What Theological Questions Relevant To The Study Of Judaism Are Raised :: essays research papers

WHAT THEOLOGICAL QUESTIONS RELEVANT TO THE STUDY OF JUDAISM ARE RAISED BY THE HOLOCAUST? The Jewish people pay off constantly considered themselves as Gods chosen people and put one across undergone a lot of traumatic oppression throughout their life. Evolving out of a common religion, they take away developed customs, culture and an ethical system which identified them as Jews regardless of their individual religious attitudes. There is a pattern evident in which the Jews have been cast as victims. The first sign of oppression noted in Jewish history according to the Hebrew scriptures, was the time in ancient days when the Jews were held in captivity by the Egyptians as slaves. Mosess escape with the children of Israel marked the crucial transition in the history of Judaism. This event is known as the hejira. The Exodus experience can be called the key event both in Jewish history and theology. To understand the relevant details raised by the final solution one needs to unders tand how Jewish people have a strong devotion to God and have an ongoing respect for people in other religions. This is established by understanding the intention of the holy laws given to Moses for the people from God. These laws are known as the ten commandments which illustrates a list of obligations that in that location theology is firmly established. Their theology is based on a closeness between tradition and their moral precepts, which became conflicting for them during the time of World War II. such(prenominal) is evident when they were persecuted, traumatized and de-humanized in the concentration camps.Similarly the Holocaust would be regarded as a very important event. It is this crucial experience that the Jewish people have had to query their very existence through their theological questioning. 1/3As an effect of the economic and political upheavals of the time, the Jews were seen as endangering the purity of the Aryan work which was Hitlers impression of the superio r people consisting of only the Germans. During the horrid times of the war the Jews were deported to concentration camps in Europe, where many were tortured, gassed and Jewish women as young as 13 and onwards were kept and raped by the German soldiers. It was noted that over six million Jews were slaughtered by the Germans and their collaborators.This outrage was called the Holocaust. The Holocaust was not incisively an event. It was a process that continued for over a decade and involved the deaths of many innocent Jews.

Ramses the Great :: Ancient Egypt Egyptian History

Ramses the GreatIn the Egyptian pyramids of Giza, Ramses the Great ruled as the greatest pharaoh of solely times. Ramses the Great, also known as Ramses II, or just Ramses, was born in 1304 B.C., and was given the name the Justice of Ray is Powerful. He had the knowledge of the kingdom, and became the focus of the court at an early age. Ramses and his father fagged most of their time together, and at age ten, Ramses became heir to the thrown. He took the thrown in the year of 1292 B.C. The pharaoh lived everywhere all other people in the kingdom. match to historians, the Nile river was the source of life to the Egyptians. The Nile river provided the Egyptian people with water, fish, and fertile soil to grow crops on. The peasant folk in Egypt lived on a diet of wheat bread, fish, and corn. Also, the terminal rates there were said to be very high.When Ramses became pharaoh, he got many riches. For example, Ramses had as many women as his heart desired. The women did everything fo r Ramses, which includes dancing for him. Ramses II was the most stringy king in all of ancient Egypt, and his Queens were his greatest supporters. Ramses had many wives, but he loved one particular wife the most of all of them. Ramses the Great was also known for his fighting. In 1275 B.C., he went into battle with ab place 2,000 men. It was about noon on a spring day, and Ramses II was encamped with his army skillful the city of Kadesh in Syria. He and his army were planning a surprise attack on the Hittites. While Ramses was waiting for his army to assemble, Hittite chariots examineed up out of nowhere and attacked. Frightened, the Egyptian forces fled and left Ramses the Great to face the enemy alone. Luckily, he escaped with his life. Later, Ramses II had scenes from the battle carved on temple was all over Egypt. According to the carvings, Ramses prayed to Amon, the chief Egyptian god, to save him. He said, My soldiers and charioteers have forsaken me, but I call and find t hat Amon is worth more to me than millions of foot soldiers and hundreds of thousands of chariots. After that, the carvings show that he rallied his forces and had victory over the Hittites.

Frankenstein Info. :: essays research papers

Author Mary Shelley Country England Title Frankenstein Genre Fiction/Horror 1. Characters, with a brief description of each. skipper Frankenstein He is the main character, a paradigm of ambition and curiosity. He doesnot know when to stop, and therefore loses everything. Elizabeth Lavenza She is the sweet sister-bride of Victor. With flawless personality, sherepresents the hope for escape to a better future. Caroline As Victors mother, she is as generous as can be. A bit controlling, she desires themarriage of Victor and Elizabeth from day one. Alphonse Victors father, a man who is kind and fondness towards those in need. His happinessdepends on the happiness of his children. If that fails, he does in any case. William The youngest son of the Frankenstein family, he is victimized terribly and becomes asymbol of lost youth. Henry Clerval Victors best conversance since childhood, he understands his friend better than anyother character. He has opposite kinds of dreams and goals. Ju stine A servant in the Frankenstein household who is more like a sister. She is incriminate ofattacking William, and becomes another martyred symbol for lost youth. The Creature He is the work of Frankensteins hands, his greatest and worst passion rolled intoone. The two have an unbreakable connection. Robert Walton The substitute for the reader, he is the person to whom Victor relates his entirehistory. He has much in common with the narrator ambition, drive, desire for glory. De Lacey He is the head of the household adopted by the creature. A blind man who is kindbut has been robbed of his fortunes. Felix The son of De Lacey, he is idealistic and not afraid to stand up for what he believes in.He loves his family with only his heart. Agatha The daughter of De Lacey, she is a cheerful soul who lives to aid her brother and carefor her father. She retains a level of class, even though she is poor. Safie The betrothed of Felix, she is wonderfully exotic and beautiful. She also is ch eerful, andloves to sing. 2. Settings, with a brief description of each.Frankenstein is set in the mountainous regions and woods surrounding the Frankensteinhome in Geneva, with the opening of the book set in the galosh region, amidst icebergs anddogsleds. Some of the story is also set in the dark regions of Scotland.3. One paragraph plot summary.Robert Walton corresponds with his sister in a letter while on expedition to the Arctic

Essay --

An organisation may host a corporate event for a number of reasons. A party could be appropriate for launching a new product. Alternatively, a social gathering might be managements way of showing appreciation for employees.Regardless of its purpose, such an occasion inescapably careful planning. Numerous details need to be attended to. However, these important considerations are worth noting.FoodFood is an asset in any event. This is especially true if that seminar or gala will last for several hours. People with empty stomachs wont be in a party food. So its important that they have something to nibble on.The following factors normally affect food selection.Time of the partyWeatherNumber of guestsWhile its not mandatory, many party planners opt for delicacies that match the theme. They rely on restaurants, which offer essential catering (http//www.essentialcaterer.com.au/) services, to execute this. If its Halloween bash, for instance, expect to see a autumn pumpkin cheese ball or white meringue ghosts on the menu. Be mindful of guests that have specific dietary requir...

School Violence and Safety Promotion :: School Violence Shootings Safety Essays

Increase in school violence Over the retiring(a) several years, incidents of school violence have intensified. Disasters like the shootings at Columbine High School ar not unheard of, and precautions for school safety argon on the minds of numerous communities. Johnson and Johnson claim that Teaching is different from what it used to be. Fifty years ago, the main disciplinary problems were running in the halls, talking out of turn, and chaw gum. Todays transgressions include physical and verbal violence, incivility, and in some schools, drug abuse, robbery, assault, and murder (1995). When examining school violence, researchers have begun to investigate how society has delimitd violence as normal and acceptable, claiming that this is the root of the problem. In addition, I have considered other factors that lead to violence in schools. As violence increases, pressure for safe and orderly schools does the same. I feel that the first step to ensuring school safety is to work with the students themselves to establish a safe school. The purpose of this research paper is to investigate the occurrences of violence in schools across the United States and to articulate strategies to promote school safety. Two forms of school violence When assessing violence, it is important to know that it occurs in two major forms. First, violence locoweed penetrate the climate of schools, allowing negative events to escalate into increasingly damaging patterns. The second form of school violence entails random mayhem, where the school is simply the setting (Hill & Hill, 19). An face of the latter form is the sniper shooting that occurred at Walt Whitman High School on October 8, 2002. Both forms of school violence among young people in society are increasing, forcing educators to search desperately for causes. Causes of school violence One cause of this increase in school violence is the fact that society is slowly beginning to redefine violence as normal and accept able. What is probably most alarming is that violence is becoming so commonplace in many communities and schools that it is considered the norm rather than the exception. Johnson and Johnson entrust that the media is most responsible for children falsely believing that violence is acceptable Mass media influence how people view violence and deviant behavior. Some television shows mist or obscure the boundaries that society has created between good and evil, public and private, shame and pride (Abt & Seeholtz 1994)Killing is sometimes portrayed as understandable and righteous when it advances a certain point of view on a controversial issue.

School Violence and Safety Promotion :: School Violence Shootings Safety Essays

Increase in tame hysteria Over the past several years, incidents of school violence go intensified. Disasters like the shootings at Columbine High School are not unheard of, and precautions for school safety are on the minds of numerous communities. Johnson and Johnson claim that training is different from what it used to be. Fifty years ago, the main disciplinary problems were running in the halls, talking out of turn, and chewing gum. Todays transgressions include personal and verbal violence, incivility, and in some schools, drug abuse, robbery, assault, and murder (1995). When examining school violence, researchers have begun to investigate how society has redefined violence as normal and acceptable, claiming that this is the root of the problem. In addition, I have considered other factors that lead to violence in schools. As violence increases, pressure for safe and orderly schools does the same. I feel that the first step to ensuring school safety is to work with t he students themselves to establish a safe school. The purpose of this research paper is to investigate the occurrences of violence in schools across the United States and to articulate strategies to set up school safety. Two forms of school violence When assessing violence, it is important to know that it occurs in two major forms. First, violence can penetrate the climate of schools, allowing negative events to heighten into increasingly damaging patterns. The second form of school violence entails random mayhem, where the school is simply the setting (Hill & Hill, 19). An example of the latter form is the sniper shooting that occurred at Walt Whitman High School on October 8, 2002. Both forms of school violence among young people in society are increasing, forcing educators to search desperately for causes. Causes of school violence One cause of this increase in school violence is the fact that society is slowly beginning to redefine violence as normal and acceptable. What is credibly most alarming is that violence is becoming so commonplace in many communities and schools that it is considered the norm rather than the exception. Johnson and Johnson believe that the media is most responsible for children falsely accept that violence is acceptable Mass media influence how people view violence and deviant behavior. Some television shows obliterate or obscure the boundaries that society has created betwixt good and evil, public and private, shame and pride (Abt & Seeholtz 1994)Killing is sometimes portrayed as understandable and righteous when it advances a certain point of view on a controversial issue.

Compare and contrast the treatments of dogs in “To Flush, My Dog” by Elizabeth Barrett Browning and RSPCA leaflet

The poem To heyday, My Dog by Elizabeth Barrett Browning and the leaflet of RSPCA argon two indites exploring the same theme cad and the treatments by their owners. Elizabeth elaborates her relationship with her firedog while the RSPCA document articulates the problems facing some unfortunate dogs. The feeling evince and the intent of language devices shares some similarities albeit atomic number 53 is a poem and the other comprise articles from an animal caring organization. Similarities, differences and signifi back toothce of them will be discussed in this essay.The poem is clearly a praise of the writers beloved dog while the RSPCA documents aim to appeal for donation. The poem is made of 20 stanzas of 6 lines from each one and strongly portraits a very dear and noble aura to share her love for the dog. The RSPCA document adopts a candid manner in the form of writing a letter to the prospective donors supplemented by two touching stories. The three articles contentiousl y try to gain sympathy from the readers. With this underlying aim, the RSPCA inspector uses alarming hard suppose (6,982 ab employ animals a year) to arouse readers attention. He also uses repeated strong words, battered, tormented and abandoned to give an awakening insight for his readers on the seriousness of the cruelty. The use of the rhetorical question Will you give me the resources I need to fight this rising tide of cruelty? is very effective.There is impacting contrast on the cares of dogs. Elizabeth treats blotto nicely and gently. As described in stanza 16, she feeds Flush sugared milk, puts pretty collar on it and pats the dog to please it. The physical affection from the owner is profuse with proper shelter, delicious viands and interaction. On the contrary, Poppy and Trio, both rescued by RSPCA, are unfortunate. Both dogs are very young at 4 months and one day old respectively. After messing the room, Trio was grabbed and squeezed by its owner. It was thrown across the room with full force and smashed against a cupboard. (Line 9-11) Poppy was even blood-red into the toilet by its owner.In RSPCA documents, it focuses on the cruel treatments of Poppy and Trio by their owners. Trio is petrified and injured by its owner (Line 12 in Trio figment). They have a very bad relationship. Although there was food and shelter for Trio, there was no trust between them. The dog had to crawl away and encompass under a cot (Line 13). Trios reaction makes us feel very sorry. In the pathetic story of Poppy, his owner doesnt ask it only after one day. (Animal like these needs your support NOW). Readers easily notice the problem and are moved by the visual details when the dog was found along the drainage. Simply flushes you down the toilet (line 3-4) shows that the owner didnt show any humanitarian feeling to Poppy at all. To Poppy, there was no food and proper shelter. The two stories present powerful visual effect by describing details of the maltreatment. It effectively strengthens the appeal for helping the animals.On the other hand, Flush is Elizabeths best friend. It sits beside her when she is sick (Stanza 7 line 2 & 6). When Elizabeth is crying with one or two quick tears and signing, Flush sprang in bore-hole haste in a tender haste.(Stanza 11) It gives Elizabeth love by being tender and affectionate. These lines allude the mutual love between Flush and its owner. It delivers an authentic fiction of a dogs human nature.This nature is shared by the RSPCAs volunteers who give the dogs warm and comfortable shelters with loving care around the clock. dedicate care round the clock pulled Poppy back from brink (line 15-16). They resemble Elizabeths kindness to animals.The language devices of the two documents share similarities and differences. Both documents use emotive languages and repeat for effect. In RSPCA leaflet, words like struggle, death, and tender, pathetic and devoted are used. The repetition suggests the writers symp athy towards these dogs and dramatizes the effect. The readers will be sorry and send-off thinking about animals maltreatments. In the poem about Flush, words like benediction, wishing weal, supportive are used. This gives effect of how important of the dog to Elizabeth. The word benediction reiterates that its owner regards it as a gift from god.The differences in language of the two are the use of metaphors and alliteration. In stanza 2 of Flush poem, silver-suited is used to describe the appearance of Flush. This alliteration decides the color of the fur as very appealing and gorgeous-looking. It also suggests the softness of the fur and the joy and comfort it gives Elizabeth. In stanza 11, fawning, smooching is another example of alliteration which is used to describe when the writer is sad, Flush tries to please her. The language devices powerfully symbolize how affectionate and tender Flush is. The leaflet of RSPCA do not use much alliteration and metaphors.The structures of two passages are very different. The RSPCA leaflet is in passage form and language is quite informal. opposed the poem, there are no rhyming words and use of archaic words. The free style writing allows the writers to convey its main messages to the reader more easily. The Flush poem on the other hand, has frequent use of rhyming words and also archaic words thee to make the poem more poetic. Examples are great deal throughout the entire poem, like one, run and nature, creature in stanza 1 and height, delight, line and thine in the last stanza The rhyming words create a musical theater effect which attracts readers attention.Although the two documents look at the theme of treatments of dogs in different perspectives, both successfully achieve their goals in a spunky literary standard. Structures and the use of language features share some similarities and yet there are differences. They adopt brilliant ways of articulating their ideas, and effectively induce empathy and sympathy from their readers. We can deeply feel admiration to the poem protagonist Flush and also arouse pity to the miserable tortured animals in the RSPCA leaflet.

Themes of Romeo and Juliet

Themes of Romeo and Juliet Love as a Cause of Violence The themes of death and violence permeate Romeo and Juliet, and they are always connected to passion, whether that passion is love or hate. The connection betwixt hate, violence, and death seems obvious. But the connection between love and violence requires further investigation. Love, in Romeo and Juliet, is a gramme passion, and as such it is blinding it can overwhelm a person as powerfully and completely as hate can.The passionate love between Romeo and Juliet is linked from the moment f its inception with death Tybalt notices that Romeo has crashed the feast and determines to kill him Just as Romeo catches sight of Juliet and f everys instantly in love with her. From that drive on, love seems to push the lovers closer to love and violence, not farther from it. Romeo and Juliet are plagued with thoughts of suicide, and a uncoercedness to experience it in act 3, scene 3, Romeo brandishes a knife in beggar Lawrences cell and threatens to kill himself after he has been banished from Verona and his love.Juliet likewise pulls a knife in order to take her own life in Friar Lawrences resence Just three scenes later. After Capulet decides that Juliet will marry Paris, Juliet says, If all else fail, myself have power to die This theme continues until its inevitable conclusion double suicide. This tragical election is the highest, most potent expression of love that Romeo and Juliet can make. It is still through death that they can preserve their love, and their love is so profound that they are willing to end their lives in its defence.In the play, love emerges as an amoral thing, leading as much to destruction as to happiness. But in its extreme passion, the love that Romeo and Juliet experience also appears so exquisitely beautiful that few would want, or be able, to resist its power. Fate From the beginning, we fare that the story of Romeo and Juliet will end in tragedy. We also hunch forward that their tragic ends will not result from their own personal defects but from fate, which has marked them for sorrow. Emphasizing fates control over their destinies, the Prologue tells us these star-crossed lovers relationship is deathmarked.In Act l, motion-picture show it, as Lord Capulets servant is searching for some nonpareil ho can read the guest list to him, Benvolio and Romeo enters Completely by chance, Capulets servant meets Romeo and Benvolio, wondering if they know how to read. This accidental meeting emphasizes the importance of fate in the play. Romeo claims it is his fortune to read indeed, fortune or chance has led Capulets servant to him and this scene prepares us for the tragic inevitability of the play. The lovers will be punished not because of flaws within their personalities but because fate is against them.Ironically, the servant invites Romeo to the Capulets house, as long as e is not a Montague, to crush a cup of wine. Only fate could manufacture this unli kely meeting with Capulets illiterate servant, as only fate will allow Romeo to onslaught into the Capulets domain and meet Juliet. In Romeo and Juliet, death is everywhere. Even before the play shifts in tone after Mercutios death, Shakespeare makes several references to death being Juliets bridegroom. The threat of violence that pervades the first acts manifests itself in the latter half of the play, when key characters die and the titular lovers approach their terrible end.There are several ways in which the characters in Romeo and Juliet take aim death. Romeo attempts suicide in Act Ill as an act of cowardice, but when he seeks out the Apothecary in Act V, it is a sign of bearing and solidarity. The Chorus establishes the storys tragic end at the beginning of the play, which colours the audiences experience from the start we know that this youthful, innocent love will end in tragedy. The grammatical construction of the play as a tragedy from the beginning makes Romeo and Ju liets love even more heart breaking because the audience is aware of heir impending deaths.The locomote of the play is the cycle from love to death and that is what makes Romeo and Julie so lasting and powerful. Age Throughout Romeo and Juliet, Shakespeare establishes the ideological divide that often separates youths from adults. The characters in the play can all be categorized as either young, passionate characters or older, more functional characters. The youthful characters are almost exclusively defined by their capability and impulsiveness like Romeo, Juliet, Mercutio, and Tybalt. Meanwhile, the older characters all view the orld in terms of politics and expediency.The Capulet and Montague patriarchs are certainly feisty competitors, but think in terms of victory as a concept, ignoring the potential emotional toll of their feud. Friar Laurence, who ostensibly represents Romeo and Juliets interests, sees their union in terms of its policy-making outcome, while the young lovers are only concerned with satisfying their rapidly beating hearts. While Shakespeare does not posit a moral to the divide between young and old, it appears throughout the play, suggesting that the cynicism that comes with age is one f the many reasons that humans inevitably breed strife amongst themselves.It also implicitly provides a reason for young lovers to seek to separate themselves from an adult world of political violence and bartering. Revenge Romeo and Juliet suggests that the intrust for revenge is both a natural and a devastating human quality. From the moment that the play spirals towards disaster in Act Ill, most of the terrible events are initiated by revenge. Tybalt seeks out Romeo and kills Mercutio from a half-cooked desire for revenge over Romeos attendance at he masquerade ball, and Romeo kills Tybalt to avenge Mercutio.Romeos desire for revenge is so overpowering that he does not pause to think about how his attack on Tybalt will compromise his recent marr iage to Juliet. Of course, the elemental set-up of the play is contingent on a long-standing feud between the Montagues and Capulets, the cause of which no longer matters. All that matters is that these families have continued to avenge forgotten slights for generations. though Shakespare rarely, if ever, moralizes, Romeo and Juliet certainly presents revenge as a senseless action

An enjoyable experience

My enjoyable experience is going to Alton towers with school, first of in all we came in on the busses and by car in our own clothes then first we went to assembly and then on to registration.We got on the busses to go on our way to Alton towers the trip took about 2 and a half hours to get there when we got there we all got given a ticket too get in the we all went suckning of I was with Lindsey and Ella first we ran to oblivion it looked very scary but Mr Wynne persuaded me to go on it, oblivion is a ride at Alton towers that you go up a slight hill for about a minute and then when we got to the top, we went round a slight bent in the track and as soon as we got round the bend we thought we were just going to go and plummet but no we were hanging of the edge of the track for 3 seconds which matt-up like 10 minutes you can feel your heart pounding as you plummet 200 feet into a deep, dark underground hole.After that we rear the ride air which on the ride you swoop, soar, dive a nd most people pretend to be superman you feel like you dont weigh a exclusive pound. because we went on the ride nemesis this ride is weird, takes you over rivers of blood and rock, the force will leave you breathless as you do the loop de loop.Then on the run again to rita the queen of speed, you might want to hold onto your eyeballs as youre catapulted at tremendous speed when the traffic lights turn green, the train goes from 0 to100 miles per hour in 2.5 seconds. You will come off tingling with excitement and your heart beating so fast.And off again on the run to ripsaw when you take your seat on the ride, no-one is safe from getting wet. The water rises and falls as you swing around in and out of the fountains and we got absolutely soaked.We also went on duel which is a haunted house and you have to shoot ghosts and ghools with a fake plastic gun while you are on a run away train.The flume was the last ride we went on before we had to get on the bus back to school, on the flu me you should prepare to get wet, you get on into your bathtub which is like your boat, fly down drops and through waterfalls before finishing off in the power shower and you better watch out for the ducks.

Reading Philosophies

Reading Philosophies Katy J. Kaldenberg Grand Canyon University EED-470 Curriculum, Methods and Assessment Literacy and Language Arts K-3 Monday, blemish 11, 2013 Reading Philosophies Chart Reading Philosophy Brief Description Reading Activities Reading Assessments Constructivist Reading Instruction Constructivists view the pupil as an active instrumentalist in the education process who constructs a personal meaning from each experience (Ying-Tien & Chin-Chung, 2005). One Constructivist course session activity for teaching a student a pertly word is that the student is taught to use word-painting cues to learn to read (Ying-Tien, & Chin-Chung, 2005). For standard, if the student cannot read a word, he or she is taught to look at the picture then go back and to the word and guess the meaning. An some other activity for constructivist reading teaching would be that the instructor would energise students work in undersized groups to discuss a book that was read to the class. The small groups of students may then in like manner create their own story. Constructivist reading assessments would include the teacher collecting periodical performance samples of work, observing and recording students behavior, audio and videotaping students in different situations, and building a portfolio filled with information about each student (Ying-Tien & Chin-Chung, 2005). The evaluation process is for the teacher, parent, and child. Conferences can to a fault be held to discuss progress. Explicit Reading Instruction Explicit reading instruction is teacher channelizeed (Goeke, 2009).The teacher uses explanation and demonstration to teach specific reading skills and strategies (Goeke, 2009). The teacher also provides corrective feedback to his or her students as the students attempt to apply the new knowledge (Goeke, 2009). An example of unambiguous reading instruction would be that the teacher would state the sound and spelling of a specific letter-sound correspon dence and then demonstrate by theoretical account how to read words that include that feature to the class (Taylor, Peterson, Pearson, & Rodriguez, 2002).The students then would practice but sole(prenominal) after the teacher has modeled the process first. A consequence example of graphic reading instruction would be to teach decoding to students that have deficits in word reading. A third example of transparent reading instruction would be having students use the mnemonic DISSECT (Discover the context, Isolate the prefix, Separate the suffix, Say the stem, Examine the stem, Check with some unmatched, and Try the dictionary) to read unknown words (Adams & Engelmann, 1996). The teacher would teach each strategy step explicitly (Adams & Engelmann, 1996).An important part of explicit reading instruction is that the teacher always describes the strategy, provides the rationale for its use, and states how and when to implement a strategy explicitly to the students and the instructio n is always implemented systematically (Adams & Engelmann, 1996). Explicit reading assessments would include having student answer multiple-choice questions about selected text passageway decoding assessments can also be given (Taylor, Peterson, Pearson, & Rodriguez, 2002).One example of a decoding assessment would be that the student is given isolated words one at a time, and the student is asked to say the word aloud. The words selected for a decoding assessment should be words that are within the students spoken vocabulary, and should contain a mix of phonetically regular and phonetically irregular words (Goeke, 2009). Another type of assessment is that of standardized tests such as the Diagnostic Assessments of Reading (DAR) and the Florida Assessments for Instruction in Reading (FAIR). Reading Philosophies Summary The educational realm is not free from disputes.Disputes on reading instructional practices have been ongoing for more than half a century. On one side of this deb ate is composed of those who believe that students learn best when they are able to nominate and construct the essential information for themselves. This type of instruction is often called student-centered or constructivist instruction (Confrey, 1990). On the opposite side of this debate are those who believe that students only thrive when all-encompassing, explicit instruction is given and student should not have to discover essential content (Goeke, 2009).This type of instruction is often referred to as direct or explicit instruction (Goeke, 2009). When speaking about reading instruction, this debate has often been coined as the reading wars. Constructivist Reading Instruction is derived from the theory of constructivism. One could take in that constructivism is derived from Piagets own reference to his views as being a constructivist or possible from Bruners description of learning find as constructionist (Gruber & Voheche, 1977).Some other price that have been used to ref erence a constructivist way of learning include generative learning, situated learning, authentic learning, and educational semiotic (Wittrock, 1985 Cunningham, 1992). Constructivists believe that all learning should be student centered. They think that knowledge is obtained only during a meaning-making look to where the student is involved in the process of constructing their own interpretations of their experiences.Constructivist generally agree that students overmuch construct their own learning, all new learning is dependent on the students existing understanding, social interaction plays a critical grapheme in learning, and authentic learning tasks are necessary for learning to be meaningful (Bruning, Schraw, & Ronning, 1995 Pressley, Harris, & Marks, 1992). According to constructivists, in order for a student to construct new meaning he or she needs to make every effort to make sense of all new experiences and then must relate those to experiences to what is already known ( Confrey, 1990).Constructivists also claim that a catalyst for acquiring knowledge is dialogue and social interaction facilitates understanding (Brown, 1994). Constructivist teachers aim to provide cooperative learning tasks and peer tutoring for their students. Constructivist teacher often believe that students learn faster when they are actively involved in dialog with their peers about significant problems (Brooks & Brooks, 1993). The constructivist classroom would be filled with students roaming about the classroom obtaining supplies, conferring with peers or the teacher, and working on self-directed projects (Brooks & Brooks, 1993).Constructivist teachers pride themselves in asking big questions, providing time for student to think and seek to find answers (Brooks & Brooks, 1993). In an actual classroom, there are many flaws involved in practicing constructivist instruction. The first major problem is that often only the brightest students make the discovery that is needed (Pac e, 2011). Another issue is that many students become frustrated. This frustration many cause some students to disengage and other students may simply copy any(prenominal) their peers are doing regardless in either case the students never actually discover anything (Pace, 2011).A third issue is that some students may believe they have make a discovery but in fact, they have only learned a misconception (Pace, 2011). These misconceptions can then interfere with future learning and problem lick (Pace, 2011). Studies have shown that once a student has believed one of these misconceptions that even after they have been show the correct answer they are still likely to visit the original discovery and not the correction (Pace, 2011). Along with the above four issues studies have shown that constructivist instruction can leave in an increase in consummation gap (Pace, 2011).Decades of research has validated that explicit instruction is much more effective for reading instruction when c ompared to constructivist reading instruction. Kirschner, Sweller, and Clark (2006) states, After a half-century of advocacy associated with instruction using minimal guidance, it appears that there is no body of research supporting the technique. In so far as there is any evidence from controlled studies, it closely uniformly supports direct, strong instructional guidance rather than constructivist-based minimal guidance. Kirschner, Sweller, and Clark (2006) also reports, Not only is unguided instruction normally less effective there is also evidence that it may have negative results when students acquire misconceptions or incomplete or disorganized knowledge. Research has shown that when teaching new skills and content to students, providing explicit instructions accompanied with practice and feedback is more effective than requiring students to discover many aspects of what they are to learn (Hall, 2002). Explicit instruction is teacher directed.The teacher provides the studen ts with a full explanation of the new skill or concept that the student is required to learn (Hall, 2002). The teacher also uses a variety of accommodations such as lecturing, modeling, videos and other media, and demonstration to provide the students with proper guidance (Hall, 2002). Students need to be explicitly shown what to do and how to do something first and then they need to be given the chance to practice doing it while they receive corrective feedback from the teacher (Hall, 2002). Extensive research supports explicit instructions success as an evidence-based practice.Adams and Engelmann (1996) found thirty-seven research publications validating the effectiveness of explicit instruction. These research publications all reported that explicit instruction had a significant outcome on reading instruction. Research also found explicit instruction to be as valuable for typical students, as for students with disabilities. The home(a) Follow-Through Project studied multiple mo dels of instruction to notice the most effective instructional models for students who were economically disadvantaged (Rosenshine, 1995 Taylor, Peterson, Pearson, & Rodriguez, 2002).The results concluded that children who received explicit instruction in literacy and mathematics scored above those taught with other approaches. An additional result was increased self-esteem due to success in school (Rosenshine, 1995 Taylor, Peterson, Pearson, & Rodriguez, 2002). The National Follow-Through Project belonged to a group of studies on teacher effectiveness, which determined that explicit instruction effectively taught students what they needed to learn (Rosenshine, 1995 Taylor, Peterson, Pearson, & Rodriguez, 2002).Baumann and Duffy (2001) reported on five years of research that showed that reading skills and strategies are most effectively taught with systematic and explicit instruction. In conclusion, explicit instruction is vital for initial instruction in skill acquisition (Goodman , Goodman, & Hood, 1989). This is especially the case for struggling readers, who often require tearing support to acquire reading skills (Goodman, Goodman, & Hood, 1989). Beginning reading instruction should emphasize explicit instruction, particularly for phonics instruction (Goodman, Goodman, & Hood, 1989).Constructivist instruction is important when generalizing skills to other contexts (Goodman, Goodman, & Hood, 1989). It can also be used when children explore childrens literature. Story structure can be taught with constructivist instruction and may be more meaningful to children than teaching it explicitly (Goodman, Goodman, & Hood, 1989). The Whole Language Movement is built upon Constructivist principles (Goodman, Goodman, & Hood, 1989). References Adams, G. and Engelmann, S. (1996).Research on Direct Instruction 25 years beyond DISTAR. Seattle, WA educational Achievement Systems. Brooks, J. G. & Brooks, M. G. (1994). In search of understanding The case for constructivist classrooms. Alexandria, VA Association for Supervision and Curriculum Development. Brown, A. L. (1994). The advancement of learning. Educational Researcher 23 4-12. Bruning, R. H. , Schraw, G. J. & Ronning, R. R (1995). Cognitive psychology and instruction, 2nd ed. Englewood Cliffs, NJ prentice Hall. Baumann, J. F. , & Duffy, A.M. (2001). Teacher-research methodology Themes, variations, and possibilities. The Reading Teacher, 54, 608-615. Confrey, J. (1990). What constructivism implies for teaching. In R. B. Davis, C. A. Maher & N. Noddings (Eds. ), Constructivist views of the teaching and learning of mathematics (Journal for Research in Mathematics Education, Monograph No. 4, pp. 107-122). Reston, VA National Council of Teachers of Mathematics. Cunningham, D. J. (1992). Beyond educational psychology stairs toward an educational semiotic.Educational Psychology Review 4 165-194. Goeke J. L. (2009). Explicit instruction Strategies for meaningful direct teaching. Boston Merrill/Pearso n. Goodman, K. , Goodman, Y. & Hood, W. (1989). The whole language evaluation book. Portsmouth, NH Heinemann. Hall, T. (2002). Explicit instruction. Wakefield, MA National Center on Accessing the General Curriculum. Retrieved Wednesday, March 13, 2013 from http//aim. cast. org/learn/historyarchive/backgroundpapers/explicit_instruction. Kirschner, P. A. , Sweller, J. , & Clark, R. (2006).Why minimal guidance during instruction does not work An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41, 7586 Pace, D. (2011). Best practice The use of explicit instruction and culturally responsive teaching. Insights on Learning Disabilities, 8(2), 5-14. Pressley, M. , Harris, K. R. , & Marks, M. B. (1992). But good strategy instructors are constructivists Educational Psychology Review 4 3-31. Rosenshine, B. (1995). Advances in research on instruction. Journal of Educational Research, 88, 262268.Stanovich, K. E. (1994). Constructivism in reading education. Journal of Special Education, 28(3), 259. Taylor, B. M. , Peterson, D. S. , Pearson, P. D. , & Rodriguez, M. C. (2002). Looking inside classrooms Reflecting on the how as well as the what in effective reading instruction. The Reading Teacher, 56, 270279. Wittrock, W. C. (1985). The generative learning model and its implications for science education. Studies in Science Education 12 59-87. Ying-Tien, W. , & Chin-Chung, T. (2005). Effects of constructivist-oriented instruction on

Navitas Kaplan Case Essay

The competition relationship between the Navitas and Ka scheme is based on high gentilityal service. They both play an important role at own bringing upal fields and geographical fields. According to Brandenburger and Nalebuffs Value Net model Assume that Navitas is the company and Kaplan is one of competitors of Navitas. Most of customers be international schoolchilds because of the target market of the Navitas. And the suppliers raise be universities that have a positive relation with the Navitas such(prenominal) as Griffith University. Moreover, complementor can be student accommodation, good transport connections and appropriate shopping facilities such as a post office in the school. Additionally, the value of Navitas wants to add which is customer loyalty, and it is implemented very comfortably. There is an increasingly number of international students specially Chinese students and Indian students are attracted to entry Navitas for Language improvement and preparation o f university. Rules specify ways of attracting customers with strategies such as tuition fee of price-matching. Tactics are the practices sometimes used to take away a competitors possible market share, for example, Navitas provides university roadways programs.Scope is the final part, used to take a broader prospective and create cogitate between competitors games and interests and see how co-opetition can benefit the players. Also, using the 5Qs (pp. 32-33) assess 2. What is Navitas business strategy How well is it performing Navitas business strategy 5Qs What amount of growth and level of profitability does the organisation plan to achieve It wants to grow and be quite juicy. What products and services does it plan to produce Its services are programs leading to higher education in English-speaking countries. What customer and geographic markets does it plan to service Its customers are students, especially international students. What generic strategy does it plan to follow t o position itself uniquely against competitors It thinkes to form relationships with established, highly credible universities. What position does it plan to hold in the future It wants to be universally recognised as the most trusted orbicular learning organisation in the world. Navitas is a diversified global education provides that offers an extensive range of educational service for students and professional persons including university programs, language courses, workforce education and student recruitment. By 2009, the company had become the largest private provider of international pathway students to Australianuniversities.Moreover, the goal of the company is expanding its initial position as a university pathway program to a global education provider. Additionally, the corporate strategy of Navitas is to create seamless education pathways for students. Besides, most of Navitass colleges were also located at or adjoining university campuses, providing students with conve nience and at the same time leveraging the reputation of university. Due to Navitas also provides English language courses for most low IELTS grades international students before they gain university, the competitors fail to attract more international students. In the future, Navitas prefer to increase and strengthen relations with oversea universities and local campus expansion, and the important point is still focus on international students education. 3. What is Kaplans corporate strategy What is its business strategy in Australia How well is it performing Kaplans corporate strategy Kaplan wants to grow reasonably rapidly and be profitable. It is a related corporation. All businesses of the corporation relate to each former(a). The businesses are all in the education and training areas, particularly in business-related or professional areas.The position that Kaplan wants to achieve is to be one of the worlds largest diversified education companies. What amount of growth and leve l of profitability does the organisation plan to achieve What products and services does it plan to produce What customer and geographic markets does it plan to service What generic strategy does it plan to follow to position itself uniquely against competitors What position does it plan to hold in the future The mission of Kaplan is to help people achieve their educational and careers goals. Kaplan wants to grow in both breadth and depth of education offerings to cover the need of individuals throughout their lifetime, such as test preparations and admissions, kids and schools, meanwhile expanded and increased professional development programs in Australia as quick as possible as well as appointed chief executive of Kaplan Australia to oversee the companys expansion in the country.4. To what extent is Kaplan a threat to Navitas What should Navitas do to address this Clearly Kaplan and Navitas are war-ridden relationship in Australia, especially the expansion of Kaplan in Australia is a direct challenge to Nacitass position in the educational market. Kaplan has found its way to beat an understanding with a Go8 university whereas Navitas has struggled to get entry to this group. It would signal that Kaplans servicesmay be better than Navitas in quality terms. It is a negative impact for Navitas in the education industry. Navitas should seek to grow internationally, trying to increase the international market share to make itself more famous and more attractive. On the other hand, Navitas should try to make an agreement with Go8 universities to steady the market share in Australia.5. To what extent is Navitas a threat to Kaplan What should Kaplan do to address this Navitas entry into the US market is an threat to Kaplan. However, and then the US market is so large and the universities that Navitas is dealing with are non attractive enough, Navitas is difficult to cause any future threat to Kaplan. At this stage, it seems that it is not necessary for Kaplan to worry about the threat from Navitas. Kaplan should maintain the quality of service in US market and pay more attention to expand other markets. 6. To what extent do Navitas, Kaplan and similar organisations threaten existing government higher education institutions, such as universities and TAFEs The organizations like Navitas and Kaplan play multiple roles which can be competitor and complementor with existing government higher education institutions. They share student resource and built own brands to attract them. Moreover, overseas students are more profitable than domestic students.Universities are able to charge full-fees for overseas students, while most domestic placements attract a lower fee. Hence, Navitas and Kaplan pay more attention on the international educational markets, but TAFEs prefer to train professional skills to domestic students for their future careers. The difference of target market of these universities can be operated by them to maximise profits. 7. What should universities do to address this The university should improve the quality of its own service and programs, to be more customer-focused. Moreover, university can work with these profit-based organisations and clearly delineate which services and programs each should provide.

My Favourite Personality

MY FAVOURITE PERSONALITY Dr. Abdul Qadeer caravansary As arrow of time moves, the Will of matinee idol prevails and is focused on the emergence of humans endowed with exceptional intellectual capabilities and creative abilities. Such are the men who, by their good deeds, fulfill the edict of God, as revealed in the Holy Quran I gestate created man in the best of forms. (Al Quran Surah 95 Ayah 04) These are the people, who are destined to make history in the elevation of nations.Such is the personality of Dr. Abdul Qadeer Khan, who is my favourite personality, who was born in Bhopal on April 1, 1936. As the time has unfolded itself, the Godly qualities enshrined in the words Qadeer symbolized in the name of Dr. Abdul Qadeer Khan dupe raised the Pakistani nation to new heights in high technology. After receiving his early education in Bhopal, Dr. Abdul Qadeer Khan obtained the degree of Bachelor of intuition in 1960 from the University of Karachi.Subsequently, he studied in Berlin , West Germany, Holland and Belgium and achieved high competence through attending several courses in metallurgical engineering. The restless soul of Dr. Abdul Qadeer Khan took him to several laboratories in Europe including Uranium Enrichment Plant in Holland. The scientific contributions of Dr. Khan have been recognized in several ways. As an active scientist and technologist, he has published more than 188 scientific research papers in international journals of high repute.It is entirely due to his efforts that the process of enrichment of Uranium was successfully completed in Pakistan. This breakthrough ultimately resulted in the historic explosion of six nuclear bombs on May 28 and May 30, 1998. Dr. Khan is the only Pakistani to have received the highest civil award of Nishan-i-Imtiaz twice. He is a person imbued with the spirit of serving the cause of Pakistan and Muslim Ummah through his able researches, high acumen, intellectual rigor and unwavering devotion.He has been awa rded 42 gold medals by various national institutions and organizations. As an ardent supporter of higher education, he sits on the Boards of Governors and Syndicates of numerous universities and institutes. It is rare that a person in single life time accomplishes so much. This is done only by men who are endowed with special abilities by God and who prepare themselves through hard work and devotion to fulfill the mission of serving mankind. May Allah guide our youngsters to the path, which is presented by Dr. Khan.

What Goes Around Comes Around (Karma)

If one would motive to examine ones self-importance about the means of a name or vocalizeology by comparison with what other(a)s mean with the raillery or phrase, one will aline confirmation of comparison or change in mean in relation to time. Given such thesis, this essay intends to underpin that same by exploring my own assumptions and beliefs about a certain concept or phrase by, discovering what I believe about and how those ideas go for been formed in me, and exploring outside ingestpoints of the topic using contemporary and/or literary figures, politicians, poets, antecedents, media images, institutions, history books, etc.Exploration of self What I think and feel about the phrase What Goes or so Comes Around (Around).?As I use the new-fangled version of softw be in the Internet, the computer flashes a essence Paying is a unspoilt karma. The forge karma enters into my mind that if thither could is good karma, there must be bad karma. Before my encounter of t he phrase of good karma, the meaning of the word karma for me was negative that whatever illusion or mistake one must assume done will re tout ensembley come screen to haunt one back. The word karma or the phrase what goes just about comes approximately serves as self-evaluation that would result of self-judgment. Sometimes, the self judges very harshly, hence , one could proficient imagine the tendency that I may have done just to avoid the word karma before it comes to mind that there could some good in it. The experience has therefore brought me into the reality of experiencing the meaning of words into my life that though as one is just a word it carries a message that could turn on or off ones mood in a day. This is not surprising because I believe that man is created also an emotional being although he is endowed with a rational mind. What is to interesting with emotion is that is what one feels at the wink and most of the sometimes, what one feels is more(prenominal ) powerful than what one thinks.In trying therefore to reflect on the meaning of karma in this paper, I have to admit that words or phrases could change or could have divers(prenominal) meaning at different times. Thus the need to have updated dictionaries. Let us utilize on how Oxford face Dictionary defines the word karma in twain steerings. One definition for the word goes this way From the Sanskrit word (meaning action or progeny) used in Hinduism and Buddhism to refer to the principle by which a persons actions in this humans determine the fate that awaits him or her after death. In English the word is sometimes used more loosely to refer to the processes of destiny, and it has sometimes been chosen as a given name with reference to this idea.1 Its other definition goes this way the sum of a persons actions in this and previous states of existence, viewed as modify their future fate.2 Comparing the two definitions by the same dictionary does not make much going away as to the meaning referring to after life consequences.Exploration of other viewpoints about the phrase and how the meaning of the phrase or word karma has changed over time, how the phrase was formed, etc.Let us take what other old viewpoints using the phrase What comes around goes around or word karma and let us take still another who has used the phrase in the context of a given statement. There is such phrases as law of Karma under conglomerate names and this include the law of compensation the law of balance the law of action and re-action.3 One could advantageously get some connection with the authors explanation of the term as bringing it judgment, correcting all wrongs, punishing all vices, and rewarding all righteousnesss. The inevitability of cause and effect means and ends, and seed and yield ar simply there. A mans normal reading of that giveation by the author would be to look at the cause if something could be done so that the necessary good effect will come out. O ne this note therefore the word karma from 1894 had had already a positive or negative meaning and as I now realize, it may be that I was not that heedful of its meaning then. I mean, the term could mean also to be positive and not just negative.Ward explained kick upstairs the use of the term karma allows equating it with the law as justice, and when viewed in its applications, an action of an individual has with it retribution. If such is the case, there is also reason to agree with authors conclusion that every secret is told, every crime is punished, every virtue rewarded, every wrong redressed, in silence and certainty.4One could see from karma that nothing comes by accident, that what one reaps, what he or she has sown. There is therefore a universal rule that giving love brings further love. Sowing brings further reaping. In more concrete application, it may mean money begets money.The phrase What goes around Comes Around happened to be the thirdly single from Justin Timbe rlakes second solo album FutureSex/LoveSounds which was released in 2006.5 People who could relate with the song may interpret the part going around as where Timberlake mourned how his ex-lover may have wounded him and in coming around as referring how the law of balance came into effect, as Timberlakes ex-lover new boyfriend now treat verbalise ex-lover in like manner the woman treated Timberlake in the going around portion of the song.Synthesis of two partsComparing my personal experience and others viewpoints with the word or phrase puts me now into the questions Do I have a different connotation of the word or phrase with theirs? What, if any? If there is no difference, justify.I feel that the meaning of the word to me changed overtime as how others may have changed it. Phrases or scathe or words are just means to communicate meanings .When one encounters how a word or phrase is meant by other the person so encountered, he or she also makes a meaning out of how he or she under stood the word or phrase in the outside world. When that new meaning comes into the person, the latter could use the word in a sentence or in expressing thoughts to others. When galore(postnominal) people agree about the usage of phrase of terms or word these agreements and confirmations, produce a part of culture. This is when people adjust with other members of society as to giving birth to the general acceptability of the word.6It could be said that difference in the meanings of the word karma was not really meant in 1894.7 It was my mind who created a difference of the meaning because of my lack of exposure to the meaning of karma, that there could also be a good karma not just good karma. This therefore brings me another reality that knowledge of one thing or even a simple word and its meaning to every one vary across different people until that person realizes that he or she must understand what others really give to that word so that person could actually relate under a bigg er world. If the world speaks with one word or one language, perhaps the world could be a more peaceful world. But across cultures are different languages with different words that may have different meanings.ConclusionThere is basis to uphold the thesis that if one would want to examine ones self about the meaning of a word or phrase by comparison with what others mean with the word or phrase, one will find confirmation of similarity or change in meaning in relation to time.Confirmation of similarity or change in meaning requires one to be honest about the true meaning of the word to himself or herself. After accepting the truth, one must be ready to what is meant by the word or phrase as accepted by majority of people. The best proof of this is the use of dictionary, which implies that the word may have its meaning reached the point of general acceptability8. This may not be hard to understand as human beings communicate using words or terms, and by them, the peoples experience of the word or phrase will be given recognition and acceptance. I believe that words are defined and used in dictionaries, which may have evolved and changed over time including the chance of expanding the original meaning and even eventually returning to the old meaning.Works CitedDavid Kaufer, Suguru Ishizaki, Brian Butler, Jeff Collins, The Power of Words Unveiling the Speaker and Writers Hidden business deal Lawrence Erlbaum Associates, 2004Mark Guarino, M. Out from the Cocoon Timberlake Re-emerges without Squeaky Clean Image Daily Herald (Arlington Heights, IL), august 24, 2006New Fowlers Modern English Usage, Magazine article The Atlantic Monthly, Vol. 278, December 1996Oxford University Press, Compact Oxford English Dictionary,2007 vane text file URL http//www.askoxford.com/firstnames/karma?view=uk, Accessed May 29,2007Ward, P.C. Emerson and Theosophy, A Paper read before the Chiswick Lodge of the Theosophical Society ,December 12th, 1892, 1894 www document http//www.theos ophical.ca/EmersonTheosophyPCW.html, Accessed May 29,2007Oxford University Press, (2007)IbidWard, Emerson and Theosophy by P.C. Ward, F.T.S. A Paper read before the Chiswick Lodge of the Theosophical Society ,December 12th, 1892, 1894 www document http//www.theosophical.ca/EmersonTheosophyPCW.html, Accessed May 29,2007IbidGuarino, Out from the Cocoon Timberlake Re-emerges without Squeaky Clean Image Daily Herald (Arlington Heights, IL), August 24, 2006 New Fowlers Modern English Usage , Magazine article The Atlantic Monthly, Vol. 278, December 1996 Ward, Emerson and Theosophy, see supra David Kaufer, Suguru Ishizaki, Brian Butler, Jeff Collins, The Power of Words Unveiling the Speaker and Writers Hidden Craft Lawrence Erlbaum Associates, 2004

Cool Runnings Essay

In the film Cool Runnings directed by Job Turteltaub had taught me many an(prenominal) valuable lessons for future life. Also a character had stood out for me whom is known as Derice, which had taught me even more. He has taught me about commitment, determination and also leadership and this is how it has compacted for myself. To begin with, Derice showed me that commitment could take me to the ultimate limit. Turteltaub used techniques much(prenominal) as close-ups on Derices running shoes and his spirit. Meanwhile, as Derice is getting ready and focussing on his position, the setting is a beautiful tropical island and an amazing ocean view, which tells me that he must be a local that lives in the beautiful island. Turteltaub also showed when Derices passion and commitment had impacted on his ikon it had stood out quite clearly, even though his gears were tiny rocks and a toilet paper roll in the beginning. Doesnt mean it could be consistent throughout his life.One day he could become an exceeding Champion which supports the Olympic Value pursuit of excellence and fair play. Its important for teens like myself to condition these valuable lessons because starting a c areer, dream or passion now could have a coarse impact on what its outlet to be like in the future. Lots of us teens are going through rejections and low self-esteem so by following my dreams is what Im going to be heading for. Secondly, Turteltaub had showed me about determination. He also used techniques such as close-up of Derices face and Irving Blitzer (legendary Bobsled double gold medallist) as Derice was trying to pursue Irv to be the first time Jamaican Bobsled coach. But Irv has been consistently rejecting his offer. Turteltaub has shown how Derice had felt afterwards, after facing his loss in the qualifying routine for track racing.He was determined to find a way to get back into the Olympics. This emphasises that giving up your dream is an easy thing to do, because that is lik e a short cut for being negative, but by committing and being determined harder, at least youre going somewhere, which follows the Olympic value pursuit of excellence. Its important to learn these valuable lessons because as a teen myself, Ive been doubted in many distinguishable ways throughout my life, but because Ive been determined to make a change and prove them wrong, that was incisively what Ive done because I have been true to myself and standing against negativity. Thirdly, Turteltaub taught me about leadership. He showed this when Derice (close-up shot) had to lead by example when his whole boblsled team crashed.

History of God Essay

1. Why you selected the grumpy book?The diverse sacred activities and the differences in faith and belief claim divided men into various denominational groupings. For several centuries, ghostly groupings hurt engaged in physical and verbal combat in an attempt to spread its faith. However the most fundamental conflict stems from an opposing belief coupled by a summary of socio-cultural differences. These differences have ushered in conflicts that escalated into atrocities and bloodshed. Other conflicts have made phantasmal differences as the organizing demonstrate to justify their own superior ambitions. Armstrong withal stressed on a comparative explanation of the trine mo nonheistic religions and exposed the frailty in each(prenominal) belief. Her insistence on the monopoly of truth committed by Christianity, Islam and Judaism as superior to other sects has developed an psyche of a supreme being with hu human similarities. The mind of a personal supreme being has bee n supported by these religions which condemns and marginalize others. Such idealistic air of presenting matinee idol as a bigger version of man retreats and spins man away from the virtue that the faith teaches.In our present era, God has been adapted to meet the demands of the lush-changing ideas. Armstrong believes that some religions would eventually die out season others would gain strength or change direction. This has actually seen proof in people changing their religious affiliations. Her book is an interesting read that awakens us to the struggle for a religious meaning to an aggressive and natural personalized stance that totally erases the ethical proportions that embodies that teaching of God. Further in Armstrongs book, a eternal sleepd critical perspective on how the Western faith catered to the rise of godlessness is lightheadedly presented. It exposed how atheism evolved not merely on the basis of disproving the religious scriptures only when as a result of the theological excesses committed in the past years.2. What is the authors purpose in writing the book?In our own century, the idea attached to God has been revised several times to meet the demands of the present population. Armstrong believed that when religious ideas cease to be effective, they fade away (376). After so much tribulations and conflicts, the thought that religious grow may cease to exist provides a comforting scene for Armstrong who has seen a drastic shrinkage of religious denominations as common views changed. The reading publics response in a book with Armstrongs magnitude has indicated the publics hunger a theological change. For her, God has been remade to portray a deal that endorses the history and supremacy of the strong to work for their cause. Religion thereby has a social purpose and the idea of God according to Armstrong serves a function for a culture to survive. People have always resisted any type change unless the proposed change fits in with t heir social and cultural ordinance and lifestyle. This is what Armstrong has continued to stress in her book.Further this book Armstrong aims to express in her history that customs dutyal society just spirituality. Men want nature and use these forces to work for him. Somehow this was depicted in Genesis that was also suggested by Armstrong that Abrahams God was El (14). Myths evolved around Abrahams God that was not supposed to be taken literally according to Armstrong. However when behavior or actions of God enabled people to show their exceed and perform effectively, the ideal became highly accepted. The Koran according to Armstrong also taught that God had created Adam in his own image which is why he ordered the angels to bow down and worship the first man (229). Armstrongs work however signifies that God is either personal or transcendent. He can encourage perpetual immaturity, or be essentially subjective and personal enlightenment which Armstrong stresses can be a very good thing. She performer to relay the message that a transcendent God, when not planning a revolution, is subject to the manipulations of mankind. He could be a racist or a revolutionary depending on our personal views which has been mirrored after mans own image to portray a supreme being.For modern religion, she stressed that Christianity is faced with atheism which evolved as a rational choice after the Reformation. She also exposed the limitations that Islam has also struggled in order to reconcile religious views with their economic and governmental position. Modern Islam seeks to either pattern their behavior from western views which solely eased their strict sanctions oer traditional religious practices like Iran and Turkey. The Jews after seeing the horrors of the century have lost forbearance and instead focused on a political battle over the Israeli state. One thing however continues to become a mundane search for everyone which is to seek the truth end-to-end the lo ng history of Gods existence.3. Review of the ideas presentedThe understanding presented in Armstrong was Christianity, Islam and Judaisms belief that a one true God and religion would evolve (151). Armstrong presented that any conflict should have been erase as they all share a certain similarity existing along the same line of conflict. biblical evidence according to Armstrong has suggested that the leader Moses convinced his people El and Yahweh were one and the same (21). For her, the call for a one true God is a call for unity among religion. This unity hopes to recognize the aspiration of others but will seemingly focus on a true worship. Additionally, ebullient intellectualism is frowned upon which is damaging to the faith. Armstrong provided that is God is not to become an indulgent blurb of our own egotism, religious come must be informed by an accurate assessment of its content (205). She stressed a repeated warning against making God into an endorsement of egotism. Th e Koran is likewise clear that there is to be no compulsion in religion (155-6).God is love as further endorsed in Armstrongs work which is positively effective in the history of monotheism which speaks of a God who is on the side of the impotent and the oppressed (20). Further she stressed that God would kick the bucket in a loving brotherhood, and not in a stone temple (71). It follows then that each human being is a unique epiphany of the Hidden God, manifesting him in a particular and unrepeatable stylus (237). But the human mind has conceived concepts that go beyond reticence requiring considerable skill and mental balance when certain symbols emerged.Armstrong has established the roots of atheism were founded on the discovery of biblical errors. Marks gospel, which is the early of its kind to dismiss Jesus as a god, presents that Jesus was a perfectly normal man, with a family that included brothers and sisters (80). Although the reliability of Marks gospel is in question n evertheless Armstrong also insisted that capital of Minnesota did not believe that Jesus was God incarnated and perfectly adding that the doctrine of incarnation developed only later(prenominal) (83). Christianity is heavily contradicted with atheism as a rational choice against the stringent doctrines of the Christian religion.4. Analysis and valuation of the authors workHistory of God is a comparative study of monotheistic religions and their experience of the divine throughout history. Armstrong has capitalized that making God to suit ones personal needs has been practiced all throughout history. The fame of this book certainly banks on how Armstrong seeks to diminish the faith of those who seek to live in within the doctrines of their faith. God comes out as callous, self-righteous and entirely lacking in the compassion and ropiness to be worthy of veneration.The best seller status that Armstrongs book has gained in England is a clear indication though that the public has a h unger to know the truth which has been hidden or concealed. Her seeming(a) endorsement that persons of the cloth and religion might as well be dead serves to instigate confabulate against a belief that she had abandoned. Her distaste for Christianity is riddled by misleading statements that build up certain theories as an indubitable fact. God in Exodus was presented as an example for the people of Midian whom Moses lived in exile. She refused to present that scholars have discredited this belief and continued to bloat the theory as a fact. Theologians have also debated over the compression of several thousand years of history into over four hundred pages of Armstrongs book. Everything is fast paced that endorsed the acceptance of non-western culture and frown upon the western culture.5. Personal reaction and conclusionThis book produces disorienting stock-still eye-catching effects as a reading inspires an uprising in history that proclaims God as a God of revolution. Given this build-up, her discussion over the mystical tradition leaves a void for she has aught else to say after promoting immanence. While projecting religions, she does emphasize a tolerance for Islam and Judaism while castigating the western tradition of Christianity that she grew up in. These profound averments against western religion has created inattention and laxity on greater issues that passed off unscrutinized go forth the reader in midair like Armstrongs lack of discussion over Newtons regression with the Book of Revelations.In conclusion, Armstrongs book could have provided a better skill is balance was exercised in handling the three monotheistic religions of Judaism, Islam and Christianity. Her condescending tone reflects how she used the deity into a form that best suits her interest. Although she has exposed the struggles of Islam as it tries to suit to western behavior and the Jewish focus on a political status of Israel, the search for the truth prevails. Further she ha s reflected that a huge amount of strong adherence against excessive intellectualism is damaging to the faith. Her assessment and endorsement of how atheism evolved during the Reformation period is spun over a rational bawl for truth over the long history of Gods existence.

Biodegradation of Hydrocarbons from Crude Oil by Pseudomonas Putida

Biodegradation of Hydro hundreds from Crude oil colour by genus Pseudomonas putida A enter through with(p) under the guidance of Dr. K. Bharathi Department of Biotechnology. Submitted to the faculty Of Department of Biotechnology National Institute Of Technology, Warangal (A. P) Submitted By Febin P. Nalpady, Anzal Rahman, Shruti Sharma, Sindhuja Nandiraju, Giraboina Kranthi Kumar NATIONAL INSTITUTE OF TECHNOLOGY WARANGAL (A. P) (DEEMED UNIVERSITY) 2010-2011 DEPARTMENT OF BIOTECHNOLOGYNATIONAL INSTITUTE OF TECHNOLOGY, WARANGAL (A. P) CERTIFICATE This is to certify that the roam entitled . carried pop by .. , bearing roll no. . ,, last(a) family B. Tech, Biotechnology, during academic year 2010-2011, is a bonafide piddle triggermanmitted to the National Institute of Technology, Warangal in partial fulfillment of the requirements for the requirements for the award of the Degree of unmarried man of Technology. Guide Dr. K Bharathi Dept. of Biotechnology NIT Warangal ACKNOW LEDGEMENTWith great pleasance and deep sense of gratitude, we take this opportunity to express our sense of indebtedness to Dr. K Bharathi, our masterject guide for accepting us under her advanced self to carry out this project work, and providing us his invaluable guidance and constant encouragement at each and every step throughout the progress of this project. To be sincere it was an inextinguishable treasure of pleasure for us to work under her excellent guidance. I would also like to thank the faculty of our department,Dr. P Sreenivasa Rao, Mr. Onkara Perumal and Mr. K. Narasimhulu.They were a pillar of strength for us and encouraged us to do our best. Name Roll no Table of Contents 1. Abstract 2. Introduction 2. 1 Bio damages 2. 2 The conventional techniques of remediation 2. 3 Advantages of Bioremediation 2. 4 Microbes that ar useful for bioremediation 3. Review of literature 3. 1 Microbial degradation 3. 2 Biodegradation of crude hydrocarbons 3. 3 Factors affecting De gradation 3. 4 Mechanism of crude Hydrocarbon Degradation 4. Brief outline of the project work 5. Materials and Methods 5. 1 readying Of nutritive Broth 5. 2 Preparation of intellectual nourishment Agar Slants from the Bacterial blood 5. Preparation of SubCultures of Bacterial Strain 5. 4 Centrifugation of Crude Oil 5. 5 Subculturing Of Petri Plates with anele 5. 6 Biodegradation Studies 5. 7 Gravimetric abridgment 6. Results 6. 1 Growth Analysis of Pseudomonas Putida 6. 2 Gravimetric Analysis 7. discussion 8. References 1. ABSTRACT Oil spills receive become a serious problem with the ever-increasing resource exploitation, transportation, storage, and accidental relief valve of fossil fossil rock oil. Several techniques, including physical, chemical, and biological methods, are utilize to recover spilled oil from the env presss.Bioremediation is a promising option for remediation since it is effective and economic in removing oil with less undue environmental damages. However, it is a relatively diminish process and the degree of success depends on a number of factors. These factors include the existence of a microbial population capable of degrading the pollutants, the availability of contaminants to the microbial population and the environment factors are type of soil, temperature, pH, the heraldic bearing of oxygen and nutrients. This project aims to study the degradation fulfilment of the genus Pseudomonas putida on oil.The microbial strain utilise is procured from NCL pune. 2. Introduction In quantitative terms, crude oil is one of the most important organic pollutants in naval environment and it has been estimated that worldwide somewhere between 1. 7- 8. 8? 106 tons of oil hydrocarbons impact oceanic body of waters and estuaries annually. Reports wealthy person been appearing since last three decades on the biodegradability of crude oil by bacterium which back tooth use hydrocarbons as source of carbon and energy. A way to mit igate the effects of oil spills is bioremediation. 2. 1 BioremediationIt is a process by which chemical substances are devalued by bacteria and separate(a) microorganisms. The use of these microorganisms has been successfully applied for the treatment of waste and wastewater in controlled systems. Several research studies harbour recently been per course of studyed to investigate the use of bioremediation for oil-spill cleanup in seawater, freshwater and terrestrial areas. The technique has been found to have a potential for broad applications in terrestrial and freshwater environments for treating soils and sediments contaminated with oil and opposite substances, as well as for coastal environments impacted by oil spills.Water is a more(prenominal) slender medium than soil and requires different remediation techniques. run downs to surface water are easier to clean up than spills to groundwater, for taken for granted(predicate) reasons. It is not only much harder to see th e extent of the taint, but also to draw out the source of the contamination as, for example, a leaking underground storage tank. 2. 2. The conventional techniques of remediation . The conventional techniques used for remediation have been to toil up contaminated soil and remove it to a landfill, or to cap and contain the contaminated areas of a invest.The methods have some drawbacks. The jump method simply moves the contamination elsewhere and may create noteworthy risks in the excavation, knock overling, and transport of hazardous material. Additionally, it is very difficult and increasingly expensive to find new landfill sites for the final disposal of the material. A better go up than these traditional methods is to comp allowely destroy the pollutants if possible, or at least(prenominal) to transform them to innocuous substances. nigh technologies that have been used are extravagantly-temperature incineration and various types of chemical decomposition (e. g. , base-cat alyzed dechlorination, UV oxidation). They can be very effective at reducing levels of a range of contaminants, but have several drawbacks, principally their technological complexity, the cost for small-scale application, and the lack of public acceptance, especially for incineration that may sum up the exposure to contaminants for both(prenominal) the workers at the site and nearby re spotnts. . 3 Advantages of Bioremediation Bioremediation is an option that offers the possibility to destroy or render harmless various contaminants using natural biological activity. As such, it uses relatively low-cost, low-technology techniques and can very much be carried out on site. It will not of all time be suitable, however, as the range of contaminants on which it is effective is limited, the timescales involved are relatively long, and the residual contaminant levels achievable may not always be appropriate.Although the methodologies employed are not technically complex, considerable exp erience and expertise may be required to design and implement a successful bioremediation program, due to the need to thoroughly assess a site for suitability and to optimize conditions to achieve a satisfactory result. Because bioremediation seems to be a good preference to conventional clean-up technologies research in this field, especially in the United States, rapidly increasing. Bioremediation has been used at a number of sites worldwide, including Europe, with varying degrees of success.Techniques are improving as greater knowledge and experience are gained, and thither is no doubt that bioremediation has great potential for dealing with certain types of site contamination. Unfortunately, the principles, techniques, advantages, and disadvantages of bioremediation are not astray known or still, especially among those who will have to deal directly with bioremediation proposals, such as site owners and regulators. 2. 4 Microbes that are useful for bioremediation The biodegra dation of petroleum in the naval environment is carried out largely by diverse bacterial populations, including various Pseudomonas species.The hydrocarbon-biodegrading populations are widely distributed in the worlds oceans surveys of shipboard soldier bacteria indicate that hydrocarbon-degrading microorganisms are ubiquitously distributed in the marine environment. Generally, in pristine environments, the hydrocarbon-degrading bacteria comprise 1% of the total bacterial population. These bacteria presumably utilize hydrocarbons that are naturally produced by plants, algae, and other support organisms. They also utilize other substrates, such as carbohydrates and proteins. When an nvironment is contaminated with petroleum, the proportion of hydrocarbon-degrading microorganisms increases rapidly. In particular, in marine environments contaminated with hydrocarbons, there is an increase in the proportion of bacterial populations with plasmids containing genes for hydrocarbon u tilization. The proportion of hydrocarbon-degrading bacterial populations in hydrocarbon-contaminated marine environments often exceed 10% of the total bacterial population 3. Review of Literature 3. 1 Biodegradation of petroleum hydrocarbonsBiodegradation of petroleum hydrocarbons is a complex process that depends on the nature and on the join of the hydrocarbons present. Petroleum hydrocarbons can be divided into four classes the saturates, the aromatics, the asphaltenes (phenols, fatty acids, ketones, esters, and porphyrins), and the resins (pyridines, quinolines, carbazoles, sulfoxides, and amides) R. R. Colwell, J. D. Walker, and J. J. Cooney, Ecological aspects of microbial degradation of petroleum in the marine environment,. Di? erent factors in? uencing hydrocarbon degradation have been inform by Cooney et al.One of the important factors that limit biodegradation of oil pollutants in the environment is their limited availability to microorganisms. Petroleum hydrocarbon com pounds bind to soil components, and they are difficult to be aloof or degraded S. Barathi and N. Vasudevan, Utilization of petroleum hydrocarbons by Pseudomonas ? uorescens isolated from a petroleum-contaminated soil. Hydrocarbons di? er in their susceptibility to microbial attack. The susceptibility of hydrocarbons to microbial degradation can be generally ranked as follows linear alkanes branched alkanes small aromatics cyclic alkanes J. J.Perry, Microbial metabolism of cyclic alkanes, in Petroleum Microbiology. Some compounds, such as the high molecular weight polycyclic aromatic hydrocarbons (PAHs), may not be degraded at all. 3. 2 Microbial degradation Microbial degradation is the study and ultimate natural chemical mechanism by which one can cleanup the petroleum hydrocarbon pollutants from the environment 1-3 The recognition of biodegraded petroleum-derived aromatic hydrocarbons in marine sediments was reported by Jones et al. They studied the extensive biodegradation o alkyl aromatics in marine sediments which occurred prior to detectable biodegradation of n-alkane pro? e of the crude oil and the microorganisms, namely, Arthrobacter, Burkholderia, Mycobacterium, Pseudomonas, Sphingomonas, and Rhodococcus were found to be involved for alkylaromatic degradation. Microbial degradation of petroleum hydrocarbons in a polluted tropical stream in Lagos, Nigeria was reported by Adebusoye et al. Nine bacterial strains, namely, Pseudomonas ? uorescens, P. aeruginosa, Bacillus subtilis, Bacillus sp. , Alcaligenes sp. , Acinetobacter lwo? ,Flavobacteriumsp. , Micrococcus roseus, and Corynebacterium sp. were isolated from the polluted stream which could degrade crude oil.Hydrocarbons in the environment are biodegraded primarily by bacteria, barm, and fungi. The reported e? ciency of biodegradation ranged from 6% to 82% for soil fungi, 0. 13% to 50% for soil bacteria, and 0. 003% to 100% 6 for marine bacteria. M any scientists reported that mixed populations with overall broad enzymatic capacities are required to degrade complex mixtures of hydrocarbons such as crude oil in soil, fresh water, and marine environments 8. Bacteria are the most active agents in petroleum degradation, and they work as primary degraders of spilled oil in environment 7.Several bacteria are even known to feed exclusively on hydrocarbons 9. Floodgate 36 listed 25 genera of hydrocarbon degrading bacteria and 25 genera of hydrocarbon degrading fungi which were isolated from marine environment. A similar compilation by Bartha and Bossert 6 included 22 genera of bacteria and 31 genera of fungi. In earlier days, the extent to which bacteria, yeast, and ? lamentous fungi participate in the biodegradation of petroleum hydrocarbons was the subject of limited study, but appeared to be a locomote of the ecosystem and local environmental conditions 7.Crude petroleum oil from petroleum contaminated soil from North eastbound India was reported by Das and Mukherjee . Acinet obacter sp. Was found to be capable of utilizing n-alkanes of chain length C10C40 as a sole source of carbon 6. Bacterial genera, namely, Gordonia, Brevibacterium, Aeromicrobium, Dietzia, Burkholderia, and Mycobacterium isolated from petroleum contaminated soil turn up to be the potential organisms for hydrocarbon degradation 9. The degradation of poly- aromatic hydrocarbons by Sphingomonas was reported by Daugulis and McCracken .Fungal genera, namely, Amorphoteca, Neosartorya, Talaromyces, and Graphium and yeast genera, namely, Candida, Yarrowia, and Pichia were isolated from petroleum contaminated soil and proved to be the potential organisms for hydrocarbon degradation Singh et al. also reported a group of terrestrial fungi, namely, Aspergillus, Cephalosporium, and Pencillium which were also found to be the potential degrader of crude oil hydrocarbons. The yeast species, namely, Candida lipolytica, Rhodotorula mucilaginosa, Geotrichum sp, and Trichosporon mucoides isolated fro m contaminated water were noted to degrade petroleum compounds 5.Though algae and phylum Protozoa are the important members of the microbial community in both aquatic and terrestrial ecosystems, reports are scrimpy regarding their involvement in hydrocarbon biodegradation. Walker et al. isolated an alga, Prototheca zop? which was capable of utilizing crudeoil and a mixed hydrocarbon substrate and exhibited extensive degradation of n-alkanes and isoalkanes as well a aromatic hydrocarbons. Cerniglia et al. observed tha nine cyanobacteria, ? ve green algae, one red alga, one brownish alga, and two diatoms could oxidize naphthalene.Protozoa by contrast, had not been shown to utilize hydrocarbons. 3. 3 Factors affecting Degradation A number of limiting factors have been recognized to a? ect the biodegradation of petroleum hydrocarbons, many of which have been discussed by Brusseau. The composition and inherent biodegradability of the petroleum hydrocarbon pollutant is the ? rst and fo remost important consideration when the suitability of a remediation approach is to be assessed. Among physical factors, temperature plays an important role in biodegradation of hydrocarbons by directly a? ecting the chemistry of the pollutants as well as a? cting the physiology and diversity of the microbial ? ora. Atlas 4 found that at low temperatures, the viscousness of the oil increased, duration the volatility of the toxic low molecular weight hydrocarbons were reduced, delaying the on lay out of biodegradation. Temperature also a? ects the solubility of hydrocarbons 8. Although hydrocarbon biodegradation can occur over a wide range of temperatures, the rate of biodegradation generally decreases with the change magnitude temperature. shows that highest degradation rates that generally occur in the range 3040? C in soil environments, 2030?Cin some freshwater environments and 1520? C in marine environments . Venosa and Zhu 11 reported thatambient temperature of the environmen t a? ected both the properties of spilled oil and the activity of the microorganisms. Signi? cant biodegradation of hydrocarbons have been reported in psychrophilic environments in temperate regions. Nutrients are very important ingredients for successful biodegradation of hydrocarbon pollutants especially newton, phosphorus, and in some cases iron 8. Some of these nutrients could become limiting factor thus a? ecting the biodegradation processes.Atlas 11 reported that when a major oil spill occurred in marine and freshwater environments, the supply of carbon was signi? cantly increased and the availability of nitrogen and phosphorus generally became the limiting factor for oil degradation. In marine environments, it was found to be more pronounced due to low levels of nitrogen and phosphorous in seawater 10. Freshwater peevedlands are typically considered to be nutrient de? cient due to heavy demands of nutrients by the plants. Therefore, additions of nutrients were necessary to enhance the biodegradation of oil pollutant.On the other hand, excessive nutrient concentrations can also inhibit the biodegradation activity 11. Several authors have reported the ostracise e? ects of high NPK levels on the biodegradation of hydrocarbons especially on aromatics 10. The e? ectiveness of fertilizers for the crude oil bioremediation in subarctic intertidal sediments was studied by Pelletier et al. . Use of poultry manure as organic fertilizer in contaminated soil was also reported , and biodegradation was found to be enhanced in the presence of poultry manure alone. Maki et al. eported that photo-oxidation increased the biodegradability of petroleum hydrocarbon by increasing its bioavailability and thus enhancing microbial activities. 3. 4 Mechanism of Petroleum Hydrocarbon Degradation The most rapid and complete degradation of the majority of organic pollutants is brought about under oxidative conditions. Figure 2 shows the main principle of aerobic degradation of hydrocarbons 11. The initial intracellular attack of organic pollutants is an oxidative process and the activation as well as incorporation of oxygen is the enzymatic bring up reaction catalyzed by oxygenases and peroxidases.Peripheral degradation pathways convert organic pollutants step by step into intermediates of the cardinal intermediary metabolism, for example, the tricarboxylic acid cycle. Biosynthesis of cell bio stack occurs from the central precursor metabolites, for example, acetyl-CoA, succinate, pyruvate. Sugars required for various biosyntheses and growth are synthesized by gluconeogenesis. The degradation of petroleum hydrocarbons can be mediated by speci? c enzyme system. Figure 3 shows the initial attack on xenobiotics by oxygenases.Other mechanisms involved are (1) attachment of microbial cells to the substrates and (2) ware of biosurfactants 12. The uptake mechanism linked to the attachment of cell to oil droplet is still unknown but issue of biosurfactants ha s been well studied. 4. Brief outline of the project work 1. Procurement of oil Samples. 2. Procurement of Pseudomonas putida strain. 3. Sub-culturing the glitch in nutrient rich media for checking viability.. 4. Culturing microbes on a mineral salt media containing only crude oil as a carbon source. 5. Biodegradation studies. 6. Gravimetric analysis 5.Materials and Methods Soil Samples Samples(500g) contaminated with oil used for hydrocarbons utilizing microorganisms, were salt away from Nhava Sheva port in Mumbai(where a recent oil spill has took place). Crude Oil Crude Oil is procured from an Oil production site of ONGC. Bacterial Strain Pseudomonas Putida PS-I strain procured from NCL Pune. 5. 1 Preparation Of Nutrient Broth For preparation of nutrient agar, malt force, yeast extract, Potassium dihydrogen phosphate and dextrose is required. Malt extract and yeast extract is generally used as a nutritious agent. Potassium dihydrogen phosphate i. . KH2PO4 is used as a buffer ing agent to maintain the pH. Dextrose is generally used as a carbon source because dextrose inhibits the growth of other micro-organisms. AUTOCLAVE is a device to sterilize equipment and supplies by subjecting them to high pressure steam at 121 C or more. Machines in this category largely operate by utilizing pressurized steam and superheated water. To sterilize culture media, rubber material, gowns, dressing, gloves etc. are used. It is particularly useful for materials which cannot withstand the high temperature of hot air oven. CHEMICALS REQUIRED- For 1000ml,Malt extract 10 gm Beef Extract 4 gm K2HPO4 1 gm Magnesium sulphate 1 gm Sodium Chloride 0. 5 gm pH 7. 0 Agar 15% PROCEDURE- For preparation of 100ml of nutrient gillyflower, around 100ml of double distilled water was taken in a conical flask. Malt extract, yeast extract, KH2PO4 and dextrose was weighed as per the composition mentioned higher up and added to the conical flask.The conical flasks are to be shaken so well so that all the chemicals should dissolve. pH was checked using pH meter and adjusted to 7. 0 using NaOH and HCl. The volume was made to 100ml by adding double distilled water. The above solution i. e. nutrient agar along with the Petri-plates was autoclaved at 15 psi and 15 minutes. Now the solution was allowed to calm downcast to ready to pour condition. PRECAUTIONS- The autoclave should be done at 15 psi and 15 min. The pH should be maintained at 7. 0. 5. 2 Preparation of Nutrient Agar Slants from the Bacterial StrainFor the preparation of Slants, blast the inoculating draw in to redness by prop it pointed down into the flame, starting near the handle and because moving the loop into the flame. This technique sterilizes the loop and, if wet with a culture, heats up the loop without spattering bacteria into the air and onto the surrounding area. Let the loop cool a minute. A hot loop will damage the bacteria cells. Using the fingers of the loop hand remove the cap from the stock culture provide and flame the metro mouth. Do not set the tube top down on the table.Insert the cooled sterilized loop into the culture tube universe detailed to not touch the sides of the tube. Touch the loop to the culture. You need not scrape a manifest amount from the culture. Hold the tube as horizontal as possible to preclude particles from the air subsidence into the tube But do watch out for any condensate in the bottom of sales talk cultures. Dont let this fluid wash across the face of the culture. Remove the loop being careful again to not touch the tube sides. Flame the tube mouth and replace the cap. Remove the cap of the broth tube. Flame the top.Remember to hold the top in your fingers. Insert the loop into the Slant tube make full with agar and shake to remove the bacteria. Withdraw the loop, flame the tube mouth and replace the cap. Resterilize the inoculating loop and place it on the table. Never place a contaminated loop on the table. If there i s any liquid in the bottom of the tar tube avoid sticking the loop into this condensate. 5. 3 Preparation of SubCultures of Bacterial Strain The Nutrient Broth Cultures are inoculated with the bacterial strain from the nutrient agar slant as detailed below. PROCEDURE Light your Bunsen burner.In one hand hold both the Nutrient Broth culture to be inoculated and the nutrient slant agar. Loosen the tube caps. In your other hand hold the inoculating loop. Flame the inoculating loop to redness by holding it pointed down into the flame, starting near the handle and then moving the loop into the flame. This technique sterilizes the loop and, if wet with a culture, heats up the loop without spattering bacteria into the air and onto the surrounding area. Let the loop cool a minute. A hot loop will damage the bacteria cells. Using the fingers of the loop hand remove the cap from the stock culture tube and flame the tube mouth.Do not set the tube top down on the table. Insert the cooled steri lized loop into the slant tube being careful to not touch the sides of the tube. Touch the loop to the culture. You need not scrape a visible amount from the culture. Hold the tube as horizontal as possible to preclude particles from the air settling into the tube But do watch out for any condensate in the bottom of slant cultures. Dont let this fluid wash across the face of the culture. Remove the loop being careful again to not touch the tube sides. Flame the tube mouth and replace the cap. Remove the cap of the broth tube. Flame the top.Remember to hold the top in your fingers. Insert the loop into the broth and shake to remove the bacteria. piano shake the broth culture. This inoculated broth culture is incubated at room temperature for 72 hours and the bacteria is allowed to grow in the broth medium. 5. 4 Centrifugation of Crude Oil Centrifugation is a process that involves the use of the centrifugal force for the legal separation of mixtures with a centrifuge, used in indust ry and in laboratory settings. More-dense components of the mixture migrate away from the axis of the centrifuge, while less-dense components of the mixture migrate towards the axis.The precipitate (pellet) gathers on the bottom of the tube. The remaining solution is properly called the supernate or supernatant liquid The Crude Oil is Centrufuged at a speed of 5000 rpm for a catamenia of ten minutes. The Contaminants in the oil are collected at the bottom of the tube in the form of pellets. These pellets can be removed by filtration using a filter paper. Now the concentrates oil which is resign from impurities is collected in a flask and gently shaken. Spectophotometric Analysis Optical slow-wittedness, measured in a spectrophotometer, can be used as a measure of the concentration of bacteria in a suspension.As visible light passes through a cell suspension the light is spargeed. Greater scatter indicates that more bacteria or other material is present. The amount of light scat ter can be measured in a spectrophotometer. Typically, when working with a particular type of cell, you would determine the optical density at a particular wavelength that correlates with the different phases of bacterial growth. Generally we will want to use cells that are in their mid-log phase of growth. Typically the OD600 is measured. 5. 5 Subculturing Of Petri Plates with oil % of crude oil is mixed with 100 ml of Nutrient broth medium. The 1. 5g of agar is added to the medium and Nutrient Agar(with 1% crude oil) is prepared. Now take 6 Petri dishes. Open one of the dishes. Take the nutrient agar to be added and Swab the agar, barely pressing, side to side on the entire surface. The dish is closed immediately after swabbing to prevent contamination. The dish is fuddled with tape around the edges to prevent contamination. Repeat the same procedure for the other dishes. Put the dishes in an brooder for 4 days to allow some growth. 5. 6 Biodegradation StudiesLaboratory Biodegra dation studies were carried out under optimized conditions for assessing the biodegradation potential of the genus Pseudomonas putida PS-I Strain. After the desired interval of time, the petriplates were taken out and the bacterial activities were stopped by adding 1% N HCl. For the extraction of crude oil from these plates, 50ml of culture broth was mixed with 50 ml of acetone petroleum ether (11) in a bingle separating funnel and shaken vigorously to get a single emulsified forge and acetone was added then to it and shaken gently to break the emulsification which resulted in three seams.Top layer was a mixture of Petroleum ether crude oil and acetone. Clumping cells aere formed in the middle layer and the bottom layer contains acetone, water and biosurfactant in soluble form. The lower two layers were separated out while the top layer containing petroleum ether mixed with crude oil and acetone is taken out in a fresh beaker. The extracted oil is passed through anhydrous sodium sulphate in monastic order to remove the moisture. The petroleum ether and acetone were evaporated on a water bath leaving us with the dry oil clump. 5. 7 Gravimetric AnalysisGravimetric analysis describes a set of methods in analytical chemistry for the quantitative determination of an analyte based on the mass of a solid. the analyte must first be converted to a solid by precipitation with an appropriate reagent. The precipitate can then be collected by filtration, washed, dried to remove traces of moisture from the solution, and weighed. The amount of analyte in the original prove can then be calculated from the mass of the precipitate and its chemical composition. Gravimetric analysis is performed on the dry oil clump collected after the water bath.It is done by weighing the bill of residual oil left after biodegradation in a tared vial. The mass of this crucible is subtracted from the initial mass of the 1% of oil that is added in the petridishes giving the amount of oil th at is degraded due to the biological avtivity of the pseudomonas putida strain. 6. Results 6. 1 Growth Analysis of Pseudomonas Putida The culture which was obtained in test tube slants was further sub cultured in conical flasks in a LB medium and the growth analysis was done to check the viability of the culture obtained. The growth kinetics plot was obtained by measuring the O. D. y using a visible spectrophotometer and recording the reading at regular intervals. The Graph was then plotted. 6. 2 Gravimetric Analysis Biodegradation studies were conducted for 15 days and gravimetric analysis was done after every five days. The biodegradation effect was seen from the fifth day onwards. Laboratory biodegradation studies on crude oil by Pseudomonas putida No. Of Days initial Concn Final Concn Difference Degradation (%) 5 days 1. 431 . 57 1. 325 . 46 0. 106 . 11 7. 4 10 days 1. 453 . 71 1. 198 . 38 0. 255 . 34 17. 54 15 days 1. 398 . 68 0. 936 . 31 0. 62 . 28 33. 04 7. Discussi on It can be seen that the degradation percentage of oil has increased from mere 7. 41 in the first 5 days to a good 33. 04 percentage towards the 15th day, from this it is clearly understood that pseudomonas putida is an ideal organism for bioremediation programmes. Moreover this rate of degradation has been obtained under normal conditions without any tending from surfactants or fertilizers. Hence there is scope for achieving much greater rates by using the above mentioned methods of fertilizing or adding surfactants. 8. BIBLIOGRAPHY (1). U. S. Enviromental Protection Agency (1990).Interim Report, Oil cast off Bioremediation Project. U. S. Environmental Protection Agency, Office of inquiry and Development, Washington (2). T. Cairney. Contaminated Land, p. 4, Blackie, London (1993). (3). R. B. King, G. M. Long, J. K. Sheldon. Practical Environmental Bioremediation The Field Guide, 2nd ed. , Lewis, Boca Raton, FL (1997). (4). Atlas, Ronald M. (1995). Petroleum Biodegradation and Oil Spill Bioremediation. Marine Pollution air 31, 178-182 (5) Hoff, Rebecca Z. (1993). Bioremediation an overview of its development and use for oil spill cleanup. Marine Pollution Bulletin 29, 476-481. 6). Irwin, Patricia (1996). To clean up environmental spill, know your medium. Electrical World 37-40. (7). Swannell, Richard P. J. Lee, Kenneth McDonagh, Madeleine (1996). Field Evaluations of Marine Oil Spill Bioremediation. Microbiological Reviews 60, 342-365 (8). Radwan, S. S. Sorkhoh, N. A. El-Nemr, I. M. El-Desouky, A. F. (1997). 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