonalities among persons with disabilities instead of addressing gender based differences. This is the reason why there is little known about the different experiences and characteristics of boys and girls with disabilities (Gender as a Factor). It is interesting to note that the problem of the gender gap in special education does not exist in the United States alone. Studies have addressed this topic in relation to the disabled populations in the United Kingdom, Norway, and Canada as well. As a matter of fact, researchers have also noted the differences between the learning needs and academic achievements of boys and girls in the regular classroom. The differences among boys and girls in the regular classroom allow us to infer that boys and girls are, indeed, different in terms of their educational needs and achievements. Hence, the gender gap in special education may exist for a genuine reason. Chapman (2006) writes: Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls receive very different educations. In fact, upon entering school, girls perform equal to or better than boys on nearly every measure of achievement, but by the time they graduate high school or college, they have fallen behind. However, discrepancies between the performance of girls and the performance of boys in elementary education leads some critics to argue that boys are being neglected within the education system. Across the country, boys have never been in more trouble: They earn 70 percent of the D’s and F’s that teachers dole out. They make up two thirds of students labeled â€Å"learning disabled. † They are the culprits in a whopping 9 of 10 alcohol and drug violations and the suspected perpetrators in 4 out of 5 crimes that end up in juvenile court. They account for 80 percent of high school dropouts and attention deficit disorder diagnoses. This performance discrepancy is notable throughout Canada. In Ontario, Education Minister Janet Ecker said that the results of the standardized grade 3 and grade 6 testing in math and reading showed, â€Å"†¦ persistent and glaring discrepancies in achievements and attitudes between boys and girls. † In British Columbia, standardized testing indicates that girls outperform boys at all levels of reading and writing and in Alberta testing shows that girls, â€Å"†¦ significantly outperform boys on reading and writing tests, while almost matching them in math and science. † However, the American Association of University Women published a report in 1992 indicating that females receive less attention from teachers and the attention that female students do receive is often more negative than attention received by boys. In fact, examination of the socialization of gender within schools and evidence of a gender biased hidden curriculum demonstrates that girls are shortchanged in the classroom. Furthermore, there is significant research indicating steps that can be taken to minimize or eliminate the gender bias currently present in our education system. If teachers are, indeed, responsible for giving more attention to boys than the girls, this may very well be a reason why boys are more often referred to special education programs than the girls. Even so, the academic achievement of girls tends to be higher than that of the boys in most regular classrooms. Therefore, there may be no reason to blame the teachers for referring more boys than the girls to special education programs. Vaishnav (2002) writes that boys are more likely to act out in class than the girls simply because boys tend to be more active while girls tend to be more passive. Furthermore, girls are more likely to be compliant, and this attitude on their part can be misleading because girls may be hiding their disabilities behind their compliance. Even so, it is noteworthy that the gender gap in special education varies from school district to school district in the United States. Among the emotionally disturbed children in Milwaukee, for example, only fifty five percent are boys. In Kansas City, on the other hand, almost ninety percent of the students diagnosed as emotionally disturbed are males. In the schools of Massachusetts, males are â€Å"slightly more likely than girls to be identified with hearing or vision problems,† and one and a half times more likely to be identified as mentally retarded (Vaishnav). What is more, males are twice more likely than girls to be labeled with learning disabilities, and â€Å"more than three times as likely to be called emotionally disturbed (Vaishnav). † Are state policies responsible for the gender gap in special education? Data on the gender gap in special education reveals that boys are overrepresented in special education regardless of school district and state. Nonetheless, it is noteworthy that the school districts in Massachusetts, on average, refer students for special education programs according to the following ratio for male to female students: 7:3 (â€Å"District Rates: Students with Disabilities by Race and Gender,† 2004). Perhaps this ratio is based on a state policy that requires more males to be referred for special education programs. Indeed, there are three typical reasons cited for the gender gap in special education, one of which is the â€Å"bias in special education referral and assessment procedures (Tschantz & Markowitz, 2003). † The other reasons include the biological and behavioral differences between male and female students. Even so, the reason that points to blatant discrimination in special education requires the collection of data from states to reveal the actual gender gap in special education in different states and school districts. By knowing that the gender gap in a certain state is wider than the gap in another state, for example, we may very well be able to identify the state policies that may be responsible for the difference (Tschantz & Markowitz). Coutinho & Oswald (2005) have conducted a study on state policies with regards to special education. According to the researchers, states that either have a high or low proportion of students assigned to special education programs are more likely to identify more males than females for these programs. Seeing that the law of the United States does not demand school authorities to refer more males than females for special education programs, the authors recommend that all states must collect data to analyze the gender gap in special education. The data that is collected thus would allow researchers to examine where the problem truly lies. Is it because the teachers are referring more males than females because they observe the differences in the classroom? Or, is it because certain school districts prefer to send off more males than females to the special education classroom? The authors further note that the educators may very well be biased in their implementation of identification and referral policies. Hence, a â€Å"vigorous, systematic evaluation† is a necessity in the identification of the real reasons for the gender gap in special education (Coutinho & Oswald). Analysis of the Findings and Conclusion Sanders (2002) confirms the conclusion of Chapman that there is a difference between the levels of attention received by boys and girls in schools. Some of the reasons for the differences are pointed out by the author as the following: (1) The ratio of boys to girls taking the highest level Advanced Placement Test in Computer Science is 9:1; (2) Eighty five percent of girls from eighth to the eleventh grade report that they have been sexually harassed in school, while the percentage is lower for males; (3) All except one of the school shootings in recent years had been committed by white male students; and (4) The average boy in eleventh grade writes at the level of the average girl in eighth grade. Perhaps, therefore, we must agree with the fact that there is a difference in the learning needs and academic achievements of boys and girls also in the regular classroom. The difference between boys and girls in the regular classroom helps us to understand that the gender gap in the special education programs is perhaps a genuine one. However, there is very little research on the differences between males and females with regard to disabilities. This is the reason why researchers are as yet unclear about the real meaning of the gender gap in special education. Research in future must focus on the differences between males and females with regard to disabilities. Only then shall we conclude with certainty that there is a genuine gender gap in special education, perhaps because there are more disabled boys than disabled girls. Vaishnav’s analysis of the reason for the gender gap in special education is very important, seeing that girls are definitely more passive while boys are certainly more active in the classroom. This is the reason why educators find it easier to identify emotionally disturbed boys. Males are also more likely to show their learning disabilities more easily than the females, for the simple reason that boys act out in class more often than the girls. Females may hide their disabilities from their teachers through their passivity and compliance. This analysis carries an important lesson for teachers: perhaps teachers should learn to identify learning disabilities and emotional disturbance in girls by a different method altogether. Psychological, including IQ testing, should definitely help. Research has also suggested that boys are twice more likely than girls to be identified as gifted students (Chapman). If psychological, including IQ testing, is made mandatory for all students, however, the gender gap may very well be bridged. Lastly, it is important to note that researchers have not yet found differences in state policies with regards to the gender gap in special education. There is no state policy that clearly asks for boys to be referred in greater numbers to special education programs. Nevertheless, there are differences among states with respect to the gender gap. Besides, our research on Massachusetts shows that most school districts maintain an average ratio of boys to girls that are referred to special education programs. Even though research would not identify the reason for this average ratio, Countinho & Oswald are correct to conclude that thorough data collection would allow us to analyze the gender gap more easily. By knowing exactly where the gender gap widens or contracts, educational researchers would be able to study the specific school district policies that relate to the same. This would allow them to identify the real reasons for the gender gap in school education, and why it widens or contracts in certain states or school districts as compared to the others. Regardless of limited research on the real reasons of the gender gap in special education, educators are required to pay equal attention to girls and boys in their classrooms. This is, perhaps, the most important lesson to be learned from the present research. After all, by paying more attention to boys, teachers may be negatively impacting the lives of countless gifted girls. Similarly, there may be countless learning disabled girls who may benefit from special education programs even though their teachers have not identified them as learned disabled. Equal opportunity in education is of the essence. Psychological testing, including IQ testing, is certainly expected to help educators along the way. References Chapman, A. (2006). Gender Bias in Education. Research Room. Retrieved Nov 25, 2007, from http://www. edchange. org/multicultural/papers/genderbias. html. Coutinho, M. J. , & Oswald, D. (2005, Jan 1). State variation in gender disproportionality in special education: findings and recommendations. Remedial and Special Education. District Rates: Students with Disabilities by Race and Gender. (2004, Oct 1). Massachusetts Department of Education. Retrieved Nov 25, 2007, from http://www. doe. mass. edu/InfoServices/reports/enroll/sped05/rg. pdf. Gender as a Factor in Special Education Eligibility, Services, and Results. Retrieved Nov 25, 2007, from http://www. iteachilearn. com/uh/meisgeier/statsgov20gender. htm. Sanders, J. (2002, Nov 1). Something Is Missing from Teacher Education: Attention to Two Genders. Phi Delta Kappan. Tschantz, J. , & Markowitz, J. (2003, Jan). Gender and Special Education: Current State Data Collection. Quick Turn Around. Retrieved Nov 25, 2007, from http://www. nasdse. org/publications/gender. pdf. Vaishnav, A. (2002, Jul 8). Some Say Boys Singled Out for Wrong Reasons. The Boston Globe.

Selena Quintanilla a Gifted Icon

When I was a little girl, I was a big fan of Selena Quintanilla. I had all her music, disks and posters all over my room. My dream was to meet her in person and it came true when I assisted one of her concerts. I knew everything about her even though I was 4 years old. She was a role model for me, she was family oriented and she is still today living in my memory. I memorized every song of hers word by word, and I would imitate her dancing all day long. As a little girl I could not understand why someone would have wanted to take her life away when she was a good person. Selena Quintanilla is considered to be one of the most popular and influential Hispanic music icons of all times because of her history, culture, and all the people she influenced with her charisma. Selena Quintanilla in her early years was a girl who had the spirit to believe in a dream, blessed by being born in a musical family. Quintanilla was a Mexican-American singer born in Lake Jackson, Texas, where her musical career began. Her father Abraham Quintanilla was the greatest influence and inspiration in her music career (). Mr. Quintanilla stimulated the musical talents in all his children, teaching them to play instruments and sing in Spanish. Selena Quintanilla made her first performance at the age of 8 in the year of 1980 at her father’s Mexican restaurant (PapaGayo), and recorded her first record at 9(). Through her adolescence years she was mostly on the tour bus â€Å"Big Bertha†. Everything was not a bed of roses, her education was probably the hardest she ha d to accomplished. Her father made her dropped from regular school education permanently when she was in 8th grade. His major concern was to give her the opportunity to concentrate and devote more time to music. Selena Quintanilla in order to perform the music with her family on long trips crossing the states was forced by the nature of the music venture to complete her high school diploma through the American School in Chicago, Illinois by mail(encyclopedia supplement/library vcc)and this was the way she earned her general education diploma(GED) in 1989. She enrolled at Pacific Western University as a correspondence student taking business classes(contemporary/vcc library). Quintanilla had a love life like any other girl. The singer fell deeply in love with guitarist Chris Perez. This relationship led the singer to a very troubled life and finally her family accepted him because they realized he made her happy. The Queen of Tejano music, Selena Quintanilla had multiple talents. Since the age of 8 she was a vivacious entertainer. Her passion for music took her to the stage of being one of the most recognized Latino singers in the United States. Her ability to sing in a sexy and charismatic way made her an idol of the American and Latin markets. Throughout her short life filled with success Quintanilla was a singer, song writer, record producer, and to add to those multiple talents she also dabbled in acting, making a cameo in a romantic comedy in the Johnny Deep Film ‘Don Juan de Marco’. She also danced at the stage making her performance more appealing to the audience. Included among other qualities she enjoyed to design her own clothes. Her unique way of designing her own bustier earned her the nickname of â€Å"The Mexican Madonna†(BD). Among her career successes as a singer vocalist it is obvious why she got so famous, she was hooked on music and her passion for it brought her success, music was in her heart. In 1982 the family band moves to Corpus Christi, Texas and the Tejano music flourishes making Quintanilla a Tejano music star. Her first album was â€Å"Ya Se Va†; the second album was â€Å"The New Girl in Town† in 1985; â€Å"Alpha† and â€Å"Munequito Ea Trapo† in 1986. Also in 1986 Quintanilla was discovered by two huge names in the tejano music industry, Rick Trevi, founder of The Tejano Music Award, and Johnny Canales, the host of one of the top Spanish television shows. She won the tejano music award for â€Å"female entertainer of the year† in year of 1987, and in the same year the â€Å"female vocalist of the year† and â€Å"performer of the year† honors at the annual Tejano music awards. Other awards follow, in the late 1980’s Quintanilla’s was known as â€Å"La Reina de la Honda Tejana† (â€Å"The Queen of Tejano Music†). Her popularity attracted her with annual awards and a contract EME Latin Records in 1989. The band attracted 11,041 people, more than Clint Black, George Straight, Vince Gil and Reba McIntyre. All of Quintanilla’s efforts pay of quickly. Her band reaches their popularity to the highest peak in 1993 with â€Å"Entre a mi Mundo† making Quintanilla the first tejana to sell more than 300,000 albums. In 1993 she signed with SBK Records to produce an all-English album, and eventually replaced with the bilingual â€Å"Dreaming of You†. The record â€Å"Dreaming of You† sold 175,000 copies on its first day of release, making its debut number one on billboard magazine pop chart. Also in 1993 Selena Live received a Grammy Award for best Mexican album (notable Hispanic American women). The song â€Å"Fotos y Recuerdos† reached the top ten on Billboard magazine’s Latino charts. By 1995, â€Å"Bidi Bidi Bon Bon† won the singer a song of the year award at The Tejano Music Award, making her the winner of an additional 5 more awards, including â€Å"Female Entertainer†, â€Å"best female vocalist†, album of the year, record of the year, and tejano crossover song. Quintanilla quoted, â€Å"Never in my dreams would I have thought I would become this big. I am still freaking out. †(notable Hispanic, 5) She was recipient for ten consecutive years of the â€Å"Best Vocalist† award. Quintanilla becomes a millionaire By the year of 1995 Selena Quintanilla had become an icon in the Hispanic community, a beloved figure to whom Mexican-Americans attached their aspirations and their feelings about their cultural identities. Her music crossed cultural boundaries touching the lives of young and old. She will be remembered in the years to come by her fans for her kindness, her positive attitude and the wonderful music she made. The American and Spanish speaking Western Hemisphere markets had been influenced by Quintanilla’s music were she took the Tejano music into new stylistic realms. Her death has perpetuated and immortalized her image for future generations. The queen of tejano will live forever in the people’s heart(SME). Quintanilla’s death shocked Latinos and non-Latin across the United States. She was cried by thousands of fans who rendered the ‘Queen of Tejano music’ the last goodbye in the Friday she died; this day will always be known as black Friday, March 31, 1995 (IP). Her body was displayed at the Bayfront Plaza in Corpus Christi. Two weeks after her death Governor George W. Bush declared Selena’s Day in Texas(biography based ). The violent death of Selena by Yolanda Saldivar, her fan club president, compares to the grief to the one experience by American people after the death of such major cultural figure as President John F. Kennedy. Quintanilla became immortalized after her death. In conclusion, Quintanilla influenced millions of people around her from young to old, including g me. Everyone has been able to know Quintanilla’s history and appreciate what she was as a person to her people. I understand what her family went through at the time of losing their Selena. I also recognize that as a human being she was like any other person with troubles and economic problems. I can related to her as a person now that I have learned as about her as a cultural icon. Sometimes we just have to go with the short but successful happy life.

How Does Temperature Affect Lipase

How does temperature affect the rate of reaction for Lipase? As the temperature increases, so will the rate of enzyme reaction. However, as the temperature exceeds the optimum the rate of reaction will decrease. I predict that at temperatures above 70 °C the enzyme lipase will become denatured and at temperatures below 10 °C the enzyme will become inactive. Since lipase operates within the human body I’d also predict that its optimum temperature would be around human body temperature which is approximately 37 °C.I predict that before the optimum temperature the rates will gradually increase and preceding the optimum there will be a drastic decrease in rate until the enzyme is denatured. I predict that the rate of enzyme activity at 45 °C will be half that of 30 °C. I predict that the rate of enzyme activity at 45 °C will be half that of 30 °C. Diagram courtesy of: http://www. rsc. org/Education/Teachers/Resources/cfb/enzymes. htm Diagram courtesy of: http://www. rsc. org/Education/Teachers/Resources/cfb/enzymes. htmIn my controlled assessment I will be investigating the activity of lipase on milk fat at various temperatures so that I can then find an accurate temperature as to when the enzyme works at its optimum; when it becomes inactive and when it denatures. To find when the enzyme denatures is to find out when the bonds of this protein disintegrate and henceforth disable the enzyme from being of any further use. When these bonds break, the protein starts to unfold and loses some its properties. For example, a denatured protein usually becomes less soluble. As an enzyme, it will lose its ability to function as a catalyst.If the stress that is causing the denaturation continues, other changes may occur. Now that the normal structure of the protein is gone, new bonds may be formed, giving it a different shape. The bonds broken in a denatured enzyme is that of which links the polymers to form the amino acids. This means that if lipase were to denature at the higher temperatures it will then cause inactivity in breaking down the fat of the milk hence leaving the unchanged. In this investigation, however, there are numerous factors as to what can affect the investigations results.First of all, the temperature of the room can play a role in altering the results as it can change the temperature of both the solution and lipase. Moreover if one were to move the solution or lipase to another part of the room, or to carry out the investigation on a different day, the temperature surrounding the solution and lipase will change and henceforth change the temperature of the solution and lipase. Secondly, if the temperature of the water bath isn’t precisely the temperature it is supposed to be then, as expected, would change.Thirdly, the age of the contents can affect the concentration of the substrates which would then decrease the rate of reaction with lipase. Finally, there is the factor of human error, as we may not be capable of making perfect measurements consistently the amounts of each component will inevitably change, which would in effect change the results. Of this investigation our independent variable will be the rate of reaction, which we will measure by timing how long it would take for the solution to turn white after having the lipase poured in.Our dependent variable will be the time it takes for the solution to turn pink after having the lipase poured in. Our controlled variable is that of will be all other factors. Enzyme Diagram courtesy of http://students. cis. uab. edu/clight/finalprojectwhatisanenzyme. html Diagram courtesy of http://students. cis. uab. edu/clight/finalprojectwhatisanenzyme. html An enzyme is a molecule that changes the speed of reactions. Enzymes can build up or break down other molecules. The molecules they react with are called substrates; enzymes are catalysts.An enzyme works by allowing a substrate, or multiple substrates, to enter the active site, which is where the reaction takes place, and then to exit in either more or less pieces then it was when it first entered. The active site is unique to a specific substrate which means that other substrates cannot react with that enzyme unless the enzyme is modified. [An active site can be altered by a non-competitive enzyme which encircles the enzyme and alters the shape of the active site which could be very dangerous. ] Diagram courtesy of: http://www. wiley. com/college/boyer/0470003790/reviews/kinetics/kinetics_effec ors. htm Diagram courtesy of: http://www. wiley. com/college/boyer/0470003790/reviews/kinetics/kinetics_effectors. htm Note that the enzyme remains unchanged so that more of the some substrates can react. Note that the enzyme remains unchanged so that more of the some substrates can react. Structure Proteins are polymers made by joining up small molecules called amino acids. Amino acids and proteins are made mainly of the elements carbon, hydrogen, oxygen and nitrogen. Pro tein Protein Amino Acid Amino Acid Each gene acts as a code, or set of instructions, for making a particular protein.They tell the cell what to do, give its characteristics, and determine the way its body works. Each protein has a unique sequence of amino acids. This means that the number and order of amino acids is different for each type of protein. The proteins fold into different shapes. The different shapes and sequences give the proteins different functions, e. g. keratin are a fibrous protein found in hair and nails. If the gene has even the slightest of disorder within its sequence it could lead to an inaccurate order of amino acids and so a faulty protein or in our case faulty enzymes.Substrate concentration An enzyme has an active site where it binds the molecule (or molecules) it acts upon; the enzyme then catalyses a chemical reaction involving that molecule (or those molecules). That molecule (or those molecules) is called the enzyme's substrate. So the substrate concen tration is the concentration of the molecules an enzyme works on. Diagram courtesy of http://biochemistryquestions. wordpress. co m/2008/07/15/induced-fit-model-of-enzyme-substrate-interaction/ Diagram courtesy of http://biochemistryquestions. wordpress. o m/2008/07/15/induced-fit-model-of-enzyme-substrate-interaction/ In general, if there is an increase in substrate concentration, then more enzymes will be catalysing the chemical reaction and the overall rate of reaction will increase. It will continue to increase until all enzymes are actively binding substrate (called saturation), at which point no further increase in rate can occur, no matter how high you raise the substrate concentration. In my investigation into enzyme response to temperature this graph will be of relevant. Diagram courtesy of: http://www. sc. org/Education/Teachers/Resources/cfb/enzymes. htm Diagram courtesy of: http://www. rsc. org/Education/Teachers/Resources/cfb/enzymes. htm Denatured Denatured Denaturing Denaturing Less kinetic energy so the reaction slows down. Less kinetic energy so the reaction slows down. This graph illustrates the response that rate of enzyme activity has at various temperatures. At lower temperatures the rate is very low as there isn’t enough kinetic energy for the enzyme to work at its optimum, then you of course have the enzymes temperature optimum where the enzyme works best at.Finally you have the denaturing of the enzyme which eventually halts with the enzyme being completely denatured where it then will never have any activity. Collision Theory For a chemical reaction to occur, the reactant particles must collide. But collisions that do not have enough energy do not produce a reaction. The particles must have enough energy for the collision to be successful in producing a reaction. The rate of reaction depends on the rate of successful collisions between reactant particles. So the less successful collisions that occurs the less products created. D iagram courtesy of: ttp://www. worthington-biochem. com/introbiochem/tempeffects. html Diagram courtesy of: http://www. worthington-biochem. com/introbiochem/tempeffects. html The reason as to why particles may have or may not have enough energy to create products depends on the amount of kinetic energy in the particles. Hence why at lower temperatures the enzyme becomes inactive as there isn’t a high enough temperature to create the necessary kinetic energy to create the products. As the temperature increases so does the rate which is due to more kinetic energy and hence more successful collisions. H An enzyme can also denature upon extreme pHs. with the extreme pH’s being 1 and 14, the enzyme would denature due to the hydrogen acids within the pH’s damaging the amino acid bonds within the enzyme. By damaging these bonds, the amino acids break apart, this in turn means that the enzyme’s active site will lose its shape, resulting in the denaturing of the enzyme. Henceforth, the optimum pH is in the middle of the pH spectrum as neutral pHs are unable to damage the bonds of the amino acids keeping the enzyme capable of reaction.Preliminary Method a. Get a test tube for each temperature being investigated. b. Add 5 drops, using a pipette, of phenolphthalein to the test tube. c. Measure out 5 cm3  of milk using a measuring cylinder and add this to the test tube. d. Measure out 7 cm3  of sodium carbonate solution using another measuring cylinder and add this to the test tube. The solution should be pink. e. Place a thermometer in the test tube. f. Place the test tube in a water bath and leave until the contents reach the same temperature as the water bath. g.Remove the thermometer from the test tube and replace it with a glass rod. h. Use the 2 cm3  pipette to measure out 1 cm3  of lipase from the beaker in the water bath for the temperature you are investigating. i. Add the lipase to the test tube and start the stopwatch. k. Sti r the contents of the test tube until the solution loses its pink colour. l. Stop the clock/ watch and note the time in a suitable table of results. *A control was also investigated by having a test tube with the sodium carbonate, phenolphthalein and milk but without the lipase.This is to test as to whether the solution would turn from pink to white regardless of whether the enzyme was present or not. This was the original method which was used to carry out the preliminary investigation, however upon consideration it was decided that for the real practical a slightly alternate method should be used. In our edited method we made the changes of firstly, on putting the lipase into the water bath, this was because heating up the solution instead is to investigate the effects of the temperature of the solution as oppose to how the temperature of the enzyme effects.Secondly it was decided upon that we would not stir the contents for two reasons: firstly because by stirring the solution it spread the lipase around more which in effect speed the reaction up so much that it was impossible to time; secondly, by stirring the contents it often made the solution over flow which both made a untidiness and caused the volume of the contents to decrease. Finally it was decided that we were to limit the amount of temperatures being investigated as temperatures below 22? the enzyme was inactive hence taking too long to record the time it took for the solution to turn white, at temperatures over 55? c the enzyme, the lipase enzyme would be denaturing hence taking too long to be able to record as well. Final Method a. Get a test tube for each temperature being investigated. b. Add 5 drops, using a pipette, of phenolphthalein to the test tube. c. Measure out 5 cm3  of milk using a measuring cylinder and add this to the test tube. d. Measure out 7 cm3  of sodium carbonate solution using another measuring cylinder and add this to the test tube.The solution should be pink. e. Plac e a thermometer in the test tube. f. Place the test tube, containing only the lipase enzyme, in a water bath and leave until the contents reach the same temperature as the water bath. g. Remove the thermometer from the test tube. h. Use the 2 cm3  pipette to measure out 1 cm3  of lipase from the beaker in the water bath for the temperature you are investigating. i. Add the lipase to the test tube and start the stopwatch. k. Stop the clock/ watch and note the time in a suitable table of results. A control was also investigated by having a test tube with the sodium carbonate, phenolphthalein and milk but without the lipase. This is to test as to whether the solution would turn from pink to white regardless of whether the enzyme was present or not. Such changes were made in an attempt to improve the validity of the investigation. As is in the nature of an investigation it is impossible to make the results completely accurate and precise. What we can do however is improve the reprod ucibility and reliability of our results by repeating the test multiple times.Risk Assessment Substance| Hazard| Risk| Risk rating*| Emergency action| Phenolphthalein | LOW HAZARD| Although it is not hazardous one should take precaution avoiding skin contamination. | 1| If in contact with eyes then flood eyes with water to wash it out. | Lipase| HAZARD| If in contact with skin it can cause an itch. If someone were to have an allergic reaction to lipase it could cause symptoms such as rashes. | 1| Seek emergency assistance if you believe you are having an allergic reaction to lipase. However wash it off as quickly as possible. Sodium Carbonate| IRRITANT| Sodium carbonate contributes to three major hazards: skin irritation, eye damage and internal effects. | 3| If swallowed, drink two or more glasses of water or milk. If in contact with skin use a cloth to wipe the sodium carbonate or rinse with water and if contact with eyes rinse thoroughly. | Milk| LOW HAZARD| If in contact with sk in it can cause an itch, however some people may have an allergic reaction to the substance. | 2| Acting in accordance to the severity of the reaction, one should wash it off as quickly as possible. Water| HAZARD| As the temperature of water we are to use will range between 10 °c-80 °c hot water may come in contact with us and burn ones skin. | 2| If hot water comes in contact with one’s skin one must rinse thoroughly with cold water to prevent further burning. | Test Tubes| HAZARD| If one were to drop a test tube, it would be very likely for it to smash, disintegrating over the floor which could then cut someone’s foot. | 2| If there is to be a broken test tube on the floor one must alert a member of staff and sweep the area whilst restricting anyone from crossing until one has finished clearing the area. Kettle| LOW HAZARD| If one were to knock a kettle over whilst boiling water the contents would spill and henceforth burn someone or something. | 1| Keep the kett le away from electrics and other peoples working areas. | *Risk rating out of /5 Generic precautions As in all practical’s one must always take precaution of what is at hand, moreover it is obligatory to wear goggles to protect the eyes and to reduce the risk of skin contact one can wear disposable gloves.Another precaution to take is to ensure that no obstacles obstruct your movement as one may then spill a substance or break a piece of apparatus, a basic step is to push in all stools and to stand up when you do a practical. In addition a class should always leave their bags at the back of the classroom and put aside planners and books making a clear workstation. Any spills, accidents or injuries should be dealt with immediately and inform a member of staff. Review of Evidence The shape of the graph resembles that of the rate of enzyme activity graph on page 3, an arc.With the shape of the graph being similar to an arc, it displays clearly that there is a definite optimum to the rate of lipase’s activity and the stages of inactivity and denaturing. The optimum temperature of lipase on this rate graph was the same in both my preliminary data and my real results data which was 30 °c and in both instances the shapes of the graphs do resemble that of an arc. In the preliminary graph, the range bars were rather extensive for example, at 35 °c the difference between the highest (non-anomaly) result and the lowest was 0. 13 in rate.These inaccurate results could have been due to multiple factors with the more obvious being either human error or faulty equipment. By having such a difference in results it only justified the changes which we had made for the real investigation. When looking back upon my original hypothesis, it stated that before the optimum temperature the rates would gradually increase due to the lack of kinetic energy provided from the heat. Upon reviewing the graph it is clearly illustrated that there is an increase in rate from te mperatures 22 °c-30 °c with an increase of 0. 26 in rate. I also predicted that the optimum temperature would be 37 °c, due to the fact that lipase operates in the human body and the human body’s temperature should be 37 °c. By analysing the evidence of which the graph presents it tells me that the highest rate of reaction was that of 30 °c, meaning this was the optimum temperature. Finally, I predicted that once the optimum was exceeded, the rates would begin to decrease as they cannot function at such temperatures due to the breaking in the peptide bonds that holds the amino acids together.Once this bond is broken, the enzyme is reduced to its primary structure which is just peptide bonds occurring – the functional structure of the enzyme is lost and it is no longer functional; denatured. After the optimum temperature, which was 30 °c, the rate of reaction began to decline as the temperatures increased. Henceforth, my prediction was right in saying that o nce the optimum temperature had been passed; the denaturing process would begin to take place, meaning the rates of reactions would become slower.Upon looking back at my quantitative prediction, which stated that â€Å"at 45 °c will be half that of 30 °c. † However, the decrease in rate was far more drastic then I had predicted. (Rate of 30 °c was 0. 032; rate of 45 °c was 0. 005. ) This means that the process of denaturing was far quicker than I had previously predicted which in turn means that my quantitative was incorrect. However, if I were to replace the 45 °c figure in my initial quantitative prediction with 35 °c it could then be plausible as the rate of 35 °c was 0. 011 (30 °c-0. 032. )In addition, I would further modify my initial prediction bySecondary data By analysing the provided secondary data I shall be able to further prove or disprove the evidence that I had recorded. By being able to prove my data with secondary data which has the same outcom e and conclusion it proves that that the data is repeatable as there are externally recorded results that support the results that I had recorded. Figure 4 courtesy of: http://www. currentscience. info/upload/IssuesFile/29_issues_Article%2010. pdf Figure 4 courtesy of: http://www. currentscience. info/upload/IssuesFile/29_issues_Article%2010. pdfFigure 3 courtesy of: http://www. google. co. uk/url? sa=t;rct=j;q=;esrc=s;source=web;cd=7;ved=0CGIQFjAG;url=http%3A%2F%2Fwww. diagnosisp. com%2Fdp%2Fjournals%2Fview_pdf. php%3Fjournal_id%3D1%26archive%3D0%26issue_id%3D31%26article_id%3D1135;ei=nrjEUJ2XC8HJ0AXPy4DACQ;usg=AFQjCNEb15WjPAyJMMgCDAjs3ZaorsN3qg;sig2=mf7h7XRNBjWBD3cdMS2v-w Figure 3 courtesy of: http://www. google. co. uk/url? sa=t;rct=j;q=;esrc=s;source=web;cd=7;ved=0CGIQFjAG;url=http%3A%2F%2Fwww. diagnosisp. com%2Fdp%2Fjournals%2Fview_pdf. hp%3Fjournal_id%3D1%26archive%3D0%26issue_id%3D31%26article_id%3D1135;ei=nrjEUJ2XC8HJ0AXPy4DACQ;usg=AFQjCNEb15WjPAyJMMgCDAjs3ZaorsN3qg;sig2=mf7 h7XRNBjWBD3cdMS2v-w Figure 1 (left) ; 2 (above) courtesy of: http://www. slideshare. net/wkkok1957/effect-of-temperature-on-lipase-activity-using-ph-sensor Figure 1 (left) ; 2 (above) courtesy of: http://www. slideshare. net/wkkok1957/effect-of-temperature-on-lipase-activity-using-ph-sensor Comparing the data sets As is clearly shown in all of the above figures there is a clear optimum. In terms of the optimum temperature, it ranges from 35 °c (figure 2 ; 3) to 25 °c (figure 4. Whereas in the recorded data that I had collated, it was 30 °c with the rate for 35 °c being significantly less than half of the rate for 30 °c. When comparing the rates at 20-25 °c another difference in rate had occurred as you can see in figures 1, 2, 3 ; 4 there isn’t such a sharp increase in rates whereas in my own results there is a steep increase in rate between 22 °c and 30 °c, a difference of 0. 026. ) Moreover, in terms of the temperature at which the lipase denatures also vari ed as the denatured point in figure 3 is at 50 °c whereas the temperature at which the lipase denatured in my investigation was at 55 °c.Finally in terms of the shape of the graphs you can see that in figure 2 the shape of the graph is of a rather steady contour oppose to the sharp point that is of my graph shape. The foremost reason as to what caused such differences was the fact that the secondary investigations used an alternate for example in figures 1 ; 2 the method utilised was slightly different as they used more accurate pieces of apparatus for example they used a micropipette to measure the sodium carbonate into the test tube which would ensure for far more accurate measurements then I had made.Secondly they used a pH probe a Logger Pro to detect the change in the milk which would also prove for much more accurate readings in comparison to detecting the change with the eye as we cannot see the entire of the solution and we, henceforth, could record a shorter or longer t ime to the actual figure as we would essentially be guessing as oppose to knowing when the reaction was definitely complete. On the contrary however, they only repeated each temperature 3 times so as to collect triplicate data.In conclusion I would say that by analysing secondary data it does support my data in its general trend but in terms of individual figures, inactivity and denatured points I am unable to defend and justify that my investigation is completely reproducible. I must say that in all, I would say that the reason as to why there is a difference in the primary data and secondary data is due to multiple factors such as alternate methods, alternate apparatus and an alternate working environment.However, in total, I do feel confident in saying that my results are reproducible to such an extent that it can resemble that of the actual figures and graph shape. Evaluation of errors I believe that the changes made to the preliminary method for the real investigation did impro ve the overall accuracy of the data in the real results data. However, in the results there were many outliers that were recorded, six in total. These errors and possible inaccuracies were made possible by such factors as human error, equipment error and technique rror. In terms of human error we may have made the mistake of timing the reaction wrong because the people who are timing the investigation may time it wrong. Secondly, there may be a difference in opinion in when the reaction would have fully completed as one may say that the solution still contains traces of pink yet another may say that the solution has no traces left. Finally, there could have been the human error of inaccurately measuring the portions of the solution.In terms of equipment error, sometimes the water baths were unable to heat the solution to the specified temperature of which were trying to investigate which would then have the effect of us collating alternate data to what we should have got, this would then alter our rate bars as they be higher or lower. Furthermore, there may no longer have been a real difference in the data’s even if there was supposed to be. Secondly, our portions of the solution may have been measured inaccurately as the measuring cylinders used may have not been accurate enough for us to get precise measurements.On top of this, whilst using the pipette to measure the contents into the measuring cylinder, air bubbles were created which then alter our results as we would then be measuring a different quantity as opposed to the proposed temperature. Finally such technique errors occurred such as the lipase may have not spread equally amongst the solution which would have left a section of the solution untouched by the enzyme. Furthermore as we took the lipase out of the water bath the temperature of the lipase would either increase or decrease if above or below the room temperature.To improve the accuracies and reliabilities of the data collected and to reduce the errors as is mentioned above I would make such alterations to the existing method: -To ensure that the lipase truly got to the temperature that it was supposed to be at an improvement would be as to set the temperature of each water bath 3 °c higher than what was prepared for which would make it easier for the lipase to heat up to the specified temperature. To increase the accuracy and eliminate the of measuring incorrectly the solution ingredients an improvement could be to use a syringe as oppose to a pipette as the pipette can’t measure as accurately as a syringe because whilst using the pipette bubbles where constantly created which made it incredibly difficult to then accurately measure the contents that were to be measured in. -As is the nature of foods and drinks the milk would eventually surpass the date hat it was meant to be consumed by. However this means that the bacteria within the milk may function in a different manner because the bacteria uses the lactose sugars to reproduce, they change it from â€Å"lactose sugar† into â€Å"lactose acid,† which tastes sour and it becomes a huge food borne illness risk to consume it and it must be discarded. Instead then we can use such alternatives as UHT or powdered milk as they have longer life spans because more of the bacteria is removed. To remove the factor of misjudgement whilst trying to detect as to whether the solution has lost all traces of pink an improvement can be to use a pH probe next time as the pH probe could then accurately detect once the reaction has completely finished by seeing when the figures stop changing on the pH probe. Improved Method a. Get a test tube for each temperature being investigated. b. Add 5 drops, using a pipette, of phenolphthalein to the test tube. c. Measure out 5 cm3  of milk using a measuring cylinder and add this to the test tube. . Measure out 7 cm3  of sodium carbonate solution using another measuring cylinder and add this to the test tube. The solution should be pink. e. Place a thermometer in the test tube. f. Place the test tube in a water bath and leave until the contents reach the same temperature as the water bath. g. Remove the thermometer from the test tube and replace it with a glass rod. h. Use the 3 cm3  syringe to measure out 1 cm3  of lipase from the beaker in the water bath for the temperature you are investigating. . Add the lipase to the test tube and start the stopwatch. k. Using the pH metre wait until it displays that no pink resides in the solution. l. Stop the clock/ watch and note the time in a suitable table of results. *A control was also investigated by having a test tube with the sodium carbonate, phenolphthalein and milk but without the lipase. This is to test as to whether the solution would turn from pink to white regardless of whether the enzyme was present or not. Evaluation of proceduresWhen analysing and evaluating the procedures I shall divide the section into fo ur sectors: precision, accuracy, repeatability and reproducibility. Precision refers to how well experimental data and values agree with each other in multiple tests. [1] The only evidence to demonstrate the precision of the data is the range bars. All range bars excluding 30 °c ;0. 001, however for 30 °c the range is ;0. 001. This proves that the precision of the data was quite good with the exception of the data for 30 °c.By having a small range in data it exemplifies precision of the data as they are all within a similar region of figures. However with 30 °c the data was rather spread meaning that the results for 30 °c degrees were not precise due to the fact that my range bar is rather spread when compared to the likes of the data from 22 °c where the range bar is a quarter of the size of the range bar for 30 °c. This provides me with the necessary evidence to believe that the rest of my results were precise, with the results for 30 °c being the exception.The abi lity to obtain consistent results when measuring the same part with the same measuring instrument. [2] Upon considering the repeatability of this investigation one can say that the results are most certainly repeatable as the data resembles that of which others have collated and that of the preliminary data. If one were to repeat the investigation with the improved method then the investigation is, with no doubt, repeatable as the evidence lies within the secondary data that supports the data of which I have collated. Accuracy refers to the correctness of a single measurement.Accuracy is determined by comparing the measurement against the true or accepted value. [3] Although there is nothing we can do to improve the accuracy per say, we can, for example, remove outliers that do not share any resemblance to that of the true value, we are able to make more accurate calculations as to what the average is because we are taking out a value that does not mean anything to the true value. B y doing so in my calculations it not only improved the accuracy of the results but it also exemplified how some factors could change the results so drastically.This demonstrates that although we can control most factors that alters the results we can’t completely control them as there are endless factors as to what can affect the results recorded, for example the room temperature could affect the results is could have heated or cooled the solution. By controlling the variables of which were possible to control we did all that was possible for us to do in order of making the investigation valid. Furthermore, by repeating the outliers again to get a new set of results it would provide for a more accurate average.This is something that was not done due to the lack of time Reproducibility is one of the main principles of the scientific method, and refers to the ability of a test or experiment to be accurately reproduced, or replicated, by someone else working independently. [4] I f the results were to be reproducible then it would be possible to look at secondary data and see that it closely resembles that of the results I have provided. When comparing my results to that of peers of who are carrying at the same investigation there is most certainly a resemblance in the overall shape of the graph.Although the rates may differ the general trend of the graph does suggest the same conclusion that there is a definite optimum at around 30 °c-35 °c. http://www. slideshare. net/wkkok1957/effect-of-temperature-on-lipase-activity-using-ph-sensor -this is a link to someone else’s investigation and results (Tony Hong), from this link you are able to see Tony’s investigation and results that follow a similar method as to mine. With this it is possible to see the results and henceforth make a conclusion as to whether my results are reproducible.By looking at his data, it displays clearly that the optimum temperature that he got was 35 °c whereas in my investigation it was 30 °c. Furthermore it seems as if that his rates seem to be considerably higher than that of mine. For example, at 35 °c the rate was 0. 011 whereas Tony got 0. 00038 (s-1. ) In conclusion, it could be said that although my graph does follow the general trend of having a definite optimum and the stages of inactivity and denaturing. However, the actual figures did vary from what I had collated meaning that my investigation’s results are most probably not reproducible.Outliers As is seen in the result tables the outliers have been circled which were then excluded when calculating the averages for it could completely change the course of the results for if they were to be used as valid results whilst calculating the average it would transform what the real results were originally presenting. Such outliers occurred due to infinite factors, however there were factors of which were attempted at being controlled as is mentioned in Page 1. Overall there was a total of six recorded anomalies, this not only had the effect of creating inaccuracies but also difficulties n detecting which figure was of the figures and which were of the anomalies. Although there was the option of using a 10% lean way which would provide for a fixed bracket as to which the figures can fall into, to what would the 10% lean way be from if we didn’t know which figure was the anomaly. The only way to resolve this problem would be to repeat the anomalies in order to attain figures which support the other figures better. Conclusion In summary I believe that the investigation that I had carried out was rather successful in that it proved that there is a definite optimum temperature as to when lipase works at its best.It also illustrated the stages of inactivity and denaturing. However, the theoretical optimum should be approximately 37 °c; the optimum that was recorded was 30 °c which would suggests that there were systematic errors. If I were to repeat th e same investigation again I would most certainly make some alterations in the method so as to improve the overall validity of the investigation. Such alterations to the method would be to use more accurate apparatus such as a pH probe to detect the reaction and a micropipette so as to improve the accuracy of the measurements of the solution contents. Bibliography http://www. lideshare. net/wkkok1957/effect-of-temperature-on-lipase-activity-using-ph-sensor -How will changing the temperature affect the rate of lipase activity of digesting milk fat into fatty acid and glycerol measured using a pH probe? 03/12/2012 Rating: A university degree investigation that seems rather professional. The investigator is an IB student. 8/10 http://www. worthington-biochem. com/introbiochem/tempeffects. html-Introduction to Enzymes. /11/2012 Rating: Worthington Biochemical Corporation was founded in 1947 for the purpose of preparing enzymes for the growing biochemical research community.The article was excerpted from a very popular Worthington publication which was originally published in 1972 as the Manual of Clinical Enzyme Measurements. While some of the presentation may seem somewhat dated, the basic concepts are still helpful for researchers who must use enzymes but who have little background in enzymology. 9/10 http://www. rsc. org/Education/Teachers/Resources/cfb/enzymes. htm –Enzyme. /11/2012 Rating: The site is aimed at students above the age of 16 who are taking Biology for further studying. It is also of use to first year undergraduates studying biology.It assumes that you have studied some chemistry. The website is supported by the Royal Society of Chemistry. 10/10 http://biochemistryquestions. wordpress. co m/2008/07/15/induced-fit-model-of-enzyme-substrate-interaction/ -Induced fit model of Enzyme-Substrate interaction. /11/2012 Rating: The biochemistry questions site is a free Biochemistry Question Bank for medical students and FMG. It is a forum where one asks a question for someone else to answer your question. It is an open source meaning that answers can derive from anywhere. 6/10 http://www. iley. com/college/boyer/0470003790/reviews/kinetics/kinetics_effectors. htm -Elementary Kinetics. /11/2012 Rating: This site is intended to supplement and extend the critical concepts presented in the Boyer textbooks. Both students and instructors at the site are encouraged to explore the world of biochemistry through multi-media. http://students. cis. uab. edu/clight/finalprojectwhatisanenzyme. html -What are Enzymes? /11/2012 Rating: Virtual chembook Elmhurst College. The site is based upon Charles E. Ophardt, Elmhurst College, findings.There is very little background to the website besides the fact that it was founded in 2003 by Charles E. Ophardt himself. 7/10 http://www. rsc. org/Education/Teachers/Resources/cfb/enzymes. htm -Enzymes. /11/2012 Rating: To see the rating for this website please look back through the bibliography to find the rating for the same website. [1] http://chemistry. about. com/od/chemistryglossary/g/Precision-Definition. htm -Precision Definition. 03/12/2012 Rating: The definition was written by Anne Marie Helmenstine, Ph. D. 10/10

Picasso

I have studied Picasso work because it is simply spectacular. The way he makes the cubists painting is amazing, he can show more than Just one viewpoint in a single angle which makes the painting that much better because it is like an entire book in a single picture. The layers and colors that express the emotions of this Weeping Woman are shown so clearly. The expression ‘Cry my eyes out' She literally cries her eyes out, they pop out of the eye socket. Cubism is a type of art technique that allows you to see more than one viewpoint of he picture from Just a single angle; so you see the emotions that she is expressing.By 1937 the great Weeping Woman' was established by Pablo Picasso. He made this picture as a representation of a weeping woman living in Spain during the civil war. Picasso was from Spain although he lived in France; he wanted to express his feelings and perspective on how the civil war has affected those living there. The Weeping Woman displays what it clearly s tates, a sad, a weak and worried woman however I believe strongly that there is more to this than Just being sad. The first feature I notice is her eyes.The way the both engage towards the audience as they were looking at someone and telling them to feel her pain as so the people of Spain. As well as this, her eyes seem to be falling out of her sockets, which could suggest that she has been ‘crying her eyes out† this is linked to the civil war reaction that Picasso is trying to show the audience. Following this, it has come to my attention that beneath her eyes are running tears displayed in cold colors, he has used cold lords to imply that this is not warm a warm and cheerful painting, in fact he wants to make her look isolated and alone.The running tears look endless as they have been thee for a long time and have frozen so therefore they have become like freezing icicles leaving her with sore eyes. The woman's mouth is drooping down whilst biting an extremely distress ed tissue at the same time. This action of the Weeping Woman connotes that she is either anxious or nervous, on top of that the coloring of the tissue is the same colors as the tears; this may be because the issue holds many tears and memories she cannot let go of.The coloring of her skin is varied between yellow and green, which could propose that she may be ill or feeling sick, anxious or nervous because of hearing bad news to do with the civil war. This links to her clothing as she is wearing all black, which symbolizes death, and that maybe she will be attending a funeral. Her clothing including her hat suggests that she is very wealthy. Finally the background is emblematic of the Spanish flag, which resents his patriotism to his country, this shows that Picasso still has connections with Spain even though he is living in France.My favorite type of art is Abstract mainly because you can take something so simple and distort it to make it something no one has ever discovered. This is why I truly love the Weeping Woman because in my opinion it displays pure imagination, individuality and a unique interpretation of art seen from his eyes. Following this I also find the Weeping Woman extraordinary because the way he has placed all angles and viewpoints onto a flat piece of paper really makes you stop and think about what he is trying to portray through his work; it doesn't Just present itself it lets you see the portrait from the point of view you like best.My cubist painting could consist of only 3 things. Half of my face would be red for my bad (devil) side and blue half of my face, for the calm chilled (angel) side. And my final point could be a complete dark black background, this symbolizes that there is absolutely nothing there, so there is nothing that can get in my way of what I can achieve. Picasso I have studied Picasso work because it is simply spectacular. The way he makes the cubists painting is amazing, he can show more than Just one viewpoint in a single angle which makes the painting that much better because It Is like an entire book In a single plectrum. The layers and colors that express the emotions of this Weeping Woman are shown so clearly. The expression ‘Cry my eyes out' She literally cries her eyes out, they pop out of the eye socket.Cubism is a type of art technique that allows you to see more than one viewpoint of he picture from Just a single angle; so you see the emotions that she is expressing. By 1937 the great Weeping Woman' was established by Pablo Picasso. He made this picture as a representation of a weeping woman living in Spain during the civil war. Picasso was from Spain although he lived in France; he wanted to express his feelings and perspective on how the civil war has affected those living there.The Weeping Woman displays what it clearly s tates, a sad, a weak and worried woman however I believe strongly that there Is more to this than Just being sad. The first feature I notice Is her eyes. The way the both engage towards the audience as they were looking at someone and telling them to feel her pain as so the people of Spain. As well as this, her eyes seem to be falling out of her sockets, which could suggest that she has been ‘crying her eyes out* this is linked to the civil war reaction that Picasso is trying to show the audience.Following this, it has come to my attention that beneath her eyes are running tears displayed in cold colors, he has used cold lords to imply that this is not warm a warm and cheerful painting, in fact he wants to make her look isolated and alone. The running tears look endless as they have been thee for a long time and have frozen so therefore they have become like freezing Icicles leaving her with sore eyes. The woman's mouth is drooping down whilst belting an extremely distressed t issue at the same tale. Hills action of the Weeping Woman connotes that she Is either anxious or nervous, on top of that the coloring of the tissue is the same colors as the tears: this may be because the issue holds many tears and memories she cannot let go of. The coloring of her skin is varied between yellow and green, which could propose that she may be ill or feeling sick, anxious or nervous because of hearing bad news to do with the civil war. This links to her clothing as she is wearing all black, which symbolizes death, and that maybe she will be attending a funeral.Her clothing including her hat suggests that she is very wealthy. Finally the background is emblematic of the Spanish flag, which resents his patriotism to his country, this shows that Picasso still has connections with Spain even though he is living in France. My favorite type of art Is Abstract mainly because you can take something so simple and distort It to make It something no one has ever discovered. This I s why I truly love the Weeping Woman because In my pollen It displays pure Imagination, individuality and a unique interpretation of art seen from his eyes.Following this I angles and viewpoints onto a flat piece of paper really makes you stop and think bout what he is trying to portray through his work; it doesn't Just present itself it lets you see the portrait from the point of view you like best. My cubist painting could consist of only 3 things. Half of my face would be red for my bad (devil) side and blue half of my face, for the calm chilled (angel) side. And my final point could be a complete dark black background, this symbolizes that there is absolutely nothing there, so there is nothing that can get in my way of what I can achieve.

Theories of Film Editing - Montage Mis-en-scene And beyond Essay

Theories of Film Editing - Montage Mis-en-scene And beyond - Essay Example Cinema is an art that developed from man’s incorrigible wish to record the movement and the moving objects because it was the moving and not static objects that interested him. The first film show, the Lumiere Show was just a shot of a train coming into the railway platform. Thus in the beginning Cinema was just only a recording medium and the movie camera only a recording machine. It functionally started as a medium to record theatre performances. The tragedy of the theatre is that every great performance by any actor goes into thin air just when the curtain is down. There is no record left. Cinema filled up this gap between the performance and the record for the posterity. As a recording machine, the camera stayed static, taking the position of a static audience in the theatre watching a play. Thus the recorded footage demanded no editing as the whole recording process was continuous. PARALLEL MONTAGE: It was the American film makers D .W Griffith, Edwin Porter who made the static camera vibrant. They invented what we call today the â€Å"close up†. A famous close-up shot of Griffith is Mae Marsh’s clasped hands in the trial episode of Intolerance, one of Griffith’s classics. The close up here adds on to the emotional tone of the film’s narrative. According to Siegfried Kracauer â€Å" It almost looks as if her huge hands with convulsively moving fingers were inserted for the sole purpose of illustrating eloquently her anguish at the most crucial moment of the trail.