Policing in the United States Essay Example for Free

Policing in the United States Essay Does homeland security issues influence the way police enforce the law? Please give an example. I agree with the statement that homeland security issues do influence the way the police enforce the law. My reasons for doing so will make most people agree with me. If a country is very strict about its homeland security issues example the United States after the 9/11 attacks, the police will have a more autocratic role to play. In contrast to this, a country which is seemingly lax about its security issues such as India (where policemen are not equipped with weapons but with sticks to deal with any anomaly in the law and order situation) or even the United States before the September 11 attacks, will see the police play more of a peace keeping role than a reformatory and punishing one. If the country is at high risks from terrorists, policemen will be influenced such that they will be more stringent in their duty performance, will check every suspicious person or suspicious looking immigrant etc. similarly, if the country is at risk from bomb threats or hijacking threats, the policemen will be more then strict in the performance of their duties. So the circumstances of a country do affect police enforcement of the law. An apt example over here (if an example of a country other then the US can be given) can be given of Pakistan and the emergency it imposed in November 2007. The police were given sweeping powers such that they could arrest people without proper investigation all in the name of maintaining proper law and order in the country (Thomas , 2006). Does Policing in the United States presents a dilemma between the rights of the individual and the need to maintain public order? Please explain and give an example. To this question, my answer would also be yes. I would say this is mainly because of the September 11 attacks and the big affect it has had on our country’s security. On one hand, the United States condones the rights of individuals and declares human beings’ sanctity to be above that of the Higher Being. But on the other hand, its law enforcement methods, particularly in regards to immigrants, especially Muslims, leave a lot to be desired. If the Human Rights act gives everyone permission to freely practice their religions, then this country has no right to subject certain people to greater suspicion only on the basis of their religion (Anthony, 2001). Similarly, the rights of an individual grant him the freedom to live his life as he seems fit. At the same time, police often interrupt bar room brawls and arrest drunkards. So this is not following the human rights act to its letter. An example of this conflict between the rights of individuals and the need to maintain public law and order is of the Guantanamo Bay detention camp on the shore of Guantanamo Bay, Cuba. Rights of individuals are abused there such as keeping them in indefinite detention, torture, beatings, locking in confined cells and sleep deprivation. But the United States government under George Bush argued that such measures were necessary if the American Public was to sleep safe at night as the men were all dangerous terrorists and criminals. Now President Obama has ordered the detention camp to be closed but it is still an apt example when discussing the above statement. Q3: How does the era of Homeland security affect community policing? Please explain and give an example. Community policing involves expansion of police functions and no longer a stress on traditional police duties. It proposes big changes in the way things have always been done including organizational change, liaison with external sources to solve problems and a more proactive approach to solving problems. It deals in many different areas such as school safety where it recommends assigning police officers to schools and educating teenagers on the danger of possessing firearms to police integrity which targeted trust between the community and the police. It was a relatively adequate policy until the disastrous September 11, 2001 attacks where the police were forced to rethink their strategy. They started concentrating more on pressing security concerns and terror attacks and suddenly this Community Policing system was termed inadequate (Wesley , 2003). I disagree with this current policy because in my opinion, Community Policing was a very balanced approach, where service provision, crime control and order maintenance were given equal weight age. It is followed now to a lesser extent because policemen are now too busy addressing security concerns to concern themselves with building a healthy relationship with the community. But seeing the benefits of this method, the country has started adopting it in its spirit again such as the number of people being employed by the US Police Department is steadily increasing over the years. References Book Thomas, F. A. (2006). Police Field Operations. Prentice Hall. Anthony, M. (2001). Public Order and Law . Boydell Press. Wesley, G. S. (2003). Community Policing. Wadsworth Publishing.

Reflection on Economics Class

Reflection on Economics Class What does it mean for me to be a college student from the perspective of economic class? Section I: introduction I believe that economic class has long been a central theme within higher education and that is why I am going to argue this issue in my essay. There is a big difference between social class and economic class: social classes are the hierarchical arrangements of people in society or as in the social sciences, it can be best defined social stratification. On the other hand, economic class means how much money one has. In political philosophy and sociology, the most basic difference among economic classes is between the powerful and the powerless. So, I can simply conclude that the more money one has the more power that goes along (Drake 1). When I first read this, I remembered the early theory of Karl Marx who saw human beings interested more in material concerns rather than grand ideas which created a separation of effort and a division of classes depending on wealth and power (Cline 3). In turn, he defined the economic class as how one class directs the process of production while t he other class is directed and provide services. However, I found a much simpler view; when a small company’s owner or even a manager of a company, whatever it is, orders another employee who gets less salary than him to do a certain job, the employee is to finish the job without questioning his manager. Yet, if he was asked from a concierge, he wouldn’t listen. So, I can add to my previous conclusion that the person, who has more money and power, gets more attention and obedience that leads to persuasiveness. That persuasiveness works through the ethos and the logos of money (Drake 1). The purpose for this essay is to argue an answer to the premise question, what does it mean for me to be a college student from the perspective of economic class? Which I guess is not a simple task because this question relates to many perspectives such as academic, social, ethnic, cultural conditions and forces. Since I am talking about the higher education and how it relates to economic class, I will give a brief example on how both are related to each others. Let’s take two students equal in academic abilities but not in economic classes; one has more money than the other. Both got fairly good grade in high school let’s say a B and they are now thinking about what universities they have the chance to apply to. The low economic class student has limited options because he can’t afford private universities fees and even if he can, he will still be thinking about how he is going to live among students from higher class, on the other hand, the high economic class student gets more options in too many different universities and can graduate as a doctor if he wants. Therefore, lots of students from the low class don’t enter universities because they either feel disappointed about it or go directly to work because he thinks about earning money. Some students may underestimate the significance of arguing an answer to such a question because they haven’t heard about what Lester Faigley wrote in Fragments of Rationality that the modeling of subjects is not as much related to being a good writer or having good sources as from the effects of experiencing the effects of what one writes about (Faigley 23). Moreover, James Berlin argues that college rhetorical curriculum should not only guide learners through their future careers, but also help them become active members of political change and social (Mays 1). Both the ideas suggest that we should study our culture leading us to think about our main question â€Å"what does it mean to me to be a college student from the perspective of economic class?† Hence, I am going to argue this question via three different points of view: 1. Functional/practical section 2. Human/personal section 3. Functional and human section. Section II: Arguing an answer from the extreme of functional/practical The purpose of this section is to argue a functional/practical answer to the premise question, what does it mean for me to be a college student from the perspective of economic class? The group supporting this section would think rationally about the question. It might bring into play Taha Hussein’s famous quote â€Å"We should not expect proper, productive, efficient education from a university whose staff does not enjoy freedom and independence. He wants to point out that many Universities in Egypt are losing their freedom at the hands of dictatorial, corrupt rulers (Hassan). One of the most efficient reasons is the very high demand on Egyptian collages every year which helps corruptors to hide their actions (Hassan). As a result, this group would says that higher education should be only for students who get high grades because these are the kind of scholars who will be able to cope with the tough system of higher education, appreciate the true meaning of being educated an d do much more effort than that of others. In this way they will be decreasing the number of students leading to better education for hard workers. The second issue that this group will address is the supply of employees in high positions (Clotfelter 2). A functional/practical student would think that high positions such as managers or supervisors require uniquely educated people, not just any university graduate. Those people are students who graduated from universities with high GPAs by their own effort not with the help of private universities which is entered with money. This group thinks that these graduates can be the best performers in their work positions only because of their grades and that they will be the best role models for the other employees so, other employees who are working under them would simply conform to every order they ask for. Section III: Arguing an answer from the extreme of human/personal. The purpose for this section is to argue a human/personal answer to the question, what does it mean for me to be a college student from the perspective of economic class? As an AUC student, I have got the chance to deal with almost all economic classes. To make it easier, I can say that we have two main classes; students who pay tuition and students who come on a scholarship. Students, who pay fees, kind of disdain others who don’t. They don’t say the true reason behind this hatred but I guess there are two very obvious reasons: the first is some are jealous of the fact that these students are better academically. Secondly some others might think that these students’ economic class doesn’t allow them be a part of the AUC community. Whether they are supporters to the first or the second opinion, this group will argue an answer to the premise question from the extreme human/personal view. The American University in Cairo is the most expensive in Egypt and pr obably in the Middle East, so many students feel cocky about being in such a university. In other words, AUC is quite exclusive to economic position. But imagine how these elite students feel when they become equal to others who don’t have as much money. AUC has long been known for having the highest economic class in Egypt, yet this idea for many AUCians has changed after the scholarship concept was applied on a wider scale. The elite students think that AUC is not a place that can fit both economic classes because that shakes their image towards outsiders who though that AUC had only the rich students. Although it is a non profitable organization, AUC is a very successful university because of the huge amount of money that students pay and after the tuitions were raised some students thought it was so that the university can afford paying for the scholarship students. Everybody wants to have power, to be noticed and get the attention of the others; that’s exactly what the higher economic class student in the AUC and his parents are thinking of. He already has climbed half the ladder because of his parents’ wealth and position and he is going to continue after graduating by getting a high position in a company that his fathers’ is a VIP costumer, paying bribe or at least inherit his father’s business. Only eleven percent of the kids from poor families graduate from collages and less than nineteen percent of the eleven percent have the chance to be among the high class (Eckholm 1). So these students are considered by the higher class the directed ones; however, since work places for the people who direct are few and scholarship concept is applied in many universities, the working class is now becoming a threat because they are now part of the competition. Section IV: A Synthesis of Oppositional Extremes We can’t think about the premise question in a complete functional/practical way because by doing so, we will have education inequality and we will be limiting education to the students with high grades only. We wouldn’t be considering many other things such as a student who was sick at the day of the exam or another who is not good at a certain subject that lowered his GPA, those who don’t perform well in the test environment and many other reasons. We should all be given equal chances to learn. Take Einstein for instance; although, he had speech difficulties when he was young and scored Cs when he was in elementary school, he became one of the best known physicists in the world who made new theories. Some other people when put in the real situation, they appreciate and act. This is what is called closed doors situation; some students may score low grades in elementary schools but when they see that the university is their path for their future career, they act. Regarding the second point that was argued; it has been proven that students’ GPAs can’t be considered the only meter when it comes to the working field (Smith 2). Many reasons were showed but the most important were the student’s leadership personality and experience. These reasons might not qualify the hard working student to work in a high position despite the fact that he was one of the best learners in his school. We can’t also accept the human/personal point of view because in that way we will still be having an education inequality like in that of the Middle Ages when education was only for students from rich families. In that way we will be limiting the good education only to families who have money. So, what if there is, let’s say, one student from the lower class who might be in the future Ahmed Zowail or Farouk El Baz. Why wouldn’t we give him the opportunity to enjoy a good education that will definitely help him? In turn, this student will be the best image not only to his university and colleagues but also to his country. The second point that was argued by this group was gaining or let’s say inheriting power and respect by the help of their parents by entering expensive universities then owning their father’s business after wards. However, what if these students are not qualified to run such a business not because of their educational background or grades but because of what they are. It even makes a bigger problem when there is one of the working class who can fit perfectly in this business and at the same time working under a boss that is running his father’s business and not that good in managing the company. How will the boss react when he finds out that there is a better guy him? How will the man from the working class react to orders that he is sure they are wrong? Will he conform to orders to save himself from getting fired or will he follow his beliefs and resist because he knows that what he is doing is the right thing? I appreciate that everyone has a dream he wants to reach and that some parents are forcing pressure on their children to make them become a doctor or an engineer without taking into consideration their abilities or what they like. However, God created us humans with different abilities and whether we like it or not, we have to accept it. Not all students can become doctors only because they earn a lot of money. We can’t think like that because doctors or any other job that makes money can’t replace the entire exciting jobs. Who knows maybe god blessed us with a certain gift in a specific place to change the world. I bet that it is becoming very confusing and difficult to find a clear answer to the premise question because we can accept neither the functional/practical nor the human/personal only. The functional/practical student is always thinking about studying hard in order to succeed and get high grades to find a good job whereby he can change his economic class to the better. On the other hand, power, money respect and attention are all what the human personal student is thinking about and he is ready to do anything in order to reach this goal whether by paying bribes or his father’s help; it doesn’t matter how, all it matters is to be able to reach this goal. That is why we can’t accept either. However, I have found that the combination between the functional/practical extreme and the human/personal extreme is the way to find a fairly good answer to the premise question. I am not asking low and high economic class to be friend or to even pretend to be because we all k now that they will never be. However, all students should be given equal opportunities to learn and enter universities but there is something that has to be changed within ourselves; how we look at professions like a plumber or a carpenter. As long as we look to these professions as a despicable job, students won’t be interested in any of them leaving free spaces in these jobs. Students with super powers like the genies boy that we have here in AUC or even learners with high grades should be noticed from the elementary school then indicate their part of power then work on with them to improve it. In such world, competition is allowed but people have to understand that they aren’t necessarily going to gain power in an inherited field. They should also understand that even if they gained money and power, they won’t gain people’s respect because they know that this authority is not self-made. Therefore, everyone should peruse the career that he loves the car eer that he thinks he can make a change in and be creative. It might take longer time to prove its success but when the goal is reached, it can never be imagined. Section V: Significance Now the picture is complete and I have got the true meaning behind these three topics. They are by a way or another all related to each others. Students cheat to reach a better economic class and what motivated them to cheat is the corrupt business that was the reason for the discrimination. This and the two previous essays had a lot of significance to me because it allowed me see things although in front of my eyes, they were hidden. These major writing assignments may not change ethics about cheating, beliefs regarding gender or my vision towards people from lower class. However, discovering and analyzing many point of views made me aware of the world we are living in and the system that controls us. Works Cited Introduction http://en.wikipedia.org/wiki/Economic Chris Mays, â€Å"refiguring college English studies† by http://docs.google.com/viewer?a=vq=cache:KV6Y_ak5zm8J:www.case.edu/artsci/engl/emmons/writing/journals/Mays_RhetoricsPoetics.pdf+james+berlin+signifying+practicehl=engl=egpid=blsrcid=ADGEESi7NvANHhwWJdR7vv8ZmhFYNFZY7ZYPxNhFQooxd8u4bTxsL-Hn7o1DJSuMjbGLsY2zf-f2d5Xlc4FcDMEkfta3vzhJ_104d7TV-phFeNBSLgppyKRWhP1Uv_LdBZyjzM-xY0MEsig=AHIEtbQYCj5QUcEX3TUcx2-3zao5rjXLLQ Lester Faigley, â€Å"fragments of rationality† http://books.google.com.eg/books?id=2SC8Qj1n6QYCpg=PA23lpg=PA23dq=the+production+of+a+student+subject+is+a+chief+outcome+for+a+course+in+compositionsource=blots=dZpPLuvlowsig=xutV-VqS_r5PVqJDVgSZHT-2Zr8hl=enei=9UzfS_TaAsmO_Aa0p7X_Bgsa=Xoi=book_resultct=resultresnum=1ved=0CAgQ6AEwAA#v=onepageq=the%20production%20of%20a%20student%20subjectf=false Amar Ali Hassan, â€Å"restrain and corrupt universities† http://www.almasryalyoum.com/en/opinion/restrained-and-corrupt-universities Austin Cline, â€Å"The Economics of Society and Religion† http://atheism.about.com/od/philosophyofreligion/a/marx_3.htm ERIK ECKHOLM, â€Å"Higher Education Gap May Slow Economic Mobility† February 20, 2008 http://www.nytimes.com/2008/02/20/us/20mobility.html?_r=1 Charles T. Clotfelter, â€Å"Higher education and social class: issues of exclusion and inclusion† http://www.google.com/books?hl=enlr=id=VqrpCX1k4XoCoi=fndpg=PR8dq=social+class+higher+educationots=h2OyaME3iKsig=a5D8JXwmsWoTloYfOVaDO-0MpA0#v=onepageqf=false

Identification of Unknown Macromolecule

Identification of Unknown Macromolecule Heike Behr Aim The purpose of this lab was to use the scientific method to identify an unknown solution, based on the reactions (i.e. color changes) of known solutions with indicator solutions. These known solutions contained different types of macromolecules. Each type of macromolecule reacted with at least one indicator solution in a unique way, which allowed us to identify the macromolecule based upon the presence or absence of a color change. The hypothesis is that protein will have a positive reaction with Biuret reagent, changing the color to violet. Starch will have a positive reaction when treated with the iodine solution, changing the color to blackish-blue. Lipids will show a positive reaction when coming in contact with Sudan III, changing the color to red-orange. Vitamin C will diminish the color of iodine when it is positive for presence of ascorbic acid. General Background Macromolecules can be divided into four classes; carbohydrates, lipids, nucleic acids and proteins. These molecules are all considered to be organic molecules, because they consist of carbon, hydrogen, oxygen, sulfur, phosphate and nitrogen elements. Macromolecules have different building blocks to form carbohydrates, proteins, lipids and nucleic acids. These building blocks are amino acids, monosaccharaides, nucleotides, fatty acids and glycerol. The water will be used as a control, to see if there are any false positive reactions during our experiment. The water will also show us what the most natural response is for each of the indicators. Water will also serve as a great way to compare color changes, since everything that looks the same as the water will be negative. Proteins are one of the components of macromolecules and are very important in different biological processes. They are catalysts and are capable of transporting and storing molecules throughout the body. Proteins are build up out of several amino acids bound together by peptide bonds. The function of a protein depends primarily on its 3D structure. Common foods that contain proteins are milk, eggs, meat and cheese. Lipids are another form of macromolecules. These molecules are non-polar molecules and non-soluble in water. Lipids consist of two parts, a glycerol and a fatty acid tail. Lipids have large stores of energy that are released when the molecule is oxidized. Lipids come in different types, such as waxes, oils and certain vitamins. Common foods that contain lipids are any oils such as olive oil or grape seed oil and butter. Starch is a carbohydrate that is not found in humans, but in plants. It consists of multiple Glucose molecules bound to each other by Glycosidic bonds. Common foods that contain carbohydrates are potatoes and bread. Vitamin C is also known as ascorbic acid and is an antioxidant. This vitamin is soluble in water and plays an important role in growth and repair of the bodies tissues. The most common foods that contain Vitamin C are citrus fruit. Focused Background Iodine test is the most common test for detecting the presence of starch. If the substance that is being tested has starch present, then there will be a change in the color to a blackish-bluish liquid. The best method for testing proteins will be the Biuret test. This test can also determine whether there are peptide bonds in the protein. A positive result for proteins will show a color change from a blue to a light purple. If there are peptide bonds present, the color will be a much darker purple. If Biuret can’t be used, Fehling’s Solutions A and B and Sodium hydroxide and copper (II) sulphate solutions can be used. The test that best shows the presence of lipids is the Sudan III test. Sudan III is a fat-soluble compound that will cause the color of the solution with lipids present to change to red. An easier test to preform is using a brown paper bag, lipids are fats, thus on a brown paper bag it will leave â€Å"greasy†, translucent stains. Another test for testing the presence of lipids is an Emulsion test The main test for Vitamin C is adding drop for drop the Vitamin C solution to Indophenol solution. If the dark blue color of the Indophenol solution becomes colorless, then the suspected solution does indeed contain Vitamin C. In our experiment, we will use the Iodine solution to test for the presence of Vitamin C, because it follows the same principles that Indophenol does. Method Testing with Iodine solution: Clean all your test tubes thoroughly with ethanol and then rinse them with distilled water. Label each test tube as water, protein, starch, lipid, vitamin C and unknown. Add 3ml of each of the macromolecules to the correct test tube, except Vitamin C. Add 2-5 drops of the Iodine solution to each of the test tubes, except Vitamin C. Add 3ml of the Iodine solution to the test tube marked as Vitamin C. Drop wise, add Vitamin C to the test tube until the color changes. Mix the contents well. Note any color changes. Testing with Biuret reagent: Clean all your test tubes thoroughly with ethanol and then rinse them with distilled water. Label each test tube as water, protein, starch, lipid, vitamin C and unknown. Add 3ml of each of the macromolecules to the correct test tube. Add 2-5 drops of the Biuret reagent to each of the test tubes. Mix the contents well. Note any color changes. Testing with Sudan III reagent: Clean all your test tubes thoroughly with ethanol and then rinse them with distilled water. Label each test tube as water, protein, starch, lipid, vitamin C and unknown. Add 3ml of each of the macromolecules to the correct test tube. Add 2-5 drops of the Sudan III reagent to each test tube. Mix the contents well. Note any color changes. Materials Apparatus used: Test tubes for containing the solutions. Test tube rack to keep all test tubes organized. Pipet will make the transfer of different liquids easier and the measuring there of. A piece of white paper will make it easier to determine whether a color change has taken place. Safety goggles to protect your eyes from any harmful reagents. A white lab coat to protect your skin from any harmful reagents. Chemical Compounds: Distilled Water – used for rinsing test tubes and making the control solutions Ethanol – to clean the test tubes Ascorbic Acid (Vitamin C) Protein Glucose Lipid Unknown substance Iodine solution – used for testing starches Sudan III solution – used for testing lipids Biuret Copper sulfate solution – used for testing proteins Format Table 1 Content Water was used as the representative to show the natural change that will take place when the different solutions were added. The protein had no different effect than that of the water when Iodine and the Sudan III was added, thus we can assume it to be negative. When it reacted with the Biuret solution, it yielded a different reaction than water did, it changed to a dark purple, resulting in a positive reaction, the hypothesis was correct. Starch showed no different changes than water with the Sudan III and Biuret test, thus we assume it to be negative. While with the Iodine test, it changed color to a dark black-blue color, as indicated by the hypothesis. This color change indicates a positive reaction to iodine, meaning that there is starch present in our compound. The suspected lipids solution showed a changed in color when Sudan III was added to it. This solution changed to a red color, thus there were lipids present. The other two tests, Iodine and Biuret tests didn’t yield any changes that differed from the results obtained from water. This test proved the hypothesis was correct. When testing for Vitamin C, the iodine solution proved that there was Vitamin C present because it turned the dark blue Iodine solution colorless. The other two tests, Sudan II and Biuret test show no difference from the water control subjects. The results from this test was as expected from the hypothesis. The Unknown substance only showed a positive response when tested with the Iodine test, leading me to believe that it is some kind of carbohydrate compound and possibly starch. The Sudan III test was negative and so was the Biuret test. Interpretation of results Protein: The protein solution reacted with the biuret reagent to show a change in color to a dark purple. This means that there was indeed peptide bonds present in the solution. The Biuret reagent has both KOH (potassium hydroxide) and CuSOà ¢Ã¢â‚¬Å¡Ã¢â‚¬Å¾ (copper sulfate). The solution’s pH is raised to an alkaline by the KOH, which is important for CuSOà ¢Ã¢â‚¬Å¡Ã¢â‚¬Å¾ to react. Cuà ¢Ã‚ Ã‚ ºÃ‚ ² react with nitrogen atoms present in peptide bonds to form a complex. The CuSOà ¢Ã¢â‚¬Å¡Ã¢â‚¬Å¾ solution is usually a blue solution, but when the Cuà ¢Ã‚ Ã‚ ºÃ‚ ² react with the nitrogen atoms to form the complex, the blue changes to violet, sometimes dark purple color. Starch: The starch reacted with the iodine solution to bring forth a blackish-blue change in color. This color change is attributed to the iodine and iodide ions reacting with each other and bond, forming a triodide ion. The iodine, which is a ligand, fits into the space created by the hundreds and thousands of simple sugar molecules such as Glucose that makes up the structure of starch. The color change to black is associated with the absence of light, since iodine absorbs all the light wavelengths. Lipids: The lipid solution reacted with the Sudan III reagent to change its color to an orange-red solution. Lipids are triglycerides, and have an oily appearance. Sudan III is a dye that is lipid soluble; it is also non-polar and will react with hydrocarbon chains in the lipids to form hydrophobic interactions. Vitamin C: Vitamin C reacted with the iodine solution to diminish the blackish-blue color of iodine to form an almost colorless, but milky solution. This is accounted for because when these two solutions react with each other, they are no longer what they started out as. During this reaction, these two are mixed together, the ascorbic acid losses its electrons to iodine, meaning that this reaction is a redox reaction. Ascorbic acid will be the one being oxidized while iodine is reduced. Ascorbic acid forms dehydroascorbic acid and iodine forms iodide ions. Unknown: The unknown solution reacted with the iodine indicator to form a blackish-blue solution. The only known solution which reacted with iodine to form a solution of that color was starch. Although these colors don’t match up perfectly, they are the closest match. The difference in color between the starch solution and the Unknown solution could be explained by a difference in concentration between the two solutions. This difference in concentration could have resulted if the solutions weren’t both well shaken, since starch can settle out of solution. Broader implications of results Biuret test: This test is used for detecting the presence of proteins in a solution. When there are proteins present, the mixture of our suspected solution and the Biuret reagent will undergo a color change to violet. This indicates the presence of peptide bonds in the protein solution. I did achieve this by proving that our suspected protein solution did indeed contain peptide bonds present in proteins when it changed color to violet. Iodine test: Iodine can be used to detect the presence of both starch and vitamin C. When testing for starch, a positive test will be indicated by a change in color from colorless starch to a blackish-blue solution after the addition of iodine. Our suspected starch solution did test positive for starch when its color changed to blackish-blue. When testing for the vitamin C, small amounts of vitamin C was added to the iodine solution, this determines whether or not a redox reaction will take place to transfer vitamin C electrons to the iodine. This was proved to be correct when the addition of vitamin C to the iodine eliminated the blackish-blue color of the indicator. Sudan III test: Sudan III is a lipid soluble reagent that is used to stain triglycerides. This is used to detect the presence of lipids. Both lipids and Sudan III are non-polar and react with each other to have a hydrophobic interaction, and a color change is present when the suspected solution contains lipids. The change is a red-orange color. Our test showed this when our suspected solution exhibited this change in color to red. Conclusion I can conclude that all the expected results did indeed happen. The protein solution did change color to violet-purple when tested with the Biuret test, resulting in a positive reaction. This was because the Cuà ¢Ã‚ Ã‚ ºÃ‚ ² reacted with the nitrogen atoms. The starch solution reacted with iodine to bring forth a blackish-blue change in the color, testing positive. This is attributed to the formation of a triodide ion. The lipids did indeed react with the Sudan III to show the positive reaction of color change to red, because of the formation of hydrophobic portion in the solution. The vitamin C showed the positive results when added to iodine when it eliminated the dark color associated with iodine. This result is because of the redox reaction that takes place between these two compounds. All of my results prove that my hypothesis were indeed correct. The unknown solution only showed a positive reaction with the starch, thus it can be concluded that it’s starch or maybe a f orm of a carbohydrate close to the composition of starch. References J.M Berg, J.L Tymoczko, L Stryer. Biochemistry, 5th ed. New York: W.H. Freeman; 2002 Dr Ananya Mandal. What are Lipids?. http://www.news-medical.net/health/What-are-Lipids.aspx (accessed 29 September 2014). R.B Smith, E.C Loucheed, E.W Franklin, I. McMillan. The Starch Test for Determining Stage of Maturation in Apples. Canadian Journal of Plant Science 1979; 59(3): 725-735. SEP Staff. Testing for Lipids, Proteins and Carbohydrates. http://seplessons.ucsf.edu/node362 (accessed 29 September 2014) Mack, S. How does Biuret ReagentCause a Color Change with Proteins?. http://www.madsci.org/posts/achieves/2004-12/1102321490.Gb.r,html (accessed 2 October 2014).

Graduation Speech: Celebrate Your Unique Qualities :: Graduation Speech, Commencement Address

Welcome to all of you who have come to share this special evening with us. My name is John and I am a member of the graduating class of 2012. Standing here tonight is a surprise to me and to many who knew me. At one point, after making some mistakes and losing my sense of self, I dropped out of school. With my parents’ urging me, I enrolled at Alternative High School. I came to this school with the hope that I’d graduate on time. I knew that I would have to change, so I set goals to achieve perfection and I achieved it. As many of you may know, I am now perfect in every way, shape, and form... Yeah, right. What is true is that I had dropped out of school, was way behind my peers and enrolled at Alternative. I also worked to change my behavior. I’m still working at it. During the time that I have been at this school, I have had the pleasure of meeting many seniors, as well as other students, that were talented and often possessed wisdom beyond their years. Many have survived hardships in their lives that have developed their individuality and inner strength. Some are teen parents. Some have lost parents. Some live with lifelong illnesses. Some had families that moved constantly. Some felt different from their peers. They were artists, rebels and truth-seekers. All of them were ones who chose to walk to the beat of a different drum and found a way to follow their dreams at Bunny Alternatives. Alternative High School is a school that lifts us up and celebrates our unique qualities. We have had a channel for our voices — voices that may have been drowned out in the other crowded schools from which we came. For helping us find our strengths and our voice, we have a great number of people to thank. First, we need to appreciate the value placed on public education by the people of our country and most especially by the people of this district. Second, we need to thank the entire staff of Bunny Alternatives for encouraging us, standing by us and strengthening our skills to get us to this point in our lives. Above all, we, the Class of 2012, would like to thank our parents, mentors and friends for putting up with us during all the awkwardness of our growing up. Graduation Speech: Celebrate Your Unique Qualities :: Graduation Speech, Commencement Address Welcome to all of you who have come to share this special evening with us. My name is John and I am a member of the graduating class of 2012. Standing here tonight is a surprise to me and to many who knew me. At one point, after making some mistakes and losing my sense of self, I dropped out of school. With my parents’ urging me, I enrolled at Alternative High School. I came to this school with the hope that I’d graduate on time. I knew that I would have to change, so I set goals to achieve perfection and I achieved it. As many of you may know, I am now perfect in every way, shape, and form... Yeah, right. What is true is that I had dropped out of school, was way behind my peers and enrolled at Alternative. I also worked to change my behavior. I’m still working at it. During the time that I have been at this school, I have had the pleasure of meeting many seniors, as well as other students, that were talented and often possessed wisdom beyond their years. Many have survived hardships in their lives that have developed their individuality and inner strength. Some are teen parents. Some have lost parents. Some live with lifelong illnesses. Some had families that moved constantly. Some felt different from their peers. They were artists, rebels and truth-seekers. All of them were ones who chose to walk to the beat of a different drum and found a way to follow their dreams at Bunny Alternatives. Alternative High School is a school that lifts us up and celebrates our unique qualities. We have had a channel for our voices — voices that may have been drowned out in the other crowded schools from which we came. For helping us find our strengths and our voice, we have a great number of people to thank. First, we need to appreciate the value placed on public education by the people of our country and most especially by the people of this district. Second, we need to thank the entire staff of Bunny Alternatives for encouraging us, standing by us and strengthening our skills to get us to this point in our lives. Above all, we, the Class of 2012, would like to thank our parents, mentors and friends for putting up with us during all the awkwardness of our growing up.

Descriptive Essay - The Interesting Bus Ride Home -- Descriptive Essay,

The Interesting Bus Ride Home When most people think about an eventful or memorable place, they almost certainly would not picture a bus. As we all know, buses are not exactly attractive. The design scheme is the same in almost every bus: rows and rows of brown seats, a thin black aisle down the middle of the bus, hundreds of hazy windows, and the big, lemon-yellow exterior. Not many people, I am sure, would consider buses to be an important part of their lives. However, if a person were to think about it, they would realize that they probably have had at least one memorable experience in their life that took place on a bus. One of the most memorable bus experiences in my life happened when I was in fifth grade. The final bell at school had rung, so I sprinted out to the bus with a few of my friends to save seats since our bus was always crowded. After we flung our backpacks into the four back seats, we ran back inside the school to buy some Mountain Dew from the pop machine in the cafeteria. After jamming our quarters into the machine and snatching the cans out of the bin, we sprinted back outside to make sure we did not miss the bus. It was still there, in all its yellow glory, so we hurried through the doors and onto the bus. It had been wet and cloudy since that morning--a typical Oregon day--and as I made my way to the back of the bus, the faint smell of rain mingled with the rubbery-plastic smell of hundreds of little rain boots. When I finally got to my seat, I was rather unnerved to find that not only was someone sitting in my seat, but that that someone was none other than Nathaniel Larson, the most obnoxious kid in the 5th grade. I took a deep breath and said, in the kindest voice I could muster, "Nathan, you... ...int was chipped on the outside, and on the inside the chairs had holes and writing all over them. Oddly, though, this bus smelled slightly of paint, which was a huge contrast to its shabby condition. But to us, this dingy yellow vessel was beautiful; it was warm, and it would take us home. This old/new bus continued our route, and we all sat quietly, awaiting our stops. Everyone had a tired, almost forlorn look, as though they had been through much more than just switching buses. I did not have any concept of time as the bus chugged along, stopping occasionally to let people off, and all of a sudden I recognized that it was almost to my stop. I jerked out of the stupor I was in as the bus stopped in front of my apartment complex. As I gathered up my things to leave, I looked at my friends and said, "Well, this will make one interesting story at school tomorrow!"

Career in Accounting

Career in Accounting Tammy Doll Everest University Online September 2012 Career in Accounting I have always wanted a career in Accounting. I was always good in math and keeping things organized. Although it is not what my parents wanted for me. They wanted me to become a nurse. There are quite a few steps that I must take to become an accountant. Through minimal education requirements and continued education I will better myself and grow within my career. As an Accountant I would have a multitude of responsibilities depending on what field that I decided to go in.There are several fields I could go into, Auditing in which I would go into a business or to an individual and do a complete audit on their financial history. There is a Budget Analysis career option in which I would be responsible for the financial plans of a business. Another career field would be Management Accounting which is basically running a business, deciding when and where to spend the money. The career that I woul d like to have in the accounting field would be to become a Certified Public Accountant.A certified public accountant is responsible for preparing and auditing annual financial statements. I would also be responsible for completing tax returns for businesses and personal income taxes. (Accounting coach, 2004-2012) There are several things that I have to accomplish before I get my CPA. First I must get my Associates degree in accounting, which will allow me to get some experience. Then I will go for my bachelor’s degree. Just a bachelor’s degree in accounting is not enough to qualify for my CPA license. Accounting coach, 2004-2012) I would need to have 150 college credits and also pass an ethics exam in order to sit for the CPA exam. Different states have different requirements to maintain my CPA license, but generally I would have to take so many higher education credits per year to recertify. To get where I want to be there is a lot of steps that I must climb, I am up to the challenge. There is a wide range of opportunities for me, depending on the degree I obtain in Accounting.Just having an associate’s degree in accounting certifies me to be a bookkeeper or an accounting clerk. The salary I could expect to make is $18,000 to $40,000 per year. Going on with my dream and pursuing my bachelor’s degree and ultimately my CPA I could earn $40,000 to $80,000 per year depending on experience. (Accounting coach, 2004-2012) Accountants must be well organized and be knowledgeable of financial documents. They must also be trustworthy, honest, have strong communication skills and be very attentive to detail. (Ford) Smith, 2012). It is also very helpful that I am knowledgeable of using Excel and similar computer programs, because spreadsheets are the core of accounting organization. After completing this paper and doing extra research, I still want a career in Accounting. I have a lot of hard work ahead of me. Organization and math was always one of my stronger qualities. I am ready to better myself through further education and be the best that I can be in my career. ReferencesAccounting Coach. (2004-2012). CPA requirements, accounting jobs and opportunities. In Accounting Coach (Ed. ), Retrieved from http://www. Accountingcoach. com/careers/CPA-requirement. html Careers in business. In (1997). Careers in Accounting. Retrieved from http://www. Career-in- Accounting. com (Ford) Smith. (2012). Traits, skills, and personal characteristics for an accountant. In Retrieved from http://www. chron. com/traits-skills-personal-characteristics-accountants-9716. html

The Female Economy: Article Review

Citation Silverstein, M. J. , and Sayre, K. (2009, September). The Female Economy. Harvard Business Review. Summary The article begins by stating that â€Å"women now drive the world economy. † It goes on to discuss how women now represent a large portion of consumer spending, and that portion is expected to grow. Silverstein and Sayre discuss how companies are not taking seriously the fact that they may not have the best strategy when it comes to marketing towards the female market. They underestimate or flat out ignore the female consumer. Dell is used as an example of such companies. The article discusses Dell’s failed attempt market laptops specifically to women. In May of 2009, it launched Della website, complete with a â€Å"make it pink† motto and topics based on female stereotypes. Instead of appealing to the women, it actually caused an uproar among them. Women felt the site was condescending. They posted blogs everywhere expressing their disgust towards the site. Even though Dell was quick to react to making the necessary corrections, Silverstein and Sayre question why their marketers failed to see the potential problems before the site went up. The authors then discuss a 2008 study conducted by the Boston Consulting Group. More than 12,000 different women in all areas of life were asked 120 questions about their finances, education, careers, relationships, activities and hobbies, fears, and also their spending patterns and shopping behavior. The study revealed that women were grossly underserved and there was lots of room for improvement. They continue to be undervalued even though they have great market power and social position. Women have many demands on them juggling work, family, and home, and few companies have taken action on their need for products and services designed specifically for women and for time saving solutions. Reaction Companies need to realize and understand the buying power that females possess. They represent one of the largest market opportunities ever. Until recently, companies believed their marketing strategies were equally effective to women and men. That proved to be an incorrect assumption. Women approach big ticket purchasing completely differently than men do. They base their decisions on a different set of perceptions, priorities and preferences. Companies should be combining insight on female gender culture with solid marketing know-how and develop strategies that attract women’s business. Effectively targeting women leads to higher customer satisfaction among both men and women. Companies like BMW, Wyndham Hotels and Merrill Lynch have found that improvements designed to enhance brand appeal among women actually deliver greater customer satisfaction among men, too. When you meet the expectations of women, companies  exceed the expectations of men. Marketing to women delivers a better return on the marketing dollar through both greater opportunity and greater impact. While in many categories the traditional male targets are saturated, the corresponding women’s segments are untapped and virtually uncontested by competition. The authors effectively bring to light the wrong approach that companies are taking when it comes to marketing to women. Simply adding pink to the campaign, which many companies erroneously do, will not suffice. They need to go back to the drawing boards. Services and products need to fill the gap. Companies need to aim their marketing efforts to women by seeing them as employees, managers, investors, and buyers.