The Success of Baz Luhrmanns Romeo And Juliet - 1393 Words

The Success of Baz Luhrmanns Romeo And Juliet Baz Luhrmanns Romeo and Juliet was highly successful. The film sold millions at the box office and was well received by critics such as Paul Matthews who said that Romeo and Juliet was a, radical invention of a classic text. Although the film was released to late in the year to receive any awards, William Shakespeares Romeo + Juliet was and always will be considered a classic. The reason for the films success was because the film was made accessible to young people in a way that Shakespeare usually isnt by giving it modern location and using special effects. The film makers wanted to knock Shakespeare down and put him where he belongs which is†¦show more content†¦He cut the lines which cannot be transferred to 20th century context are cut such as the convocation between Romeo and the Apothecary, this convocation still takes place but in a much reduced way. Baz Luhrmann also cuts a lot of the complex imagery as it would not have been as appealing to a younger audience. Lu hrmanns version of the script is far more concise than the original and does not overwhelm the audience with too difficult language making the film far more successful with the younger viewers. Shakespeares script was written for a very basic set but the films setting was very elaborate so no complex imagery or soliloquies are needed as the setting speaks for its self. Baz Luhrmann made the Shakespearian play far more concise, slick and easier to understand which helped make the film be so successful. As I already mentioned in my introduction bringing the play up to date made the film highly successful. This is shown in almost every scene in the play. Its shown in the opening scenes to the movie when the Montague Boys arrive in a bright yellow car with modern music blaring out of the stereo. They almost look like college beach boys, with their Hawaiian shirts and baggy trousers. This was a very good way to start the film as it gave it a modern cool look which would be appealing to theShow MoreRelatedRomeo And Juliet Film Analysis1458 Words   |  6 Pagessimultaneously, and especially when adapting Shakespeare. William Shakespeare’s Romeo + Juliet is an adaptation that has stirred much controversy since its release, and it’s easy to understand why. Critics deemed the film kitsch, tasteless, and even went as far as to dismiss it as â€Å"MTV Shakespeare† because of its fast-paced style and blatant advertisement in some of Shakespeare’s most important scenes. I thoroughly believe that Baz Luhrmann is attempting to get teenagers interested in Shakespeare by reducingRead MoreRomeo and Juliet - from Stage to Screen (on Baz Luhrmanns Cinematic Production))947 Words   |  4 PagesROMEO AND JULIET From stage to screen. (On Baz Luhrmann’s cinematic production) As far as the cinematography came into being, attempts have been made to screen some of the Shakespeare’s plays. Within these screenings ‘Romeo and Juliet’ has always been a graceful and rewarding theme. Rewarding figuratively and literary, as the producers could in fact acquire a great income due to the popularity of the film. Such was the case with the ‘Romeo and Juliet’ directed by Baz Luhrmann and screened inRead MorePost Modernism Of Baz Luhrmann s Film Adaptation Of William Shakespeare s Romeo And Juliet3440 Words   |  14 PagesPost-modernism in Baz Luhrmann’s film adaptation of William Shakespeare’s play Romeo and Juliet: a comparison of two creative works from two different periods. In 1996, Baz Luhrmann directed â€Å"Romeo + Juliet†, a modern twist on the famous tragedy play Romeo and Juliet by William Shakespeare in 1597, in which the main characters Romeo Montague and Juliet Capulet where portrayed by Leonardo DiCaprio and Claire Danes. While some praise the strange interpretation of the old tale, there are also thoseRead MoreHow Baz Luhrmann Uses Props, Iconography, Costumes, and Settings to Create His Own Version of William Shakespeares Romeo and Juliet895 Words   |  4 PagesHow Baz Luhrmann Uses Props, Iconography, Costumes, and Settings to Create His Own Version of William Shakespeares Romeo and Juliet William Shakespeare’s best loved tragedy, Romeo and Juliet, has been portrayed in theatres and on film in many different ways. But none have been quite like Baz Luhrmann’s imaginative and unconventional adaptation. He has brought aspects of the plays Elizabethan origins and transfused them with a modern day background and created, what can Read MoreCritical Analysis of the Opening Extract of Baz Luhrmanns Romeo and Juliet1107 Words   |  5 PagesCritical Analysis of the Opening Extract of Baz Luhrmanns Romeo and Juliet Baz Luhrmann has used the three presentational devices in a specific way in his film Romeo and Juliet. The point of this essay is to analyse them in the opening extract. The presentational devices are: sound; mise en scene; and cinematography. The elements of mise en scene are: why things are placed where they are; what the characters are wearing; body language and facial expression. Sound is quite Read MoreComparing Two Film Versions of Romeo and Juliet Essay2423 Words   |  10 PagesComparing Two Film Versions of Romeo and Juliet For this assignment I shall be comparing two film versions of Romeo and Juliet. The first one was directed by Franco Zefferelli in1968 and the most recent version in 1997 by baz Luhrmann. I will be comparing the opening scene (including the prologue) up to the end of the first fight between the two families. Before the directors even started filming they had toRead MoreHow to Account for the Success of Romeo and Juliet by Baz Luhrmann2153 Words   |  9 PagesHow to Account for the Success of Romeo and Juliet by Baz Luhrmann â€Å"The play re-worked for MTV.† This is just one of the many ways Baz Luhrmann’s Romeo and Juliet has been described after the director dramatically changed the way the world sees Shakespeare. The controversial film shows us just how important Shakespeare still is no matter how you try to change it. The classic, original play will always be present in some way. The film’s success came with great publicityRead MoreAnalysis of Baz Luhrmanns Use of Cinematic Devices in the Opening Scenes of William Shakespeares Romeo and Juliet2183 Words   |  9 PagesAnalysis of Baz Luhrmanns Use of Cinematic Devices in the Opening Scenes of William Shakespeares Romeo and Juliet Baz Luhrmanns 1997 film version of Romeo and Juliet is updated to the modern age while still retaining the original dialogue. The opening shots are unusual but highly affective. Luhrmann starts off with a static long shot focusing on a TV inRead MoreChrist Figures in William Shakespeares Romeo and Juliet Essay3254 Words   |  14 PagesRomeo and Juliet as Christ Figures Introduction and Modern Interpretations Modern audiences have been reintroduced to William Shakespeare’s Romeo and Juliet largely through modern film reinterpretations of the play. Many of these films, most notably Baz Luhrmann’s 1996 version of Romeo and Juliet and John Madden’s 1998 Shakespeare in Love, have focused on the tragic destiny of these two star-crossed lovers. Seemingly, it is the destiny of Romeo and Juliet to commit suicide because theyRead MoreDà ©jà   Vu: Motifs of Hitler in Richard III(1995) and How They Help Modern Audience to Understand Shakespeare’s Richard1626 Words   |  7 PagesIt is not terribly odd to see directors adapt Shakespearian plays to a different era. In fact, contemporary elements in films like Baz Luhrmann’s Romeo and Juliet and the most recent Much Ado About Nothing by Joss Whedon have definitely bring valuable new readings to the text. Embracing this trend, Richard III (1995) by Richard Loncraine shifts its background to 1930s Britain. Starring I an McKellen as Richard, the movie makes an undeniable connection to Nazi Germany; very details include costume

Environmental Education At The School - 844 Words

While at the school, I got to try my hand at a variety of different things. Every day was different. In a classroom, you never know what is going to happen and everyday something different is taught. I would go to the school Mondays, Wednesdays, and Fridays each week from 12:00pm until 3:00pm. On Mondays, I would go to two Kindergarten classrooms, Mrs. Markons and Mrs. Rolfes. In both classes, I helped with environmental education. Somedays there was an Environmental Educator that would lead the class interactions and on other days it was up to the teacher and I to lead the class interactions. Most days, if the weather was accommodating, the class would go out to the school forest to learn. Usually we would start with a book inside and then outside we would relate the book to what we saw. We did a variety of different things from making animal houses, identifying trees, using nature to spell and do math, making bunny restaurants, and using our senses to describe what we experienced. I typically, would be assigned a group of about seven students. The students and I would go off into our own area of the woods and do the activity for the day. It was my job to ask the students questions along with answering whatever questions they may have. On Wednesdays, I would go to Mrs. Tamburro’s art class with first graders and Mrs. Lampela’s class of second graders. The rest of the time I would help in the greenhouse keeping it maintained or assist the teachers with whatever they needed.Show MoreRelatedEnvironmental Education Is Not Always Implemented Within Schools1306 Words   |  6 PagesEnvironmental education is not always implemented within schools because classrooms are the main space in which students learn and teachers are expected to teach. However, by implementing activities that surround around current events in the environment and by connecting students to nature, this can have positive effects in which it influences the individuals sense of self and their community (Mcinerney, Smyth, Down, 2011). Research found that children who play in a natural environment to developRead Moreâ€Å"Developing Environmental Education in the Primary and Secondary Schools Curricular in Kenya: a Proposed Strategy for K enya Institute of Education.† by Otieno-Odundo Kenya Organization for Environmental Education (Koee)4063 Words   |  17 PagesABBREVIATIONS/ACRONYMS AFEW African Fund for Endangered Wildlife EE Environmental Education UN United Nations KIE Kenya Institute of Education KWS Kenya Wildlife Services WCK Wildlife Clubs of Kenya KOEE Kenya Organization for Environmental Education FEE Federation for Environmental Education NGO Non Governmental Education Table of contents Acknowledgement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Abbreviation/AcronymsRead MoreHistory Of Environmental Education As Infused Through Science Education1135 Words   |  5 Pages2.5 HISTORY OF ENVIRONMENTAL EDUCATION AS INFUSED IN SCIENCE EDUCATION According to NCF 2005†The present status of Environmental Education (EE) in schools had its genesis in the National Policy of Education (NPE) 1986 (modified in 1992), in which Protection of the Environment is stated as a common core around which a National Curriculum Framework (NCF) would be woven. The National Policy on Education 1986 emphasized the need to create awareness of environmental concerns by integrating it in theRead MoreAll Education Starts At Home. The Ways In Which We Are1371 Words   |  6 PagesAll education starts at home. The ways in which we are raised affects how we care for ourselves and the people and things around us. From the time we are born, a proper and mature education at home is instrumental to how we progress as individuals. However, academia plays a large role in the shaping of this progress. David Orr’s belief is that with the growth of knowledge, the growth of ignorance increases. However, it can be argued that the growth of knowledge has the power to minimize ignoranceRead MoreThe Effects Of Environmental Education On The Environment1224 Words   |  5 Pagesendangered indicator species: the child in nature† (Louv, 2008). Environmental education is a multidisciplinary field of study and processes that everyone is able to â€Å"explore environmental issues, engage in problem solving, and take action to improve the environment† (â€Å"What is Environmental Education?† n.d). Education is vital to the awareness, understanding, attitudes and participation of the environment. People in the environmental education field all have a unifying purpose of engaging people and teachingRead MorePublic Environmental Awareness and Education1615 Words   |  7 PagesPublic Environmental Awareness and Education Action can be taken in a variety of areas to increase environmental awareness and education. Some of these categories are: environmental legal rights and responsibilities and associated consequences, use of the media, awareness raising campaigns, incorporation of environmental issues in mainstream education, increasing awareness and education in target groups and encouragement of public participation in environmental matters. As the following case studiesRead MoreWorld Commission On Environment And Development Essay1724 Words   |  7 Pageswe want 2.5 HISTORY OF ENVIRONMENTAL EDUCATION AS INFUSED IN SCIENCE EDUCATION According to NCF 2005†The present status of Environmental Education (EE) in schools had its genesis in the National Policy of Education (NPE) 1986 (modified in 1992), in which Protection of the Environment is stated as a common core around which a National Curriculum Framework (NCF) would be woven. The National Policy on Education 1986 emphasized the need to create awareness of environmental concerns by integratingRead MoreA Student At Hampton University1190 Words   |  5 PagesI did not fully realize the impact it would have on me, but looking back, it is clear to me that those experiences have shaped who I’ve grown into today, and strongly influence to my desire to pursue a career in environmental science education. My first class in Marine and Environmental Science department at Hampton University turned out be different than I expected. Instead of a large lecture hall full of students, I entered a small classroom with approximately 15 students. It was a pleasant surpriseRead MoreThe Current Educational Curriculum Faces1425 Words   |  6 Pagesare various kinds of pressures that the current educational curriculum faces. Such pressures include ensuring the rights of children are protected, ensuring that cultural diversity in learning institutions is not a barrier to learning, making the education system provide learners with essential skills that can enable them participate and compete effectively in the globalized world, ensuring that children from economically challenged backgrounds obtain information similar to their counterparts thatRead MoreTitle: Enhancing Education For Sustainable Development1034 Words   |  5 PagesTitle: Enhancing education for sustainable development during adolesc ence Studies show that people experience a dip in interest and concern about environmental problems during their adolescent years (age 13-17). However, there is a lack of information on whether this dip applies to the other two dimensions of Sustainable Development (SD) i.e. social and economic, as well. This study examined changes in the broader concept of Sustainability Consciousness (SC) throughout adolescence. SC is defined

Explain the Need for Sexual Responsibility in Personal Relationships Free Essays

Explain the need for Sexual Responsibility in Personal Relationships Listen and be listened to- We need to hear our partners’ thoughts, feelings, and ideas. We should also expect our partners to care about what we have to say. Be honest and expect honesty- We need to be truthful with each other about what we do, think, and feel. We will write a custom essay sample on Explain the Need for Sexual Responsibility in Personal Relationships or any similar topic only for you Order Now Share our feelings and expect our partners to share theirs- We need to be able to say what is on our minds and know that we will react to one another respectfully. Disagree and allow disagreement- Partners often have different desires, opinions, and ideas. They have the right to think differently. Partners need to respect each other’s’ unique points of view Be fair and expect to be treated fairly- Partners need to be considerate of each other and treat each other equally in their relationships. Consider our partners’ needs and have ours considered- Decisions that affect both partners should be made together with one another’s well-being in mind. Partners need to be able to compromise. Give support and be supported- Partners need to support one another’s emotional needs. Help our partners feel good about them and expect the same in return- Partners need to acknowledge one another’s efforts and accomplishments. Forgive and expect forgiveness- No one is perfect, and making mistakes is a normal part of life. If we apologize and are forgiven, we can move on. We shouldn’t constantly remind one another of past mistakes. Let our partners use their own money as they like and expect the same in return- We should all be allowed to make our own decisions on how we spend our own money. We also have a responsibility to live up to whatever financial commitments we have made together. Respect our partners’ needs for other relationships and expect the same in return- We all have a right to friendships outside of our primary relationships. Spending time apart with family and friends is normal and healthy. Respect our partners’ privacy and need for time apart and expect the same in return- We all need privacy and time apart from one another – alone or with others. It is not fair to be angry or treat someone badly for wanting time apart. Respect our partners’ need to feel safe and secure and expect the same in return- We all need to always feel safe and secure. Physical or emotional abuse, threats, or violence are deal breakers and end our responsibility to try to maintain our relationships. Respect our partners sexually and expect the same in return- Whenever we have sex, we should be attentive to each other’s pleasure. We should always have each other’s consent, and we should never use pressure to get consent. We should share in the responsibility of guarding ourselves and our partners against unintended pregnancy and sexually transmitted infection. And we should always be clear about what we want to do and respect what our partners want to do sexually. How to cite Explain the Need for Sexual Responsibility in Personal Relationships, Papers

Abraham Lincoln and Clara Barton free essay sample

Even though undefined, Clara Barton and Abraham Lincoln set a good strong example about the American patriotism during the time of the Civil War. II. BODY – Thomas Jefferson’s Early Life, Politics, and Presidency A. Early life 1. Born in Kentucky Febuary 12th, 1809 a. Moved to Perry County, Indiana b. Mother dies c. Father remarried d. Schooling B. Presidency 1. Beginning Presidency a. Was a lawyer in Illinois. b. Won 1806 nomination for Republican Party c. Initiated new ideas 2. Midway through Presidency a. Selected best officials b. Resolved Trent Affair c. Union had control of border states 3. Ending of Presidency a. Those who opposed Lincoln b. Reconstruction c. One of top rated Presidents III. Body- Clara Barton’s Early life, traveling, and Work A. Early life 1. Born in Massachusetts a. Parents b. Good reader c. Nursed her brother 2. Teaching and schooling a. Became teacher at seventeen b. Enrolled at a Liberal Arts school c. Opened school in New Jersey 3. During the Civil War a. Nicknamed â€Å"Angel of the Battlefield† b. Worked behind the lines . Named Superintendent of Union Nurses 4. Finding missing soldiers a. Started a bureau to find missing soldiers b. She was much like Huck Finn looking for Jim. c. Found info for more than 30,000 missing soldiers 5. Traveling a. Went to Europe to take a break b. Promised to rally back in the U. S. 6. Work a. Became President of Red Cross b. Helped in Crisis i. floods ii. yellow fever c. American Amendment was passed. Summary of Paper a. Abramham is most like Huck because he does what he thinks is right above all else. b. Lincoln’s father fits the role of Pap Finn . Clara can be related to Hester because she is a strong women. d. Her scarlet letter would be that she’s a women Mikaela Boies Mrs. Weisman American Literature 1 March 23, 2012 Abraham Lincoln and Clara Barton Even though undefined, Clara Barton and Abraham Lincoln set a good strong example about American patriotism during the time of the Civil War. Lincoln did whatever it took to help his country through the good and the bad. Barton pushed through the fact that she was a woman to keep on pursuing her dreams. Therefore leading to some of America’s greatest citizens. In Hardin County, Kentucky in a small log cabin on February 12th, 1809 Abraham Lincoln was born. When he was seven his family moved to Perry County, Indiana, and two years later his mother died of tremolo; bad milk (Lincoln Information). His father then married Sarah Bush Johnston. His schooling was less than that of a year, but by the time he was seven he had taught himself to write and was constantly reading anything he could (Hunter). During Abe’s presidency he guided American through the biggest war in American history, the Civil War, and he maintained the Union and ended slavery. Before he had become the president he had been a lawyer in Illinois and a member of the United States House of Representatives (Abraham Lincoln ). In 1860 he won the nomination for the Republican Party and was elected a year after. During his presidency he focused mainly on the success of winning the war. He initiated the idea of his Emancipation Proclamation , the abolition of slavery, and advanced the Thirteenth Amendment to the Constitution (Gillam). When the war was coming closer to an end he was the first president to be assassinated. He closely oversaw the war attempt and selected the best generals. One of these officials was Ulysses S. Grant. Lincoln controlled the groups of the Republican Party good-naturedly and would influence disagreeing bureaucrats to cooperate. Abe productively resolved the Trent affair, a war fright with Britain (Beschloss). His leader ship of the Union later on gave the control of the border slave states during the beginning of the war. With all else going on he managed to organize his reelection in 1864. Those who opposed the war such as Copperheads, disapproved Lincoln for declining to cooperate on the compromise slavery. On the other hand, many also criticized him for not abolishing it soon enough. Even with having so many obstacles he developed his famous speech; his Gettysburg address. When the war was coming to and end he had an average opinion of Reconstruction and wanted to hurriedly bring the country through with a policy of substantial reconciliation (Norton). Abraham Lincoln will always be one of the top-rated and greatest American Presidents (Summers). Clarissa Harlowe Barton was born in North Oxford, Massachusetts to her parents Stephen and Sarah Barton. She was the youngest of five children and her father was respected as a politician, farmer and horse breeder (Faust). Clara was very shy but soared when it came to her studies. By the time she was four it was easy for her to spell complicated words (Faust). Just when Barton was eleven her brother, David, fell off a roof and became injured and ill. At the age of seventeen Clara became a teacher and six years later she founded her own school for mill workers children. After feeling the need to be educated more she enrolled at the Liberal institute in Clinton, New York for language and writing. Later after her studies at the liberal institute she opened up a free school in New Jersey. Under her leadership participation and attendance grew significantly (Faust). The school board did not hire her as the head but instead hired a man. During the Civil War Clara Barton was given the nickname â€Å"Angel of the Battlefield. † Clara Bartons work began after the Battle of Bull Run. She began an agency to get supplies to the wounded and in 1862 got permission to travel behind the lines (Faust). She eventually saw some of the worst during the sieges of Petersburg and Richmond but gave aid to those of both North and the South. By doing so she increased the comfort for those wounded and the odds of surviving were becoming greater. In 1864 Major General Benjamin Butler named her superintendent of the Union nurses. By the end of the war she started a bureau to help find soldiers M. I. A. She was much like Huck Finn off to search for a missing Jim for she never knew where they would be. Something like this had never happened before and she managed to find information on over 30,000 soldiers. The United States first national cemetery marks the graves of more than 13,000 of these unknown Union Soldiers (Faust). After the Civil War a doctor ordered her to go to Europe to take a break and while there learned about the Red Cross. So far twelve countries had agreed to sign the treaties to start the Red Cross but the U. S. was not one of them and promised that once she got back to her homeland she would rally to get it sign and establish it in the U. S (Faust). Not only did she bring the Red Cross back to America but she also expanded it to include giving assistance in any nation disaster. After the Civil War a doctor ordered her to go to Europe to take a break and while there learned about the Red Cross. So far twelve countries had agreed to sign the treaties to start the Red Cross but the U. S. was not one of them and promised that once she got back to her homeland she would rally to get it sign and establish it in the U. S (Faust). Not only did she bring the Red Cross back to America but she also expanded it to include giving assistance in any nation disaster. Over all Clara Barton and Abraham Lincoln are two good examples of American patriotism during the Civil War. Abraham Lincoln is most like Huckleberry Finn (Twain). He is fearless and does what he thinks is right above all else. Lincolns father seems to fit the role of Pap in his life and he strived to become more than his father (Twain). Clara Barton can be related to Hester from the Scarlet letter (Hawthorne). She is a strong woman but was very shy and somewhat outcast for being such a tom- boy. Clara was a woman and her scarlet letter would have been the fact that she was a woman and how that limited her (Hawthorne). Without these two prime figures of patriotism and strength our country would be far less then it is today.

Sports And Drugs Essays (369 words) - Drug Control Law,

Sports And Drugs "The Sports World Should be Drug Free" This article was derived on the question: Why the sports world should be drug free? Barry McCaffrey's answer to this question is based on a simple assumption that drug usage in sports has a direct impact on children which will ultimately lead to downfall of sports. The essay takes on the belief that all or most kids look up to athletes. And if these athletes do drugs then kids will do drugs. It is directed to the athletes themselves, coaches, and the parents of all children. McCaffrey states that after the death of athlete Len Bias, youth cocaine use suddenly dropped (page 1). It seems that this is a safe assumption because after a death of a famous athlete, people as well as children learn the disastrous effect of drug use. He also believes that when athletes use drugs and are rewarded for their athleticism kids get the misimpression that drugs are not dangerous to their well being, dreams and aspirations (page 1). This essay is compelling and also logical. We as a culture know that children look up to all athletes. They are pictured on cereal boxes, sneaker ads, cartoons, etc.... The author makes the natural assumption that if these athletes use drugs that kids will get the picture that it is alright for them to use them as well. His argument is very convincing especially for a parent. He gives evidence that professional organizations are know getting involved to take a stand against drug usage. McCaffrey states, " Eighteen Major League Baseball teams are showing anti-drug public service announcements in their stadiums at home games. Major league soccer is sending strong anti-drug messages to its young fans. On October 23rd , as part of the Office of Drug Policy's athletic initiative, the first ever "National Coachathon Against Drugs" will see coaches across the nation?from pee wee to the big leagues?starting practices with messages against drugs" (page 2). The only thing about McCaffrey's argument is that he didn't consider the other side's point of view. He must of thought they did not have a relevant case to even consider their view. He did a good job researching and making a firm strong point. Bibliography McCaffrey, Barry R. "The Sports World Should Be Drug Free" St. Petersburg Times. September 9, 1998. p. 12A

Jetblue Ipo Essay Example

Jetblue Ipo Essay Example Jetblue Ipo Paper Jetblue Ipo Paper JetBlue Airlines, a low-fare commercial airline, has planned to go public towards the end of 2001. During the process the firm had restructured their initial price from $22- 24 per share to $26 – 28 per share. Advantages / Disadvantages of the IPO Decision There are considerable advantages with obtaining equity through the IPO process. There are, however, some drawbacks that also need to be taken into consideration. Some of the advantages and disadvantages are: Advantages| Disadvantages| Equity value is established for the firm * Current shareholders can diversify personal portfolios| * SEC requires public disclosure of financial information (transparency) * IPO expenses| * Liquidity of stock increases| * Owner restricted to immediate cash-out| * Easier to raise capital in the future| * Sharing of future earnings with outsiders| | * Legal liability| Exhibit A in the appendix outlines some additional key advantages and disadvantages of going public through the IPO process. IPO Valuation Techniques Deriving a value for an IPO is the critical part of the process. In both fixed price and book building offers some form of initial price must be determined by the investment bank. Key methods are used to determine the value of a company and thus the initial IPO price includes: * Discounting Methods: based on a firms intrinsic value (future cash flows) * Comparable Multiples Method: value based on similar publicly traded companies Using information from the case we perceived the IPO pricing of $24-26 was determined by using the comparable multiples approach. Therefore, we will use the discounted cash flows method to determine an introductory price and evaluate whether it is in-line with the current proposed price. Exhibit B provides a description of each method. Discounted Cash Flow Recommendation It is our recommendation for the firm to set the price range for the IPO at the adjusted rate of $26 to 28. Although more value is achievable through a higher price, the lower range will meet the needs of the firm, maintain interest in the share, and possibly give large returns to the investors right away. Advantages and Disadvantages of Going Public through the IPO Process Advantages The partners can obtain a true value of the shares they possess in the company * Partners can remove their signatures from the lines of credit and thus, are no longer personally liable to the creditors * The overall financial condition of a company is improved as it brings in non-refundable money * A broader capital base gives the company more access to credit whi ch gives the company an option to venture into new business opportunities * Capital raised in an IPO can be used to pay off debt and thus reduce the interest costs and enhance the company’s debt to equity ratio * The value of the stock may see an upward trend thus increasing the initial investor’s financial wealth * When a company goes public, it attracts the attention of the media and financial community thus providing free publicity and helps in creating a better corporate image * By going public and listing on a stock exchange it can directly foster public reputation in general Disadvantages The market is extremely unpredictable and an unsuccessful IPO can result in a great loss of time as well as money for the company * The ownership of the partners is dissolved and they become mere employees who are responsible to the shareholders and Board of Directors * Continuous dealing with shareholders and the press is a time-consuming process * Shareholders judge the perfor mance of the company on the basis of the profits and stock price and may cause managers to overlook the long-term strategic objectives * The company needs to make nation-wide presentations about its performance to the interested shareholders, brokers and the investment bankers * The company’s continued success may bring a lot of close scrutiny by the public * Large amounts of fees and expenses are associated with a public company on a continual basis commissions, advertising costs, securities exchange fees etc. Exhibit B: IPO Valuation Techniques Discounting Methods Theoretically, the price of a share is derived by discounting all future cash flows that accrue to shareholders. These techniques are used throughout industry; however, they do suffer in practical application due to the risk associated with forecasting both revenue and expenses (Draho, 2004). The two most frequently used discounting methods include the discounted free cash flows (DCF) and a residual income model (RIM). * Discounted Free Cash Flows Free cash flows are defined as the cash flows from operations after investment in working capital and any capital expenditures. These cash flows are considered more appropriate than accounting earnings which include non cash items such as depreciation that cannot be used to pay shareholders. Cash flows are used to pay dividends and thus capture true value for the investor. These cash flows are then discounted using a risk adjusted rate. The rate is estimated either by using the capital asset pricing model (CAPM) for a 100% equity company or by calculating the weighted average cost of capital of the firm’s debt and equity (Geddes, 2003). * Residual Income Model The DCF model requires accounting earnings to be converted to cash flows. This is considered inappropriate as accounting values do not take into consideration the time value of money and may be subject to manipulation by way of accounting methods. The RIM is similar to the DCF method in that both methods use a risk adjusted discount rate. The RIM model, however, utilizes the difference between the realized earnings and the expected earnings, where the expected earnings is the cost of equity multiplied by the start of period equity book value (Draho, 2004). Comparable Multiples This is the most common method used by investment banks to value IPO’s. Its fundamental approach is the comparison of ratios of companies that operate in similar businesses that possess the same characteristics of risk, current and future profitability and growth prospects. There are number of ratios that can be used under this method, the most common being: * Price/Earnings multiples * Price/EBIT Market value/Book value * Price/sales The successful application of this method lies in choosing an appropriate comparison company. One method used by practitioners is to select up to 10 company’s operating within the same industry and to use the group’s median multiple to value the issuer. The second and most common method is to select 3-4 companies that are direct competitors within the particular industry to the issuer. The third method is to use multiples of firms that have recently gone public assuming all issuers share common valuation multiples. The comparable multiples method is a popular method to value an IPO due to its simplicity and accuracy. With the use of multiples there is no need to estimate the cost of capital, neither is there a need to depend on forecasted earnings and assumptions of valuation models. The use of multiples is supported by the assumption that relevant ratios capture the markets estimate of risk and growth. References Bruner, R. F. , Eades, K. M. , Schill, M. J. (2010). Case Studies in Finance: Managing for Corporate Value Creation. New York, NY: The McGraw-Hill Companies. Damodaran, Aswath. Damodaran Online: Home Page for Aswath Damodaran. Welcome to Pages at the Stern School of Business, New York University. Web. 1 July 2010. http://pages. stern. nyu. edu/~adamodar/. Draho, J. (2004). â€Å"The IPO Decision: Why and How Companies Go Public†. Cheltenham, UK: Edward Elgar Publishing.

Difference between NIetzche's and Hegel's views on education (bildung) Essay

Difference between NIetzche's and Hegel's views on education (bildung) - Essay Example There is a difference between Hegel’s view that education (Bildung) is for everyone, and that everyone can be educated. Hegel emphasized that Bildung in the Civil Society refers to the education of the conscience to learn how to link the specific and the universal. The author reiterates that the Bildung includes giving credibility to the universal. The author goes further by stating that the Bildung education incorporates the theory that the individual members of society are private persons having their own diverse interests, wants, and needs as their objective. Since the objective goes through mediation passing through the universal, the individuals interpret the objective as the means. The individuals can attain their objective only if they determine their own diverse knowledge, volition, and action in a universal way in order to make themselves connections in the continuum chain. The above quote clearly shows that education, during Hegel’s time and during our present generation, is intertwined with many significant factors. For example, the students study engineering with the hope that they will be landing an engineering job, after graduation. The management students spend lots of time mastering their management concepts with the hope they will become future managers in the work place. In turn, the engineering companies are willing to accept new employees if they have the necessary skills, capabilities, and other relevant experiences needed to ensure the company’s goals are achieved on time and with quality. Hegel explains this process by stating that the uneducated person starts out from a perspective in which the specific interest is the objective and the universal is the means. This is the reverse of the proper relationship, in accordance with the universal is the objective and the specific is the means. Hegel explains that Bildung education is the dynamic relationship between the subjective aspects as well as the objective aspects of CRIC. To develop the subjective aspect, the full capability for holding on to the specific and universal in one firm bind, with thee objective presence of such institutions and objective precedence relations between them already in place. In addition, the subjective sense of CRIC sustains and aids the objective order. This can be explained as follows. The form of universality to where the specific had worked its way up and cultivated [heraufgebildet] itself, the comprehension [verstandigkeit], makes it happen that at the same time the specific [Besonderheit] is metamorphosed to the genuine being for itself of the individuality [Enizelheit]. Likewise, since the specific that universality accepts both the content which fills it and its infinite self-determination, specialty is itself cropping up in ethical life as free subjectivity which has infinite being for itself. The individual reaches universality. The universal reaches its content and infinite self-determination from the inter est as well as actions of the individuals. In short, Hegel’s Bildung education places importance on learning through action activities, as opposed to learning through book reading activities1. Further, Hegel theorizes in his valedictory address, on its graduating 1788 class, that the Turkish State had neglected its major responsibility to educate its citizens. Hegel states that education is a great influence on Turkey’s and any other average state’s government affairs. Bildung is pegged as the foundation of the political body. Manners, the state’s primary responsibility to further the citizen’s education and learning, sciences focus on the societal elements, and the arts2. In addition, there are many loyalists to the

Modern pricing models Essay Example | Topics and Well Written Essays - 500 words

Modern pricing models - Essay Example A geometric Brownian motion (GBM), or an exponential Brownian motion, refers to a stochastic process that runs continuously over time in which case the logarithm of the randomly varying quantity follows a Wiener process, or the Brownian motion with a drift. According to Vose (2008), the Brownian motion is a significant example of the stochastic processes that satisfy a stochastic differential equation (SDE). Most applications of Brownian motion incorporate, in particular, mathematical finance, especially in consideration of the model stock prices, such as is the case with Black-Scholes model. As such, the geometric Brownian motion is a core building block of modern finance. This is particularly in the case of the Black Scholes model whereby the underlying stock price is assumedly in line with the principles and expectations of the GBM dynamics (Vose 2008, p.37). When an investor wants to make an investment in the binary options, the most important element that he or she should account for is the fluctuation in the price that a particular commodity or good is likely to experience over a specific period of the trading process. As such, once an investor is able to track the volatility of the price changes with some degree of accuracy, they get to a better elevated position to determine the right the price of an option at the point when it expires, thereby increasing significantly his or her chances of being in the money at the right time. Therefore, such an investor will be in a better position to collect the highest level of return on his or her investment (Vose 2008, p.115). According to Benth (2004), it is quite fortunate that top economists conducted a great deal of research in the field of Wiener motion, such as Fischer Black and Myron Scholes who came up with the infamous Black-Scholes formula instrumental in predicting the market volatility of a stock. The geometric Brownian motion forms an important element of this formula, and

Events Management_Evaluate the current level of understanding of Essay

Events Management_Evaluate the current level of understanding of Events Impact and Events Stakeholder Management and how it int - Essay Example Conversely, changing circumstances in each of the phases may require the events coordinator to re-visit previously completed duties. Stakeholders The complicated business environment compels event organisers to create relations with numerous stakeholders. These stakeholders each have their own desires, positions, and expectations, and businesses are confronted with stakeholder reputation risk if these requirements and expectations are not adequately addressed. Stakeholders can bring threats as well as opportunities for businesses. For example, if an organisation is well respected, stakeholders may give it more latitude to function. Conversely, a bad or lacklustre reputation can cause stakeholders to pass rules that make it harder for the organisation to carry out basic functions. Knowledge, reflection, and a basic comprehension of the desires of the organisation’s stakeholders and the reputation management procedures will profit any institution, in spite of its size or stature . There is no company that does not have stakeholders. The term ‘stakeholder’ refers to any individual or group that can somehow influence or is influenced by an institution’s actions, behaviour and performance. ... It is such reactions that are important. The positive reaction of consumers is crucial as it allows the institution to be able to depend on the consumers when it requires some financial assistance. The word ‘stakeholder management’ defines the execution and development of organisational strategies, along with practices that take into account the objectives of the institution’s stakeholders. Stakeholder Management also includes discussion, process generation, and relationship formation that occur between a business and its numerous stakeholders. Any of the stakeholders can negatively or positively affect a business’s reputation, and therefore require varied strategies to balance the situation. Research studies in the past have proven that there is much that institutions can do to constructively cater to the needs of stakeholders (McKercher, 2006). The supervision of, and relations with stakeholders require careful attention if a firm wishes to make the most of its chances, while diminishing any existing threats when handling their stakeholders. Research studies have shown that when a business initiates relationships with important stakeholders, it actually saves on future expenses by eliminating litigation costs, boycotts, pressure campaigns, or even lost income as a result of bad relationships. Good relations with workers also increase the probability that they will be contented with the business as well as their jobs (Jones, 2005). This makes them more likely endorse organisational practices while avoiding interferences in company policies. The assessment of relationships includes a two-way communication procedure with the outcome, whether positive or negative, affecting both

Amylase Activity In Germinating Seeds

Amylase Activity In Germinating Seeds Amylase is an enzyme found in the germinating seeds. Imbibition process causes the release of growth plant (gibberelin) which stimulates the synthesis of amylase. Amylase activity is affected by many factors such as temperature, pH, enzyme concentration, substrate concentration, and the presence of any inhibitors or activators.  [1]  Amylase enzyme in the green bean seeds works best at specific range of temperature. The cotyledons store food for the use of embryo in the form of starch. Amylase enzyme breaks down starch into maltose, a chain of two glucose molecules Maltose then breaks down into glucose. Glucose is used for the growth of plumule and radicle. When this process happens, the seeds are said to undergo germination process. The emergence of plumule and radicle indicate that the seeds have germinated. In germinated seeds, the blue colour of the Benedicts solution change to brick-red precipitate indicating the presence of glucose while maintaining the yellowish-brown colo ur of the iodine solution indicating the absence of starch. However, in non-germinated seeds, the yellowish-brown colour of the iodine solution change to blue black indicating the presence of starch while maintaining the blue colour of the Benedicts solution indicating the absence of glucose. AIM : To investigate the amylase activity during seed germination RESEARCH QUESTION: How does amylase activity affect the rate of seed germination? HYPOTHESIS: The higher the amylase activity, the higher the rate of seed germination which is indicated by the higher changes in length of plumule and radicle. Hence, the area of starch agar that represents the absence of starch is bigger and the concentration of brick-red precipitate is lower indicating the presence of small amount glucose. VARIABLES: Units Range Independent Variable Different condition of the seeds Vary the conditions of the green bean seeds by boiling, soaking and drying Dependent Variable Change in length of radicle and plumule Measure the change in length of radicle and plumule by using the ruler cm Table 1 : The independent and dependent variable of the experiment and method to control. Control variables Units Range The temperature of the incubator Set the temperature of the incubator at 25 °C throughout the experiment  °C -10 110 The time taken for each plate to be left in the incubator Left each plate for 1 week The type of seed used Use the same type of seed which is green been seeds for each sterile starch agar plate The number of seed placed in each plate Place 5 green bean seeds in each of the sterile starch agar plate Table 2: The control variables of the experiment and method to control. MATERIALS AND APPARATUS : APPARATUS Apparatus Quantity Test tube 2 Beaker 2 Ruler 1 Microwave oven 1 Marker 1 Razor blade 1 Incubator 1 Pestle and mortar 1 set Table 3: The list of apparatus. MATERIAL Material Quantity Benedicts solution Some Iodine solution Some Disinfectant Some Distilled water 50 ml Green bean seeds 15 Sterile starch agar plate 3 Table 4: The list of material. PROCEDURE : A. PREPARING DIFFERENT CONDITIONS OF GREEN BEAN SEEDS. Soak 5 green bean seeds in distilled water for 24 hours. Heat 5 green bean seeds in the microwave oven at 35 °C for about 30 minutes. Boil 5 green bean seeds. B. INVESTIGATING THE AMYLASE ACTIVITY OF GREEN BEAN SEEDS. Label 3 sterile starch agar plates with A (boiled green bean seeds), B (soaked green bean seeds) and C (dried green bean seeds) Cut each seeds of different conditions into half to split the cotyledon by using the razor blade. Soak the split seeds into disinfectant solution for 10 minutes for sterilization and then rinse twice using the distilled water. Place 5 boiled green bean seeds in plate A, 5 soaked green bean seeds in B and 5 dried green bean seeds in C by using the forceps. Place all the labeled plates in the incubator at temperature of 25 °C for 1 week. After 1 week, retrieve all the plates. Take out the seeds from plate A and cut the radicle and plumule by using the razor blade. Measure and record the length of radicle and plumule by using the ruler. Pour iodine solution into sterile starch agar plate until it covers the whole agar for 3 minutes and observe the size of the area represents the absence of starch. Transfer the seeds including the plumule and radicle into the mortar. Put a spoonful of sand and 10 ml of distilled water into the mortar. Grind the mixture using the pestle until it becomes watery mixture. Pour some of the watery mixture obtained into a test tube and add 2 drops of Benedicts solution to test for the presence of glucose. Note the colour changes and record the data obtained. Record all the measurement and observation in a table. Repeat steps 7-14 for plate B and C. DATA COLLECTION : QUALITATIVE DATA Plate Condition of the seeds Observation A Boiled green bean seeds B Soaked green bean seeds C Dried green beans seeds Table 5: Observation on the change in the colour of iodine solution and Benedicts solution. QUANTITATIVE DATA Plate A (boiled green bean seeds) Plate B (soaked green bean seeds) Plate C (dried green beans seeds) Change in length of the radicle, cm ( ± 0.05) 1 2 3 4 5 6 7 8 9 10 Change in length of the plumule, cm ( ± 0.05) 1 2 3 4 5 6 7 8 9 10 Table 6: The change in length of the radicle and plumule.

Guillain-Barre Syndrome Essay -- Medical Science Scientific Medicine E

Guillain-Barre Syndrome Guillain-Barre Syndrome, or acute inflammatory demyelinating polyneuropathy, is a self-limiting disease characterized by areflexia and acute progressive motor weakness of at least one limb. Other symptoms include motor weakness of the extremities and face, loss or reduction of deep tendon reflexes, decreased sensation throughout the body,ophthalmoplegia, and ataxia. In severe cases respiratory failure and autonomic dysfunction may occur. Respiratory failure results from the demyelination of the phrenic and intercostal nerves. Consequently, the person loses the ability to inhale and exhale. Autonomic dysfunction resulting from the demyelination of the sympathetic and vagus nerves can lead to cardiac arrhythmias, tachycardia, postural hypotension, and hypertension. Analysis of the cerebral spinal fluid (CSF) shows increased protein concentration with few cells. Other tests reveal a decreased nerve conduction velocity resulting from segmental demyelination with mononuclear cell infiltra tion. In 70% of the afflicted individuals, the symptoms of Guillain-Barre Syndrome (GBS) occur within two weeks following infection. Clinical diagnosis is based on the presence of albumino-cytological dissociation in the CSF. Following the onset, motor weakness progressively deteriorates for four weeks and may lead to respiratory failure and cardiac instability. If either respiratory failure or cardiac abnormalities occur, the patient will be placed in the intensive care unit and closely monitored. Eventually the person's condition will cease to deteriorate, and he/she will enter a plateau period of two to four weeks during which little or no change will occur. Following the plateau stage, the patient will gradually rec... ...Guillain Barre syndrome following immunisation with Haemophilusinfluenzae type b conjugate vaccine. Europ. J. Pediatrics, July 1993, 152(7): 613-614. Hartung, H. P. Immune-mediated demyelination. Ann. Neurology, June 1993, 33(6): 563-567. Hund, E. F., Borel, C. O., Cornblath, D. R., Hanley, D. F. & McKhann, G. M. Intensive management and treatment of severe Guillain-Barre syndrome. Crit. Care Medicine, March 1993,21(3): 433-446. Rostami, A. M. Pathogenesis of immune-mediated neuropathies. Pediatrics Res., January 1993, 33(1 Suppl): S90-94. Sharief, M. K., McLean, B. & Thompson, E. J. Elevated serum levels of tumor necrosis factor-alpha in Guillain-Barre syndrome. Ann. Neurology, June 1993, 33(6): 591-596. Willison, H. J. & Kennedy, P. G. Gangliosides and bacterialtoxins in Guillain-Barre syndrome. J. Neuroimmunology, July 1993, 46(1-2): 105-112.

Civil War And Reconstruction Essay

The Civil War is the most widely written about event in American history and Reconstruction is the most mis-understood and least appreciated subject within this wider issue. Most people would prefer to escape into the heroic exploits of the battles that were fought than deal with the difficult social problems that the former enslaved population had to deal with. I am offering this essay since I believe that the African-Americans have been done a great disservice by the Nation. As a people they were forcibly brought to this land, they were enslaved in an illegal and immoral system, and then they were abandoned by that same Nation ostensibly after having their freedom returned. What happened to them was not fair and there is a debt due to them. I hope to show in this paper some of the offenses that I find glaring. What was Reconstruction supposed to accomplish? Was it supposed to provide a new economic start for the freed peoples? Was it supposed to rebuild and reorder the state governments that had seceded? Was it supposed to prosecute and imprison former Confederate officials? These questions were never fully answered, and for the most part they were never even adequately addressed. Liberals and African-Americans are more sensitive to the burden of the unfulfilled promise of Emancipation and Reconstruction, while so-called â€Å"realists† and conservatives proclaim that too much help has already been given (think: â€Å"Affirmative Action†). The truth though, does not lie neatly in the middle between these extremes. Horrific treatment was an unpleasant fact for the enslaved peoples, and they were denied an equal opportunity to enter fully the American body politic. To make matters worse this bitter cup of â€Å"denied citizenship† is still too often a fact today. Recently, the folk singer Bob Dylan (Rolling Stone, Sept. 2012) has said â€Å"†¦the country will never be able to rid itself of the shame of being founded on the backs of slaves. † I would like to rehearse some of the story of Slavery, some critical events in the war and afterwards, and to offer a reasonable suggestion for Restitution. The introduction of African Slavery to these shores was an unplanned event although the Spanish and the Portuguese had been involved with this trade for almost 100 years in this hemisphere before it appeared here. These are some of the highlights of that practice here: The first African slaves were 19 people, who in 1619 were captured by Dutch sailors from Spanish slave traders. Subsequently they were sold to the colonists at Jamestown for food. Initially, these people worked as indentured servants but they ultimately gained their freedom after completing a â€Å"work contract† for the colonists. The phrase â€Å"indentured servant† is misleading in this case since its modern usage means someone who works for a fixed period and is then manumitted. This was not the arrangement that was applied to the African captives who arrived later than these initial individuals did, since the practice gradually evolved to treat the adults as well as the children of the female slaves as also enslaved people (partus sequitur ventrum) 2.  Another misleading statement is that the term â€Å"servant† was widely used in the South, even past 1865, to refer to African people who were actually enslaved. Therefore, not much credence should be put into the seemingly benign phrase of â€Å"servant†3 when applied to these unfortunate human beings. The cost of this labor was attractive to the colonists since by 1638 an enslaved African laborer could be purchased for $27 while a European indentured servant cost a planter $255 for one year’s work. 4 The economic appeal of enslaved African laborers became the norm and quickly spread throughout the colonies.  After twenty years, ordinances legitimizing enslavement were commonplace in almost every colony and the practice had morphed into bondage for life, or more properly, chattel slavery. 5 These practices were immoral; they had no place in a respectable society. The pernicious tendency to view the Africans through the white supremacist lens quickly became dominant and was a concomitant of this chattel slavery. This was punctuated by the knowledge that Europeans were never enslaved while most enslaved people were Africans. The skin color of the enslaved became a facile marker that fit in well with the culturally supremacist view of the European colonists. In this section I try to show how the African Slave System, after gaining a foothold went on to become the most important part of the economy of the new Nation: As the profitability of the colonists’ agricultural enterprises quickly rose, it was essential to procure a sufficient number of workers since labor shortages were a constant headache. 7 Enslavement of the Indigenous Peoples had become steadily more problematic and by the 1750’s this practice had ceased altogether. European workers were both expensive and tended to leave their employers to start plantations of their own, or to return home. Therefore, a more reliable source of economically viable labor became a necessity, and that baleful need coincided with the rise of the Trans- Atlantic Slave Trade from Africa. This phenomenon was heaviest during the 16th through the 19th centuries,9 when an estimated 11 million captives from Africa were ultimately landed at Western Hemispheric destinations out of 15 million who had been loaded onto these horror-filled ships. 0 The differences in these numbers were human beings who had died en route through miserable treatment meted out by the slave traders. The attrition rate during these voyages was a startling 0. 36 persons for every person who disembarked in the New World. We should not forget these stark truths. About 650,000 ~ 720,000 apprehended persons of the numbers shown above,11 it is thought, were brought into what was to become the United States. Employing the attrition rate noted before we can estimate that about 245,000 people were lost from the aggregate number of cap tives bound for these shores. Given the losses in the war that was to come it’s almost as though the Divine Being had decided to punish this country for these sins at a rate of three-to-one. By 1860, the survivors had increased through natural growth to more than 4. 000,000 enslaved and freed peoples12 and were primarily located in the states that were to become part of the Confederacy (76% there and another 18% in the Border States13). What fueled this enormous increase in the numbers of the enslaved was that starting in the 1790’s the revolution of the cotton gin and the corresponding leap in cotton exports demanded an exponential rise in subservient labor. So what had started as a straightforward small-scale agricultural experiment, primarily growing foodstuffs, had metastasized into an industrial system practically keeping the Nation afloat with its lucrative revenues. Before the war began the cotton trade – or more realistically â€Å"King Cotton† – constituted 2/3 rds of the wealth of the Nation. 14 What motivated these slaveholders to import and retain so many African Laborers besides the economics? Evidently the lure of being a member of an aristocratic leisured-class was appealing. Most of the apologists for these slaveholders had classical education, and they employed arguments from Greek and Roman Antiquity, which portrayed slavery as a prominent component of the civilizing mission they were engaged in. Their lower income regional compatriots, although not slave owners themselves, were eager to emulate this conduct, which they viewed as valuable and status-filled. The Southern way of life was born: it was profitable for the elite; it was an identity vehicle for the lower classes; but it was hellish for the enslaved. Further, it was built upon the most cruel and involuntary system imaginable which had as a mainstay the dissolution of the Africans’ families both here and in their original homelands. The American governmental establishment – at all levels -bears the greatest guilt for this outrageous affront. It is important to recall that these slave traders and slaveholders were in many cases prominent members of the various governments that acceded to or promoted this horrific conduct. The enslaved people, it should be remembered, did not voluntarily agree to be forcibly dragged to these shores. Despite the claims made by the â€Å"Slavocracy† that they were performing a civilizing mission by maintaining this obscene practice, the only positive good was that the lives of the slaveholders was being enhanced! EXASPERATION After Slavery had become such an integral component of the Nation, regional differences in the attitudes towards that infernal system began to be felt all around. Exasperation was the order of the day but the African enslaved people were suffering the most: There were three sets of players in this tragedy: the Northern Whites; the Southern Whites (slaveholders and on-slave holders); and the enslaved Africans. It is unequivocally true that the enslaved peoples did not create nor did they benefit from this monstrous catastrophe. The other groups however, either benefited in a direct way or thought their social status was improved through the bacillus of racism. Exasperation however, was shared by all to some degree. The Northerners became progressively m ore dissatisfied with their impotence following the Revolution while the Southerners were increasingly anxious that the North was lining up new Free Soil states that would nullify their voting majorities in Congress. The enslaved though, were in anguish since everything that people could cherish was systematically being denied to them after they had been wrenched away from their homes. The enslaved increasingly attempted to build an alternate life, sub-rosa as it were, by fleeing their masters or by engaging in sabotage or willful incoherence. 15 They also constructed a parallel universe of their own by founding separate places of worship (the Whites did not allow the enslaved to be an equal part of their devotional services) and their own systems of less-than-formal education. t was during this period that it could be said that a new genus was born – the â€Å"African –American†. What they did not have was any significant power over their futures except as ad hoc combinations that could be assembled, when conditions permitted. They expressed this through manifestations such as the Underground Railroad16 (which saw 6,000~ 30,000 African-American flee; figures are imprecise), various slave rebellions (some bloody), and a general unwillingness to be smothered by enslavement (conduct just short of insurrection). Another group, though small in numbers, was the Free Blacks. These people became the vanguard of the African-American middle and professional classes that successfully operated between the seams of the larger society. The actions of this sub-group were able to relieve some of the pressures that had built up in the larger body of enslaved African-Americans and help to point the way for a more prosperous life for all.

The type of hypersensitivity Essay Example

The type of hypersensitivity Essay Example The type of hypersensitivity Essay The type of hypersensitivity Essay Section 2: Describe in inside informations three pathologies characterized by Type IV immune reactions. Hypersensitivity is the organic structure s overdone response to an allergen. The type IV hypersensitivity besides called delayed type hypersensitivity ( DTH ) as it takes 2-3 yearss for reaction to develop after exposure is a cell mediated immune response. The reaction does non affect antibodies but is due to interaction of T cells with antigens. The T cells involved in reactions are the memory cells derived from anterior stimulation to same antigen. Two common illustrations of DTH are the tuberculin type and contact type hypersensitivity ( Playfair and Chain, 2009 ) . The measure wise activity in Type IV is as follows: Antigen APC macrophage macrophage activated granuloma formation The tuberculin trial, allergic reaction to metal salts and little reactive chemicals coupled to haptens, rejection of transplanted variety meats and tegument contact reaction to poison Hedera helixs are illustrations of type IV hypersensitivity. Tuberculosis: Mycobacteria TB, an obligatory aerophilic intracellular pathogen enters the host via the respiratory path. The alveolar macrophages cause phagocytosis of bacteriums and cell mediated unsusceptibility develops and there is an inflow of lymph cells and activated macrophages into the lesion ensuing in granuloma formation. These bacilli remain in the granuloma and may acquire reactivated ( Reviewed in Raja, 2004 ) . When the host fails to support itself, the prevailing antigen provokes a chronic local DTH reaction. Continuous release of cytokines from the sensitized T lymphocytes leads to macrophage accretion many of which signifier epithelioid cells while others form multinucleate giant cells. Macrophages bearing bacterial antigen become marks for cytotoxic T-cells. Tissue harm occurs due to cytokine activated macrophages. The Mantoux reaction is characterized by erythema and sclerosis on shooting tuberculin into cell mediated immune person. Chronic granulomas are conseque nces of the above ( Delves and others, 2006 ) . Contact Dermatitis: This is a type of DTH response. It can happen in people who become sensitized while working with chemicals such as picryl chloride and chromates, methanal, trinitrophenol, Ni, gum terpentine, and active agents in assorted cosmetics and hair dyes. Poison oak and toxicant Hedera helixs are mediated by Th1cells. The mechanism involves the contact between the low molecular weight stuffs that are able to adhere to the peptides within the MHC channels on the surface of the Langherhans cells ( antigen showing cells ) to organize antigens. The Th1 cells sensitize to organize allergic Th1 cells. Subsequent interaction or exposure consequences in cytokine production that takes along clip. Chemical reaction is accompanied by hydrops of the cuticle with microvesicle formation. Skin testing is done to observe hypersensitivity. Patch trial is used to name patients with DTH ( Kindt and others, 2007 ; Delfs and others,2006 ) Contact sensitiveness ( CS ) , a signifier of DTH holding a T cell mediated response that occurs after exposure to haptens is characterized by subsequent leucocyte infiltration into tissue and hydrops on rhenium exposure. A survey on this was done to understand the map of mast cells and their function in contact hypersensitivity. ( Norman et al. , 2008 ) Type 1 Diabetes mellitus: It is a metabolic upset characterized by hyperglycaemia and is associated with entire or about lacking insulin due to pancreatic beta cell devastation. The pathogenesis involves the cytotoxic T lymph cell infiltration that lead to insulitis and affects the beta cells. Activated T lymphocytes cause cytokines formation ensuing in CD8+ cytotoxicity. The progresss converge towards the end of developing an antigen-specific immunotherapy for Type 1Diabetes ( Tsai et al.,2008 ) . Drumhead: Cell mediated hypersensitivity has been demonstrated in fungous diseases such as moniliasis, dermatophytosis, coccidioidiomycosis and histoplamosis and parasitic disease leshmaniasis. Crohn s disease and ulcerative inflammatory bowel disease belonging to the inflammatory intestine disease ( IBD ) exist as entities ensuing from dysregulated mucosal immune response to microbic antigens. Crohn s disease is characterized by transmural granulomatous redness affecting the full wall signifier mucous membrane to serosa. There is development of fibrosis, micro perforations, and fistulous witherss. Through out the GI piece of land redness seen. Organ specific autoimmune diseases such as type 1 diabetes, is a cell mediated hypersensitivity reaction. Psoriasis and Sarcoidosis are besides upsets of the delayed type of hypersensitivity ( James, 2000 ) . All of the above mentioned diseases show the type IV Hypersensitivity reactions. Mention: Delfs PJ. , Martin SJ. , BurtonDR. , Roitt IM. ( 2006 ) Roitt s Essential Immunolgy. 11th ed.Blackwell publication. The different types of type IV hypersensitivity reaction are explained along with clinical manifestations. Fauci, Braunwald, et al. ( 2009 ) . Harrison s Principles of Internal Medicine, 17th Ed, vol. 1, 2. McGraw Hill Medical. James, DG. ( 2000 ) A clinicopathological categorization of granulomatous upsets. Post grad Med Journal, 76 ( 898 ) Aug, pp. 457-465. Detailed information on granuloma formation. Kindt TJ. , Goldsby RA. and Osborne BA. , ( 2007 ) Kuby Immunology. 6th erectile dysfunction. New York. W.H.Freeman and company. Norman MU. , Hwang J, Hulliger S, Bonder CS, Yamanauchi J, Santamaria P and Kubes P. ( 2008 ) Mast Cells Regulate the Magnitude and the Cytokine Microenvironment of the Contact Hypersensitivity Response. Am J Pathology,172 ( 6 ) June, pp.1638-1649. Detailed account about contact hypersensitivity and mast cells functional function in ths hypersensitivity. Playfair, JHL. And Chain, BM. ( 2009 ) Immunology at a Glance.9th erectile dysfunction. London, Wiley-Blackwell. Introduction and background cognition to type IV hypersensitivity. Raja, A. ( 2004 ) Review article: Immunology of Tuberculosis. Indian Journal of Medical Research 120, October, pp. 213-232. Detailed description of Tuberculosis and related immunological facets. Tsai, S. , A. Shameli, Santamaria P. ( 2008 ) . CD8+ T cells in type 1 diabetes. Adv Immunol 100, pp. 79-124.

Decline of Rome essays

Decline of Rome essays Romes decline was caused by four main factors: military, political, social and economic. I believe the predominant factor to be political causes. The emperors seized all authority and became corrupt. Not only the emperors, but also the other officials and authority figures as well. The emperors and authority figures have lost control of the people as a whole and the matters at hand. Emperor after emperor tried his luck, but none have been able to solve their political problems. I hope you will listen to my argument and help to change the empire for the better. The emperors have no control over the people and do nothing but stall the decline of Rome. Bread and Circus do nothing more than bring temporary peace to the empire, and after theyre over the continuous problems of everyday life still occur. The Circus, created by emperors, instill sadistic morals of bloodshed and violence into the citizens, as well as halt all technological advancement. With these excursions all military and economics froze in place while other civilizations advanced and evolved, and eventually took over Rome. You can not account the decline to just this reason though. Government became power hungry and tried to control the Romans lives. Diocletian tried to control economics and inflation by fixing prices for goods and services. He also required young men to follow their fathers footsteps in occupation, but this only lead to turmoil and disaster. There are two main reasons why this did not work, one being that some children were more talented than others were and this either held the children back, or put impossible goals in front of them. The other reason being this was made to stop inflation of necessities, this it did, but it made the farmers poorer because they had to settle for a set price while other merchants could raise prices on luxuries. Diocletian also divided the empire into two, east and west. ...

Administrative Justice - Proposal for the Parliamentary Commissioner Essay

Administrative Justice - Proposal for the Parliamentary Commissioner Act 2010 - Essay Example The Parliamentary Commissioner Act was authorized to deal with matters of mal-administration. But the Act failed even to provide a definition for the term mal-administration. It has also been said under the Parliamentary Commissioner Act of 1967 that the complaints have to be made through a Member of the Parliament. In most of the cases, the Member of Parliament himself tries to solve the dispute and does not send it to the Parliamentary Commissioner. This restriction is illogical and it cannot be seen to it that that the grievances of the citizens would be served without bias in such circumstances. The trust and confidence of the people cannot be gained when there is such a limitation in any legislation. â€Å"It is sometimes further argued that if the PCA appears too demanding and, a fortiori, if he were afforded coercive powers, he might exacerbate the very problems he is expected to solve. Administrators may be reluctant to take bold decisions for fear of the consequences; †˜defensive administration’ might be undertaken: time-wasting procedures designed not to further administrative efficiency but to deflect criticism.† (Fenwick & Philipson 2003, p. 240). According to this Act, the Ombudsman looks into complaints in which that information illegally suspended by the government authorities, but no lawful solution has been offered to them in the cases of breach of the Code by the authorities. This Act has not given much wider powers to the Ombudsman when compared to other nations but it has been argued that the act implied gives various powers. â€Å"Under s 5(1) of the Parliamentary Commissioner Act of 1967, the Ombudsman can take up a complaint only if the citizen has suffered injustice as a result of maladministration; both maladministration and injustice must be shown and there must be a casual link between them.† (Fenwick 2002,

Formula Analysis Assignment Example | Topics and Well Written Essays - 750 words

Formula Analysis - Assignment Example When the element of violence was introduced was the point that the story slowly unfolded and moved on. It was evident in the film albeit being an animated feature geared to entertain the young that the element of violence had to be employed to spice things up. Without violence, there would not have been a story. Formulas, apparently, have not changed over the years. Movies still employ the â€Å"bad guy vs. good guy† plots. The bad guy brings menace to the good guy and his family—another staple factor to formulaic movies. Good guy defends his family to the death—usually of bad guy’s—thus justifying the violent actions of good guy. Bag guy gets eliminated, but nobody knows what happened or where he had gone after. He’s simply out of the picture. Nobody could care less as long as the protagonists are happy. The Incredibles, for instance, has the Parr Family—Mr. Incredible, the dad; Elastigirl, the mom; and the kids Violet, Dash, and Jack-jack—pitted against Syndrome, the evil genius. The warmth of family versus the evil of cold revenge. Mr. Incredible ditches Syndrome as a young fan who wanted to be his partner. Young Syndrome exacts revenge years by trying to prove he can outdo Mr. Incredible—to the extent of putting his family in grave danger. Viewers are made to consider violence as an integral and positive part of the movie for without which the Parr kids would not have been able to bring out the best in themselves. After all, if they had not been subjected to Syndrome’s menace, they would not have been able to rise above childish scuffles. And the consequent violence—the destruction of the villain Syndrome—is thereby justified. He is the â€Å"bad guy† after all. And as the clichà © goes, â€Å"they lived happily ever after.† The viewers are satisfied. Very formulaic. Yes, the formula, tiresome as it

New hollywood Cinema Essay Example | Topics and Well Written Essays - 4000 words

New hollywood Cinema - Essay Example Earlier on, there was the saying that this was the eventual death of Hollywood. This did not only prove to be greatly exaggerated but also a misguided conclusion. Hollywood reinvented itself once again to a new market as a new industry that flourished greatly in changing the marketplace of the media. Major studios that previously dominated the media such as Warner’s, MGM and Paramount continued to dominate the industry. The idea of a movie was still retained as the industry continued looking more complex as days went by. The term Hollywood Renaissance can thus be reduced to denote the adjustment from one period to the other: from classical to new Hollywood (Madsen 1975; Thompson & Bordwell 1994; Solomon 1976) One of the main reasons for Hollywood to retain its place was the rise of the blockbuster movie. In production values, market strategy and budgets, Hollywood changed to a hit driven industry from the early 1950’s. In classical Hollywood, studios would release a few prestige pictures yearly and then would relish an occasional runaway hit. The classical Hollywood would mainly rely on A-class features in order to generate revenue. In new Hollywood it changed from the occasional hit to the well calculated blockbuster. This would lead to changes in the way movies were produced and the thematic topics and styles used (Schaltz 1988; Mast 1992; schaltz 1981). This paper is going to look at the film â€Å"The Godfather† as a product of the new Hollywood era. It is going to examine the film in terms of its industrial, social, formal, political and cultural perspectives as a new Hollywood movie. Industrial perspective Arguably, â€Å"The Godfather† is the best movie of all times based on its level of sales and thematic relevance. It was heavily promoted and advertised. Its production was a big and it had very profitable returns. The godfather veered off the mainstream conventions of a movie when it portrayed a different view of the mafia. It showed the activities of the mafia from inside rather than the American conventional view of the mafia (De Stefano 2007; Schiach 1972; Steinberg 1980). As a new Hollywood film the godfather gained acclaim from across many cultures. Not only in the United States did the movie achieve a lot of success but also in Europe and other places in the world. It has become the best movie since 1965 in cinema attendance. It also sets the pace for other new Hollywood directors and actors. Mario Puzzo had the manuscript of the movie written and passed it on to Robert Evans the production head of paramount at the time. Previously, during the era of vertical integration in Hollywood, such a manuscript could not be taken from the big studios like paramount, played all the roles in the production of a film. In classical era only occasionally hits were released while other movies would be screened all year in the cinema (Lincoln 2005; Silverman 1988) In classical Hollywood, during production a film would be made to a beginning, middle and an end. The godfather defied this formula and didn’t have a definite beginning or events that signified a point of central tendency. However, it had an end similar to that of classical Hollywood era movies. The conventional style of classical Hollywood was such that the actors are used to motivate viewers

Cash flow stream Essay Example for Free

Cash flow stream Essay ?1. What is the present value of the following uneven cash flow stream ?$50, $100, $75, and $50 at the end of Years 0 through 3? The appropriate interest rate is 10%, compounded annually. PV=190.46 (SEE EXCEL FILE ATTACHED) 2. We sometimes need to find out how long it will take a sum of money (or something else, such as earnings, population, or prices) to grow to some specified amount. For example, if a company’s sales are growing at a rate of 20% per year, how long will it take sales to double? It would take about 3. 801784 years before the sales double. (SEE EXCEL FILE ATTACHED) 3. Will the future value be larger or smaller if we compound an initial amount more often than annually— for example, every 6 months, or semiannually—holding the stated interest rate constant? Why? It will be larger because it’s basically like adding on interest on top of interest as the frequency increases. 4. What is the effective annual rate (EAR or EFF %) for a nominal rate of 12%, compounded semiannually? Compounded quarterly? Compounded monthly? Compounded daily? EAR = (1 + Nominal Interest/Number of Period) ^Number of Period -1 SEMI ANNUALLY= (1+.12/2)^2-1=12.36% QUARTERLY= (1+.12/4)^4-1=12.55% MONTHLY= (1+.12/12)^12-1=12.68% DAILY= (1+.12/365)^365-1=12.75% 5. Suppose that on January 1 you deposit $100 in an account that pays a nominal (or quoted) interest rate of 11.33463%, with interest added (compounded) daily. How much will you have in your account on October 1, or 9 months later? OCT 1ST= 100*(1+.1133463/365) ^ (365*.75) = $108.87 6. What would be the value of the bond described above if, just after it had been issued, the expected inflation rate rose by 3 percentage points, causing investors to require a 13% return? Would we now have a discount or a premium bond? PV= $837.21 (SEE EXCEL FILE ATTACHED) It would be considered a discounted bond because the present value is less than its face value. 7. What would happen to the bond’s value if inflation fell and rd declined to 7%? Would we now have a premium or a discount bond? PV= $1210.71 (SEE EXCEL FILE ATTACHED)Â  It would be considered a premium bond because the present value is more than the face value. 8. What is the yield to maturity on a 10-year, 9% annual coupon, $1,000 par value bond that sells for $887.00? That sells for $1,134.20? What does a bond selling at a discount or at a premium tell you about the relationship between rd and the bond’s coupon rate? RATE = 11% for a bond that sells for $887 and the RATE = 7% for a bond selling for $1134.20 9. What are the total return, the current yield, and the capital gains yield for the discount bond in Question #8 at $887.00? At $1,134.20? (Assume the bond is held to maturity and the company does not default on the bond.) The return for the $887 bond is 11% and the yield is 90/887 which equals 10.15%. The capital gain would be 11% 10.15%= .85% The return for the $1134.20 bond is 7% and the yield is 90/1134.20 which equals 7.9%. The capital gain would be 7% 7.9%= -.9%

Factors Affecting The Rate Of Photosynthesis Biology Essay

Factors Affecting The Rate Of Photosynthesis Biology Essay The purpose of this experiment is to observe the factors affecting the Photosynthetic rate of leaves, which is measured in two ways. Firstly changing the light intensity, this will determine the rate of increase or decrease in photosynthesis. Secondly changing the availability of nutrients (Concentration of CO2) to the plants, this will directly affect the photosynthetic rate. To test the light intensity, an elodea submerged in a beaker was placed at different measurement away from the plant, to see if oxygen (bubbles) is produced. To test the availability of nutrients, different molarities of Sodium Bicarbonate was diluted in 500 ml of water with Elodea, to see if rate of photosynthesis increased or decreased. The result shows, as light intensity increases, the rate of reaction will increase at a proportional rate until a certain level is reached. At a light intensity of 400 the average increase in rate of reaction was 746v. At 4 the average increase in rate of reaction was 8676v, a difference of 7930v, which shows the rate of reaction is greatly influenced by light intensity. As the molarity of Sodium Bicarbonate increases, the rate of reaction will also increase at a proportional rate with respect to light intensity. At 0.05M the average increase in rate of reaction was 0.80r. At 0.1M the average increase in rate of reaction was 1.90r, a difference of 1.1r, which shows the rate of reaction is also significantly influenced by the availability of nutrients. Both light intensity and availability of nutrients are important factors that affect the rate of photosynthesis. Aim To investigate how different factors affect the rate of photosynthesis. The variables that will be changed are different intensity of light and different molarities of Sodium bicarbonate and then measuring the rate of reaction (photosynthetic rate). Hypothesis Throughout this experiment the light intensity and different molarities of Sodium Bicarbonate will be varied. The variable that is measured will be time, for rate of reaction. As light intensity increases the rate of reaction will increase at a proportional rate. As the concentration of NaHCO3 increases the rate of the reaction will also increase at a proportional rate. Introduction Every species on earth needs some kind of energy source in order to survive. In animal cells, the mitochondria produce ATP from cellular respiration. However, the plant cells have a different type of center that produces energy-chloroplasts. Plants go through the process of photosynthesis. The main process of photosynthesis is the absorption of light by chlorophyll, found in leaves and the immersion of carbon dioxide from the environment, and together they produce oxygen and sugar (energy). The equation below represents the photosynthesis reaction: The purpose of this experiment is to test whether factors such as light intensity and level of Carbon dioxide, will affect the rate of photosynthesis, which are the two most important variables in the photosynthesis process. This was demonstrated by Robert Hill in 1938, known as The Hill Reaction. Robert Hill and his associates at the University of Illinois found that the photosynthetic rate varies with light intensity, and as the light intensity increases, the reaction rate also increases up to a certain point. Apparatus needed for the Experiment Elodea 20mm ² syringe Capillary tubing Stand Stopwatch Ruler NaHCO ³ Solution Bench lamp Distilled water Figure A) Potometer Method The apparatus is set (see Fig. A) with the syringe full of the 0.01M solution of NaHCO3 solution. Two marks 10cm apart are made on the capillary tubing. The syringe is placed 0.05m away from the lamp. Using the syringe plunger the meniscus of the NaHCO3 is set so that it is level with the first mark. A stopwatch is then started. The meniscus should gradually move down the capillary tube as the elodea produces oxygen as a by-product of photosynthesis. As the oxygen is produced it increases the pressure in the syringe and so the meniscus is pushed down the tube. Light Intensity = 1 / Distance ² (m) When the meniscus reaches the level of the bottom mark the stopwatch should be stopped. Light intensities have been worked out using the following equation: 6. Using the same piece of elodea and the same distance between the lamp and the syringe the experiment (steps 1 to 5) should be repeated for the other concentration of NaHCO3. 7. The experiment (steps 1 to 6) should then be repeated at each different distance between the syringe and the light for all the NaHCO3 concentrations. The remaining distances are 0.05m, 0.06m, 0.07m, 0.08m, 0.1m, 0.2m, 0.3m, and 0.5m. 8. The entire experiment should then be repeated three times in order to obtain more accurate data and to get rid of any anomalies that may occur in a single experiment. In order to make this experiment as accurate as possible a number of steps must be taken. The same piece of elodea should be used each time in order to make sure that each experiment is being carried out with the same leaf surface area. The amount of NaHCO3 solution should be the same for each experiment. 20mm ² should be used each time. The distance should be measured from the front of the lamp to the syringe. Although taking these steps will make the experiment more accurate, its accuracy is still limited by several factors. From these recorded times I will work out the rate of the reaction using the following equation. Rate of the Reaction = 1 / Time (s) Results Table1. (Average of the 4 trails of Molarity against Light intensity): Molarity of NaHCO3 Light Intensity 1/d ² (m) 0.00 (Distilled water) 0.01 0.02 0.05 0.07 400 3571 1666 1099 523 200 278 1670 5183 988 600 375 204 4998 4485 1175 1005 473 156 5590 2300 1770 1445 621 100 9990 3150 2900 2552 1224 25 4762 3984 2850 1640 11 5945 4348 3780 2830 4 16480 11904 5196 6578 Using these results I worked out the rate Rate Of the Reaction = 1 / Time(s) x 1000 The rate was multiplied by 1000 to make the numbers easier to handle. Table2.Average of the 4 trails in rate of reaction: Molarity of NaHCO3 Light Intensity 1/d ² (m) 0.00 (Distilled water) 0.01 0.02 0.05 0.07 400 0.28 0.60 0.91 1.91 5.00 278 0.60 0.19 1.01 1.67 2.67 204 0.20 0.22 0.85 1.00 2.11 156 0.18 0.43 0.56 0.69 1.61 100 0.10 0.32 0.34 0.39 0.82 25 0.21 0.25 0.35 0.61 11 0.17 0.23 0.26 0.35 4 0.06 0.08 0.19 0.15 Light intensity against NaHCO3 Graph1. Analysis Discussion of Results Analysis: Distilled water: With the distilled water the rate of reaction went up from 0.1 to 0.4 when the light intensity was increased from 100 to 400. This is a 4 times rise which is quite large. The curve on the graph does however level out quite soon showing that the rate is being limited by the lack of NaHCO3 in the water. 0.01M NaHCO3: At a light intensity of 4 the rate is 0.06 but this rises to 0.6 when the light intensity is brought up to 400. The curve is very shallow and levels off towards a light intensity of 350 400. 0.02M NaHCO3: The amount of NaHCO3 is double that of the 0.01M NaHCO3 experiment. The rate also finishes off twice that of the 0.01M experiment. This would suggest that there was a directly proportional relationship between the amount of NaHCO3 and the rate of reaction. 0.05M NaHCO3: The curve for the 0.05M NaHCO3 is steeper than the previous curves. The rate rises to 1.9 at a light intensity of 400. 0.07M NaHCO3: The 0.07M NaHCO3 test produces a line which is steeper than all the previous curves. The plant is using the extra CO2 to photosynthesize more. As the plant has more CO2 the limiting factor caused by the lack of CO2 is reduced. This test did produce a big anomaly. The rate for a light intensity of 400 is 5. By following the line of best fit I can see that this result should be more like 3.5. The elodea for this test was very close to the light source. It is possible that it had been left here for a while which caused the lamp to heat the elodea up. This would have increased the rate of reaction of the plants enzymes which would have increased the photosynthesis rate. 0.1M NaHCO3: The 0.1M NaHCO3 produced the steepest line. Near the end of the line it looks as if the rate of reaction is hit by another limiting factor. The line goes up steadily but then between a light intensity of 300 and 400 levels off very quickly. This would suggest that at a 0.1M NaHCO3 is sufficient for the plant to photosynthesize at its maximum rate with its current environmental conditions. Increasing the NaHCO3 concentration after this level would therefore have no effect unless the next limiting factor was removed. Discussion: The hypothesis was that the rate of photosynthesis would increase if the light intensity and NaHCO3 levels were increased (please refer to Graph1). As the elodea absorbed the light and CO2 it produced oxygen gas which increased the pressure in the syringe. This pushed the air bubble in the capillary tube down. The chloroplasts produce ATP and reduce NADP to NADPH2 when exposed to light. It is at this stage of the reaction that oxygen is produced as a waste product, furthermore, the data collected was supported by the results obtained by Robert Hill and his associates at the University of Illinois, where they predicted, as the light intensity and NaHCO3 levels increased, the rate of photosynthesis will also increase up to a certain level (please refer to Graph2) As predicted when the light intensity increases so does the rate of photosynthesis. It was predicted that a level would be reached where increasing the light intensity would have no more effect on the rate of reaction as there would be some other limiting factor which limits the rate of the reaction. The rate increases at a steady rate as the light intensity increases until near the end of each line where the rate decreases. This is either because the photosynthesis reaction has reached its maximum rate of reaction or another factor is limiting the rate. As 6 different CO2 concentrations were used I can see that the first five reactions are not occurring at their maximum rate as there is the 0.1M NaHCO3 rest which is occurring at a faster rate then the other 5. The photosynthesis reactions of the other five tests must therefore be limited by the concentration of CO2 to the plant. As predicted when the NaHCO3 concentration is increased the plant in able to get more CO2 which causes the rate of reaction to go up. It was predicted that once the NaHCO3 had been raised above a certain level increasing the rate further would have no effect as there would be other limiting factors limiting the rate of the reaction. As the NaHCO3 concentration the water was increased the rate of photosynthesis also increased. The plant therefore made more oxygen as a waste product. At a NaHCO3 concentration of 0.1M once the light intensity gets above 300 the rate of reaction decreases significantly. This could be because photosynthesis is occurring at its maximum possible rate or because another limiting factor is restraining the rate of reaction. The fact that the curve levels off so quickly indicates that there is another limiting factor restraining photosynthesis. It could be temperature. These tests are being carried out at room temperature so the temperature would have to be raised another 15 °C before the enzymes in the plants cells were at their optimum working temperature. More tests could be done by using water that was at a higher temperature to see what effect this would have on the photosynthesis rate. It is however impossible to raise the plants temperature without affect other factors. For instance the actual amount of oxygen released by the plant is slightly more than the readings would suggest as some of the oxygen would dissolve into the water. At a higher temperature less oxygen would be able to dissolve into the water so the readings for the photosynthesis rate could be artificially increased. It is also possible that the photosynthetic reactions in the plant are occurring at their maximum possible rate and so cannot be increased any more. The light is probably not a limiting factor as all but one of the curves level off before the maximum light intensity of 400 is reached. The maximum light intensity that the plants can handle is therefore just below 400.Water will not be a limiting factor as the plants are living in water. They therefore have no stomata and absorb all their CO2 by diffusion through the leaves. Graph1. Light intensity against NaHCO3 MY RESULTS Graph2. Light intensity against NaHCO3 SOURCE Limitations and Improvement The accuracy of this experiment is limited by a number of factors. Some of the oxygen give off is used for respiration by the plant. Some of the oxygen dissolved into the water. Some was used by small invertebrates that were found living within the pieces of elodea. The higher light intensities should be quite accurate but the smaller light intensities would be less accurate because the light spreads out. The elodea will also get background light from other experiments. The lights are also a source of heat which will affect the experiments with only a small distance between the light and the syringe. This heating could affect the results. Using the same piece of elodea for each experiment was impractical as the elodeas photosynthesis rate decreased over time. By using a different piece of elodea for each experiment did create the problem of it being impossible for each piece to have the same surface area. This experiment could be improved in a number of ways. It could be repeated more times to help get rid of any anomalies. A better overall result would be obtained by repeating the experiment more times because any errors in one experiment should be compensated for by the other experiments. Each person should have done their experiments in a different room to cut out all background light. All the experiments should be done sequentially. A perspex screen could have been placed between the light and the syringe to reduce any heating effect that the light may have. The experiment could have been carried out with higher NaHCO3 to see if increasing the concentration would increase the rate of photosynthesis, or if a concentration of 0.1M NaHCO3 produces the maximum rate of photosynthetic reaction. Conclusion The intention of this experiment was to investigate different factors that affect the rate of photosynthesis. The hypothesis was, as light intensity increases the rate of reaction will increase at a proportional rate. As the concentration of NaHCO3 increases the rate of the reaction will also increase at a proportional rate. This was correct, supported by the data collected which shows at a light intensity of 400 the average increase in rate of reaction was 746v. At 4 the average increase in rate of reaction was 8676v, a difference of 7930v, which shows the rate of reaction is greatly influenced by light intensity. This was demonstrated by Robert Hill and his associates, with similar results to this experiment, which they found that the photosynthetic rate varies with light intensity, and as the light intensity increases, the reaction rate also increases up to a certain point.