The Respiratory System Assignment Example | Topics and Well Written Essays - 1250 words

The Respiratory System - Assignment Example Lungs and open airways are the fundamental components of human respiration. Air gets into and leaves the body via the nose. The nasal lining is has hairs and a mucous lining that helps to filter out solid particles that are contained in the inhaled air. Air moves to the pharynx from the nasal cavity. Pharynx opens to larynx which is an air way and the esophagus that leads to the stomach. At this point, an epiglottis closes the respiratory tract when swallowing food to prevent it from entering the respiratory system by way of trachea (Starr & McMillan, 2012). Trachea divides into two major airways referred to as bronchus, with each entering one lung. Bronchi further divide in the lungs to form several bronchioles. The bronchioles have air sacs referred to as alveoli. Each lung is made up of approximately 150 million alveoli. Through these air sacs is where air exchange between lungs and blood circulation system takes place. Oxygen that has been inhaled crosses the thin walls of the alveoli to the blood supply system. Carbon dioxide that has been collected from all body organs also crosses this wall from the circulation system to lungs so that it is expelled from the body via the nose (Starr & McMillan, 2012). Oxygen and carbon dioxide diffuse depending on their difference in concentration. Surface area in addition to partial pressure difference across the alveoli are the two major factors that affect the number of gas molecules that can move into and out the lungs in a given period of time. Hemoglobin present in red blood cells helps to facilitate the process of air exchange. Molecules of hemoglobin bind oxygen in the lungs where there is a high concentration of oxygen. Blood carries hemoglobin with bound oxygen to various body organs (Starr & McMillan, 2012). In the body tissues, oxygen concentration is low as compared to concentration within blood

Chinese food in the United States( food as culture) Annotated Bibliography

Chinese food in the United States( food as culture) - Annotated Bibliography Example Furthermore, the author determines how the Chinese cuisines have shaped the American cuisines. This source utilizes both primary and secondary evidence on how Chinese food came to America. I find this source to be helpful in explaining the origin of the Chinese foods in the United States. It will help in developing a background for my topic. It will help the reader realize how this food increased in the foreign land, America. The source credibility is from the author who is a writer of different newspapers including the popular New York Times, and has experience in Chinese restaurants. In this article, Hayford explores one of the Chinese Cuisines that has become dominant in the United States. In particular, this researcher examines how â€Å"Chop Suey† went through different challenges before it was accepted in different restraints and be used by different ethnic groups. The Northerners believed that â€Å"Chop Suey† was not authentic (7). Congress laws on immigration after the World War II saw a decline in Chop Suey. As a result of education and restaurants competitiveness, this cuisine was also appreciated. Asian-Americans students use it to embrace national heritage in showing cultural fusion. However, this journal article does not provide methods used in collecting data. Fortunately, its arguments are well explained using both secondary and primary sources of data. This article will be helpful in explaining how Chinese food helps them in embracing their national heritage in the age of cultural fusion. I believe that relating Hayford integration of Chop Suey with china will help in explaining how food can identify a given nation. This article relates to Coe book, which provides history on how different Chinese foods reached the United States. The article credibility comes from the use of primary and secondary data. Also, the author is an independent scholar who has worked

Museum of Art Essay Example for Free

Museum of Art Essay After visiting the Raleigh Museum of Art, I discovered two paintings that conjured up opposite feelings that I will compare and contrast. The painting I liked most was titled, Jungle Camp, 2000 an Acrylic on canvas 72 x 60 in. (182. 9 x 152. 4 cm), from one of North Carolina’s most respected artists, Maud Gatewood. Her paintings record the varied experiences of a wandering life. Writing on the back of the canvas, the artist notes the origins of this picture: Trapped in the Amazon with a bad leg. Confined to a hut, she made the most of the opportunity. The second painting titled, Venice without water, by North Carolina’s artist Donald Sultan was the painting I truly disliked because of the feelings it provoked. Sultan’s painting from 1990 was an acrylic painting and measured 96 x96 inches in dimension. Sultan used Butyl rubber, acrylic paint, and plaster on vinyl composite tiles, which were mounted on four Masonite panels. Both painting represent landscapes captured by the artists’ eyes or through a photograph. These paintings gave me two strong, but opposite, feelings: joy and sadness. I will describe the differences and contrast these two works of art. The two pieces of art works have several differences in style. First, the shape in the painting, jungle camp, is rectangular; while the second painting is square. The choice and use of color in the two paintings are completely opposite. Since color is most important to me, I chose the jungle camp painting due to the variety of bright colors that pop from canvas. The painting from Mrs. Gatewood is colorful, which gave me a feeling of joy and warmth. However, Sultan decided to use contrast instead of colors in his painting. Thus, Sultan’s painting is filled with different tones of grey, black, or white. Gatewood’s painting represents a jungle’s view from a patio or balcony. I can see tall palm trees all stuck to each other in her painting, which gives the impression of abundance and fertility. She chooses many different variations of green. For example, she utilizes certain hues of light green to create an effect of sun reflection. There are two types of curtains on the patio, hanging on a fine line. The first is really colorful, a mix of tropical color, and the second is like a white veil, which you can see trough it. The mix of materials and colors for the curtains, added to the jungle, procures me a sense of evasion, vacation, and relaxation. I was drawn to the atmosphere of serenity and tropic jumbled together, which is the reason that this painting evoked my interest. However, Sultan’s painting is the exact opposite of abundance and excursion. The whole artwork is quite dark and sad. It’s a representation of the well-known Rialto’s bridge, which is an infrastructure between to planes. The first plane is an illustration of wood’s pillars, which surround the Venetian canals; they are use by the gondoliers to park their â€Å"original dinghy†. The second plane is the bridge; it looks pretty scary and dark with no one crossing it. The final plane, which is the background, consists of some Venetian’s buildings. These buildings form a line that converges towards the bridge; which helps my eyes focus on the main subject the bridge. Sultan’s painting does not reflect the Venice that I saw five years ago. When I think about my trip to Venice, I have an enriched memory filled with bright colors from the Carnival. I remember vivid colors on all the masks, costumes, life, and crawl of people. Sultan’s artwork doesn’t have any of my souvenirs. Instead, the painting is more like a sinister version of the beautiful city, Venice. Although I do not like this particular outlook of Venice, I realized after studying his painting that the artist is expressing his environmental point of view of the city, which I completely agree with. As an admirer of this city, I feel concerned by the environmental issue depicted in the painting. The notion that the excess of tourism could be destructive to a fragile city like Venice is a valid concern. The artist conveys his dismay over â€Å"the deteriorating environment with the unused mooring posts, the dry canal bed of mud-like tar, and the melancholy mood of the painting†. I think that colors or tonalities are the essence of the painting, like the rhythm and tunes are for music. In my view colors are strongly subjective, they can have different psychologist effects and symbolist’s significations, they can differ from a culture to another; associating Black with mourning is normal, in our occidental countries, while in Asia it’s the actual opposite, White. In my case the colors are the main cause, on what I think is pretty or not.

Effects of the Environment on Organisms Primary Productivity

Effects of the Environment on Organisms Primary Productivity In this lab, samples of pond water were taken and measured using the Wrinkler and the Light and Dark bottle method in order to study the effects of the environment on primary productivity in organisms. The central purpose was to determine the effect of temperature on the amount of dissolved oxygen and photosyntehitic activity on primary productivity. The results from part A indicate that as temperature increases the amount of oxygen present decreases and the results from part B indicate that as the amount of photosynthetic activity increases the amount of oxygen present growths. For most organisms Oxygen is vital for cellular respiration. There is an abundance of oxygen in the atmosphere (about 200 milliliters of processes). Dissolved Oxygen is oxygen that is dissolved in water. In the aquatic environment there are only five to ten milliliters of DO in a liter of water. Dissolved Oxygen is required by all aquatic organisms. As water travels past an aquatic organisms gills (or other breathing apparatus), microscopic bubbles of oxygen gas in the water, called  (DO), are moved from the water to their blood.  At  low dissolved oxygen levels called hypoxia animal growth or reproduction can be damaged while the complete lack of oxygen called anoxia will kill animals. Also most algae, macrophytes, and any chemical reactions important for lakes require oxygen to survive. The Wrinkler method is used in this lab to measure the amount dissolved oxygen. The procedure includes the addition of alkaline iodine and magnanous sulfate to a water sample. From that manganous hydroxide is produced and upon acidification is changed to a manganese compound by oxygen in the sample. Immediately, the compound reacts with the iodine to release iodine which changes the water color to yellow. The amount of free iodine is equal to the amount of oxygen in the sample. The amount of iodine is measured by titration with sodium thiosulfate until the sample loses the yellowish color. The methods precision rate is 0.1 to 0.6%. The general question for part A of the lab involves the effect of temperature on dissolved oxygen . The hypothesis predicts that the relationship between temperature and dissolved oxygen will be an inverse relationship. So as the temperature increases the amount of dissolved oxygen will decrease. Five major gases that all have biological and physiochemical similar but differ in behavior and origin are dissolved in aquatic environments. The most important are nitrogen, oxygen, and carbon dioxide. Oxygen takes up about 21% of the atmosphere and nitrogen 78%. Water vapor takes up to 3% in volume. Most gases follow Henrys law that states that at constant temperature the amount of gas absorbed by a given volume of liquid is proportional to the pressure in atmosphere that the gas exerts. An exception is Carbon dioxide which may combine with numerous cations while entering natural waters to become more abundant than what the principle of Henrys law dictates. It can be found in both combined and free states. The amount of atmospheric component can be found dissolved in an aquatic environment can be predicted with the following formula: C= K*P where C equals the concentration of the gas that is absorbed, K equals the solubility factor, and P equals the partial pressure of the gas. Temperature is one factor that can influence the amount of oxygen dissolved in water. Waters capability to hold oxygen lowers as water becomes warmer. Warmer water becomes saturated more easily with oxygen. This effect of temperature on DO results in a seasonal wavering of DO in a body of water. Wind also mixes oxygen into the water as it blows across the surface. Oxygen decrease can be so severe enough on windy nights to kill fish. Another factor that affects dissolved oxygen is photosynthetic activity. Aquatic plants are capable of producing more oxygen in bright light. So during night when photosynthesis cannot balance the loss of oxygen through decomposition and respiration, the amount of DO could gradually decrease. Also the amount of DO could differentiate with the lake depth. More oxygen is produced near the top of the lake which is most exposed so that photosynthetic activity can occur from the sunlight. Oxygen consumption is also great along the bottom of a lake, where sunke n  organic  matter accumulates and decomposes. The amount of DO is lowest before dawn when photosynthesis continues. In addition, Microbial processes consume oxygen as organic material decays. Waterfalls, rapids, and wave action all aerate water and increase oxygen concentration. Salinity is the content of dissolved salts in water. As temperature and salinity increase the solubility of oxygen in water decreases. Partial pressure of oxygen in the air above water also influences the amount of DO in water. At higher elevations, less oxygen is present because the air is less dense. Because the air is less dense, it contains less oxygen. Seasonal changes can affect the DO concentrations. Warmer temperatures during summer speed up the rates of photosynthesis and decomposition. When growing season comes to an end and all of the plants die, their decomposition results in heavy oxygen consumption. Also seasonal events, such as changes in lake water levels, volume of  inflows  and   outflows, and presence of ice cover, also cause natural variation in the amount of DO. The general question for part B of the lab is the effect of photosynthetic activity on primary productivity. The hypothesis states that as the amount of light increases the more oxygen will be consumed, showing a direct relationship between photosynthetic activity and primary productivity. Primary productivity is the rate at which plants and other photosynthetic organisms produce organic compounds in the ecosystem. Only organisms that have photosynthetic pigments can use sunlight to produce new organic compounds from inorganic substances. The basic equation of photosynthesis is: 6Co2+6H20à  C6H12O6+6O. This equation says that green plants consume carbon for carbohydrate production from the carbon dioxide in H20 or in air. A measure of oxygen production over time gives a method of finding the amount of carbon that has been bound in organic compounds over a period of time. For each millimeter of oxygen produced about .535 milligrams of carbon has been integrated. Primary productivity can be measured by the rate of sugar formation, the rate of oxygen production, and the amount of carbon dioxide used. Measuring dissolved oxygen can gauge primary productivity in an aquatic ecosystem because oxygen is one of the most easily measured products of both respiration and photosyn thesis. The method of measuring the rate of oxygen production is used in this lab. The light and dark bottle method is one method of measuring the rate of oxygen production. With this method, the DO concentrations of samples of lake, ocean, samples of laboratory algal cultures, or river water are measured and compared before and after incubation bottles in light and darkness. In the lab the light and dark bottle method is used to measure the amount of oxygen in The amount of oxygen that the organisms in the bottles are consuming is indicated by the difference between the measurement of DO in the initial and dark bottles. The biological processes of photosynthesis and respiration are occurring in the bottles exposed to light so the change over time in DO concentration from the initial concentration measures net productivity. Net productivity is the organic material that remains after photosynthetic organisms in an ecosystem have used some of these compounds for their cellular energy needs (cellular respiration). Gross productivity is the entire photosynthetic produc tion of organic compounds in an ecosystem. It is the difference over time between amount of DO in the light bottle and the dark bottle. Materials Pond water 2 Bulbs: Sylvania Gro-Lux F40/GRO/AQ/WS/RP 40W A8/8a Tank Masking tape Carolina Lab 12: Dissolved Oxygen and Aquatic Primary Productivity kit 8-station 74663DA Aluminum Foil Aquaculture aquarium pump MK1504 Thermometer Rubber bands Tank 2 dirt stones Methods Begin part A of the lab by filling three of the bottles with samples of water in the three different temperatures given. With the procedure given, determine the DO of each sample and record the values. Record the values with the class data and then enter the class means in the table. Graph both the lab group data and class data as a scatter plot and draw the line of best fit. Begin part B of the lab, on the first day get seven BOD (water sampling) bottles. Fill all the bottles with the algal or lake water sample given. The water samples in this experiment are from the Green Hope High School wetland. The alga was kept under light for 24 hours a day until January 3rd. The solution then was strained until microscopic colonies of algae were existent. On January 18th, the tank was drained and 20 liters of H2O was used to dilute the solution. For one week, 6 tubes of algal growth were administered to the solution Take caution not to leave air bubbles at the top of the bottles. Label the cap of each bottle with measuring tape. Mark the labels as follows: I ( for initial, D (for dark), 100%, 65%, 25%, 10%, and 2%. Determine the DO for the Initial bottle now. Record this value. Record the class Initial bottle mean. The Initial amount of DO is the DO that the water has to begin with. With aluminum foil, cover the Dark bottle so that no light can enter. No photosynt hesis can occur in this bottle therefore the process of respiration by all of the organisms present will be the only thing that changes the DO. Plastic window screens will stimulate the attenuation of natural light that occurs because of the depth in a body of water. Wrap screen layers around the bottles in the following patterns: 100% light- no screens. Wrap; 65% light- 1 screen layer; % 25 light- 3 screen layers; 10% light- 5 screen layers; and 2 % light- 8 screen layers Make sure to cover the bottoms of the bottles to keep light from entering there. Use clothespins or rubber bands to keep the screens in place. Put the bottles on their sides under the bank of lights. Make sure to turn the bottles so that the labels are facing down to keep from preventing light from getting to the contents. Leave the bottles overnight under constant illumination. On day two of part B, determine the DO in all the bottles that were under the lights. Record the DO of the Dark bottle. Calculate the respiration rate using the formula in the table. Record the other bottles in another table. Complete the calculations to determine the gross and net productivity in each bottle. Follow the Wrinkler method. Fill the water sampling bottle. Add eight drops of Manganous Sulfate Solution. Add eight drops of Alkaline Potassium Iodine Azide. Cap and mix the bottle. Allow the precipitate to settle. Use the 1.0 g spoon to add Sulfuric Acid Powder or 8 drops of Sulfuric Acid. Cap and mix until reagent and precipitate dissolve. Fill the test tube to the 20 mL line. Fill the titrator with Sodium Thiosulfate. Titrate until the sample color is pale yellow. Make sure to not disturb the titrator. Add 8 drops of starch indicator. Continue titration until blue color disappears and the solution is colorless. Read result in ppm Dissolved Oxygen. (College Board, 2001) Equations and Calculations L= Initial Bottle, L= Light Bottle, D= Dark Bottle L-I= Net Productivity I-D= Respiration L-D= Gross Productivity Average= Sum of the values from each group/# of groups Results This table showed the group and class average for par A of the lab. The class average is calculated from table 2. The data shows the dissolved oxygen concentration at the cold, room, and warm temperature. The graph shows class data from table 2. The line of best fit shows the decreasing overall trend in dissolved oxygen. As shown by the line as the temperature increase, the amount of DO decreases. This shows the group for part B of the lab. The DO, gross, and net productivity are shown. The gross productivity was found by calculating the DO of the light bottle minus the DO of the dork bottle. So the Gross Productivity of 0 screens and 100% light is 20.0-0.0 which equals 20.00. The Net productivity was found by calculating the light bottle minus the initial bottle. So the net productivity of 0 screens and 100% light is 20.00-8.2 which equals 11.8. The gross and net productivity must be calculated per day so the gross and net productivity calculated form the data had to be divided by two. The table shows the DO concentration of the class. The average DO is calculated by adding all eight of the groups DO and then dividing by eight. Class Gross Productivity Similar to the net productivity, the gross productivity was calculated for two days and needs to be for one day. Each gross productivity of each group was divided into two, and then the average of the eight groups gave the class average of gross productivity for each bottle. Graph 2 The graph shows that as the number of screens increased the DO decreased. Next, the net productivity was calculated from the DO values from chart 5. Because the DO was accumulated over a period of two days the net productivity must also be divided by two. Graph 3 The graph shows that the more screens there were the less DO was present. The screens obstructed light so the more screens there were the more light that was obstructed. The respiration rate was calculated by calculating The DO of the Initial bottle minus the DO of the Dark bottle. So the respiration rate for the group data was the original value of Initial dissolved oxygen divided by 2 minus the DO of the Dark bottle, so 8.2/2 is equal to 4.1-0.0 which is equal to 4.1. The results were accurate because the average was derived from four different groups for part A and eight different groups for part B, performing the same experiments. There was expression for variability because the temperature among the groups were not exactly the same and the sources of error may have led to unwanted variability. Conclusion The results from part A support the hypothesis predicting that the relationship between temperature and dissolved oxygen would be an inverse relationship. Graph 1 shows that as the temperature increases the amount of DO decreases. The results from part B prove the hypothesis which states that there is a direct relationship between the amount of light an organism receives and the amount dissolved oxygen present. Graphs 2 shows that the more screens there were to obstruct light, the less the net productivity of DO there was. The net productivity shows the change over time in DO concentration from the initial. The results proved to be accurate and effectively showed the effects of temperature and light on dissolved oxygen. An error that occurred in the lab was that the bulbs were placed parallel to the tray which caused the light intensity to be varied affecting the amount of DO. Also the bottles may have been shaken while being filled allowing additional oxygen to enter. A third error could have been that the Winkler test may not have been performed quickly enough which maybe have allowed the temperature to be changed in the warm and cold bottles. This maybe have affected the amount of DO present. Also the dark bottle may not have been covered completely allowing light to be absorbed. This would also have affected the amount of DO. The cap may not have been screwed on all the way allowing oxygen to leak, affecting the DO. One improvement could be to place the bottles parallel to the tray so that each bottle receives the same amount of light. Another improvement could be to allow the DO to only accumulate for one day rather than for two. One possible extension is to measure the amount of DO produced at various depths in a lake. Another extension is to measure the affect in dissolved oxygen production if algae is supplied with nitrates and/or phosphates. Work Cited Biology lab manual for students,  2001,  New York: College Board Campbell, N.A., Reece, J. B., Mitchell, L.G. (1999).  Biology (5th ed.). Menlo Park:  Benjamin/Cummings. Dissolved Oxygen. (2007, December 7).  Retrieved from Water on the Web website:  http://www.waterontheweb.org/under/waterquality/oxygen.htm Dissolved Oxygen Water Quality Test Kit. (n.d).  Retrieved from LaMOTTE COMPANY website:  http://www.lamotte.com/pages/common/pdf/instruct/7414.pdf The Flow of Energy: Primary Production to Higher Trophic Levels. (2008, October 31).  Retrieved from University of Michigan website:  http://www.globalchange.umich.edu/globalchange1/current/lectures/kling/energyflow/energyflow.html

Falls Of Miltons Eve And Doctor Faustus Religion Essay

Falls Of Miltons Eve And Doctor Faustus Religion Essay In this essay I am going to be comparing the falls of Eve in John Miltons Paradise Lost, first published in 1667 and Doctor Faustus in Christopher Marlowes The Tragical History of the Life and Death of Doctor Faustus, first published in 1604 The notion of the Fall of man originates in the Bible where it is recorded in the book of Genesis. It has been interpreted both literally, as a description of historical events and symbolically as a spiritual truth. The Fall refers to the transition of the first created humans, Adam and Eve from their original state of perfection, to a state of guilt and disobedience to God. The notion of Adam and Eves perfection comes from Genesis 1:31 where we are told that God saw everything that he had made, and indeed, it was very good. This notion was also reinforced by St. Augustine, who believed that Mans nature indeed, was created at first faultless and without any sin. In Genesis 2:16-17, God forbids Adam and Eve to eat from the tree of knowledge of good and evil: And the Lord  God commanded the man, You may freely eat of every tree of the garden;  but of the tree of the knowledge of good and evil you shall not eat, for in the day that you eat of it you shall die.' This is essentially the beginning of the series of events that lead to the Fall, because it is shortly after this that Eve is deceived by the serpent into eating from that tree, and shares it with Adam. We are told that the serpent was more crafty than any other wild animal that the Lord God had made (Gen 3:1) and later, in the book of Revelations, we are led to believe that the serpent was in fact Satan in disguise: The great dragon was thrown down, that ancient serpent, who is called the Devil and Satan. (Rev 12:9) Adam and Eve are consequently banished from the Garden of Eden by God and as punishment for their sin, sent to live on Earth. They are also banned from eating from the Tree of Life again, which is how Christians believe death entered the world. This is known as the Fall of Man. The Biblical story of Adam and Eve forms the basis for Miltons Paradise Lost, and he too seems to adopt the Augustinian view that Adam and Eve are two perfect and fully developed humans. This is shown when: Adam soon repealed The doubts that in his heart arose: and now Led on, yet sinless Unlike the Biblical Adam and Eve however, Milton gives us the impression that Eve is inferior to Adam since Adam was created to mirror Gods divine authority and Eve was created merely to satisfy Adams desire for a companion. Throughout the poem we realise that Eve never experiences God directly; Adam experiences God and Eve experiences Adam, who appears to act as an intermediary between her and God: For contemplation hee and valour formd,   For softness shee and sweet attractive Grace,   Hee for God only, shee for God in him. It is this sense of divine hierarchy that seems to make Eve more susceptible to Satans temptation, because during the series of events which contribute towards the eventual Fall, Satan plays on Eves desire for autonomy and a connection to the universe outside of Adams shadow. The sequence of event leading to Eves fall begins when she is asleep one night and Satan attempts to plant his tempting thoughts in her mind. Satans effect is reflected in her dream when an angel tempts her to eat from the Tree of Knowledge: Taste this, and be henceforth among the Gods   Thy self a Goddess, not to Earth confind. This plays on Eves desire to achieve a direct relationship with God. The second significant factor is her determination to spend time alone on the fateful day; she wakes up in an independent mood and insists that her and Adam attend to the garden separately, despite Adams attempts at dissuading her. It is at this point, when she is pleased with herself for achieving some autonomy that she comes across the serpent. In order to be successful in leading Eve astray, the serpent attempts to eliminate her fear of disobeying God. He begins by making her doubt the existence of death and evil: Those rigid threats of Death; ye shall not Die:   How should ye? by the Fruit? it gives you Life   To Knowledge? By the Threatner, look on mee,   Mee who have touchd and tasted, yet both live,   And life more perfet have attaind then Fate   Meant mee, by ventring higher then my Lot. The serpent then continues to try and make her doubt God himself by suggesting that God has only forbidden her to eat from the Tree of Knowledge so as to keep her ignorant, rather than becoming powerful and knowledgeable: Of good, how just? of evil, if what is evil   Be real, why not known, since easier shunnd?   God therefore cannot hurt ye, and be just;   Not just, not God; not feard then, nor obeid:   Your feare it self of Death removes the feare.   Why then was this forbid? Why but to awe,   Why but to keep ye low and ignorant,   His worshippers; he knows that in the day   Ye Eate thereof, your Eyes that seem so cleere,   Yet are but dim, shall perfetly be then   Opnd and cleerd, and ye shall be as Gods,   Knowing both Good and Evil as they know. Here Satan is playing on Eves perception of the divine hierarchy and her feelings of inferiority to both Adam and God, by offering her an opportunity to do what she believes will lead to a direct relationship with God. It is at this point that we begin to see Eves final error as intellectual rather than moral. In the moment before she eats from the tree, she pauses and thinks. She still allows her reason to guide her, but Satans deception of her mind misinforms her will. Her reasoning is quite sound, however it is based on the belief that the serpent is telling the truth. This, one of the main premises in her decision, is in fact false. After eating from the tree of knowledge, her nature and attitude towards her relationship towards Adam have been changed by sin. Having imagined an existence outside of Adams perception during her conversation with the serpent, she now finds herself consumed with a selfish desire to share her fate with Adam, because she can no longer conceive of separation from him.

Essays --

Thought to be an oncogene, a gene that has potential in transforming normal cells into tumor cells, p53 was regarded as the most prominent tumor suppressor gene [1]. P53 is a gene which signals apoptosis (programmed cell death) if a cell cannot be repaired due to an extensive amount of damage. As stated in the textbook, p53 regulation occurs by an E3 ubiquitin-protein ligase known as MDM2 [1]. "Controlling the controller" is a statement that describes the molecular interaction where the presence of MDM2 targets the p53 for proteosome via degradation. With three main checkpoints in cell cycle, the literature states p53 functioning from G1 into S phase in a chaotic cell [2]. The normal state of cells is to keep p53 levels low in order to prevent uncontrolled apoptosis and random cell cycle arrest from occurring. In a further note, although p53 promotes apoptosis and cell cycle arrest, cancer may result from p53 unable to recognize the problematic site. In turn, a mutation in p53 may result engaging in new activities. These activities include cellular transformation, tumor metastasis,...

Pictures :: essays research papers

Pictures The main conflict in the text is about having different religions. It's about how a little girl is having problems about understanding why she can't paint religious persons with dark skin. At school the teacher says that Amina can take the picture to show her mom. Amina doesn't understand why it can't hang on the wall together with the other childrens'. But the teacher gives another excuse and Amina "surrenders", and takes the picture home. But as her mother sees the picture she tears it apart, and tells Amina to never say anything to Amina's father and she tells Amina explicitly not to draw anymore pictures of the Prophet of Nazareth. It is obvious that Amina's mother is scared of how the father will react if he sees that her daughter has painted people from the Bible. Amina and her family are muslims, that's why her mother can't accept the drawing Amina brings home. The reason why she doesn't want the father to know is that he's the dominant one in the family. Maybe the mother is scared that he will punish Amina, or maybe even the mother, for not bringing up her daughter properly. Then Amina's mother teaches her to draw patterns from the Koran. Amina likes to draw the patterns and she is no more confused. Next day at school, they're all going to draw nice Christmas cards. Amina draws the patterns that her mother has just taught her. The teacher tells her to draw people instead, and she throws away the Christmas card with patterns on it. Amina refuses to draw people, and reminds the teacher of what she'd told Amina the other day. The teacher tries to behave nice and convinces Amina that she will put Amina's picture next to the others'. During the two discussions the teacher and Amina are having, the teacher is having a hard time justifying what she is actually doing. She gives no particular reason for telling Amina to take home the picture. Just as well as she gives no explanation for, why Amina can't draw patterns from the Koran. Instead she tries to flatter Amina by telling her that she is good at painting. Even more confused, Amina draws people instead. At school she's told to draw people from the Christian Bible and at home she's told that's wrong. At home her mom tells her to draw patterns from the Muslim Koran, but when she comes to school she is told to draw people, - no wonder she is confused! The ending is from the parents' point of view very contradictive ( I assume that the