Succinate Dehydrogenase Enzyme In Inner Mitochondrial Membrane Biology Essay

Succinate Dehydrogenase Enzyme In Inner Mitochondrial Membrane Biology Essay Succinate dehydrogenase (SDH) is an enzyme found in the inner mitochondrial membrane, which makes it an easy target to isolate when studying the citric acid cycle. This enzyme is responsible for catalyzing the oxidation of succinate into fumarate and can be used as a marker enzyme during the isolation of mitochondria through differential centrifugation. The isolated mitochondria can be treated with a sodium azide reagent to inhibit the mitochondrion transport of electron in the cell extract. To measure the activity of the enzyme, an artificial electron acceptor (2, 6-dichlorophenolindphenol, DCIP) is used to accept two electrons. Upon receiving electrons, the oxidized DCIP is reduced and the color of the mixture changes from blue to colorless. Spectrophotometry at the 600nm range can then be used to quantify this color change, and give an indication of the mitochondrial content of a given sample. As the The findings show that the experiment mimics Michaelis-Menten kinetic properties Enzymes are regulators of metabolic pathways that lower the activation energy in order to catalyze the acceleration of biochemical reactions [1]. Most enzymes are characterized as showing Michaelis-Menten (M-M) kinetic properties. Simply, enzymes work by binding its substrate reversibly changing its conformation to form an enzyme-substrate complex, and then detach to form free enzyme and product. If there is low substrate concentration, there will be very little enzyme activity and the rate of the reaction will slow down. If there is high substrate concentration, the enzyme will be more active and the reaction will be faster. At a certain point, if the substrate concentration is saturated, the rate of the reaction will not increase [1]. Along with the substrate concentration, these dynamics can be characterized as the M-M constant (Km) and maximum velocity (Vmax). These factors determine the initial velocity of the biochemical reaction and contribute to the understanding of the M-M e quation (in fig.1) However, when a competitive inhibitor is present, the inhibitor can bind to the active site to prevent the normal substrate from binding and forming the product. Thus, both the inhibitor and substrate compete for the active site of the enzyme, which based on the M-M equation, allows the Vmax to stays constant and the Km to change [2]. In the experiment, we will examine activity of SDH, an important component of the citric acid cycle that is responsible for catalyzing the oxidation of succinate to fumarate in the inner membrane of the mitochondria. The enzymatic activity will be determined by mitochondria fractionation from isolated cells of cauliflower by the technique of differential centrifugation. Also, we will determine the effects of enzyme concentration and competitive inhibition on the initial velocity of the reaction by adding the malonate, a classic competitive inhibitor. We will measure the reaction by blocking the electron transport with sodium azide and monitoring the reduction of the DCIP that can be followed by the change in spectrophotometry absorbance reading at 600 nm over time Since the oxidized form of the dye is blue and the reduced form is colorless, the reaction can be reestablished based on the experiment (in fig.2),. Thus, we hypothesize that the reaction will follow M-M kinetics as the abs orbance will decrease when the malonate is added Methods In isolating mitochondria, we removed with a scalpel 20 g of cauliflower from the outer 2-3 mm surface. Then, we grinded the tissue with a pestle in a chilled mortar in 40 ml of ice-cold mannitol grinding buffer for 4 min. We filtered the suspension and squeeze the solution out through four layers of cheesecloth into three chilled 15 ml centrifuge tube. Then, we centrifuged the filtrate solution at 1000 x gravity for 10 min and decanted the supernatant into a chilled 50 ml centrifuge tube. After, we re-spun the filtrate solution at 10,000 x gravity for 30 min at 0-4 °C and discarded the supernatant in the sink leaving the pellet. Then, we added 7.0 ml of icecold mannitol assay buffer to the mitochondrial pellet and scraped and mixed the mitochondrial pellet from the wall of the centrifuge tube with a spatula and vortex thoroughly to re-suspend the pellet in the assay buffer. Until needed, we transferred the mitochondrial suspension to a test tube and stored it in an ice bath. In measuring the activity of SDH, we label 10 test tubes or cuvettes as shown in table 1. We heated 0.6 ml of the ice cold mitochondria suspension in a boiling water for 5 min and placed it in an ice bath to cool. Then, we added correct volumes of azide, DCIP, malonate, and succinate to all labeled test tubes indicated in the table, covered them with Parafilm and inverted to blend the solutions. After, we add specific volume of the mitochondrial suspension to blanks 1-4 and tubes 1-4. Using a spectrophotometer set at 600nm, we blanked and took the absorbance of tubes 1-4 every two minutes until 20 minutes after the first reading. Then, we repeated again by taking the absorbance using only test tubes 5-7 for every two minutes. Results The spectrophotometer results we obtained are presented in Table 2, and shown graphically in Figure 3-7. In Table 2, the first 4 test tubes and blanks we were only able to take 3 readings and the test tubes 5-7, we were able to take 4 readings. The greatest absorbance reading was obtained for test tube 4 at 2.363 abs., which is because malonate, the competitor inhibitor, is present along with the substrate, succinate. In Tube 6, one of the lowest absorbance readings because it is a negative control and does not have any cellular suspension. This is shown experimentally when the reaction mixture will remain the color blue because with the succinate there is no reaction between the marker enzyme and the DCIP. In Table 3, we calculated the change in absorbance from tube 1-4 for every 2 minutes. We also calculated the initial velocity by dividing the change in absorbance by the elapsed time. In Figure 3, the graph shows the initial velocity depends on the enzyme concentration. When the e nzyme concentration is high, it start to rapidly decrease the initial velocity because the ratio of substrate to enzyme will be abnormally low, which will decrease the formation of product. In Figure 4, the graph represent the data in Table 2, where the initial velocity measured by elapsed time. The second highest reading was found for Tube 2 (0.987), which was also in concordance with the class results. This sample contained the heaviest constituents of the cell (mostly nuclei), as well as any unbroken whole cells that may have remained after the mechanical grinding and initial centrifugation at 600x. We found Tube 8 to have the third highest absorbance reading (0.626) and Tube 4 with the lowest (0.483). However, the sample from Tube 8 should have had a lower absorbance value than Tube 4, as was seen in the average class results displayed in Table 1. Tube 8 should contain the majority of the mitochondria (as well as some lysosomes), and Tube 4 should have any residual mitochondria and smaller organelles that did not remain in the pellet after the 12,000x centrifugation. Discussion There are a number of reasons why our findings did not match up with the expected results. Although improbable, it is possible that the 12,000x centrifugation for 30 minutes was not properly carried out, perhaps because the samples were not maintained at a consistent temperature of 0-40C. It is more likely that the re-suspension of the pellet (Tube C) with the mannitol assay buffer was not performed effectively. The pellet clumps may not have been properly dispersed, and so even though more mitochondria may have been present in Tube 8 (as they should have been), they were not free to interact with the other reagents in solution. A third reason may be that too much DCIP was added to Tube 8 (relative to Tube 4), and so there was an excess of the blue DCIP reagent in that sample (and hence a higher absorbance reading due to a lower degree of color loss). Differential centrifugation, when done correctly, is a reasonably effective method for mitochondrial isolation, although separation is achieved based only on size differences of the cell components. When dealing with small organelles, a more appropriate method to use may be sucrose gradient centrifugation, which allows for separation based on size as well as shape, especially when dealing with crude cellular extracts such as cauliflower. Cited Resources Nelson, D.L., Cox, M.M. (2007) Lehninger: Principles of Biochemistry, Fifth Edition, Freeman, New York, NY Gilbert, H.F. (2000) Basic Concepts in Biochemistry, Second Edition, McGraw Hill, New York, NY Figure 1 Figure 2 SDH-FADH2 + DCIP(blue) > SDH-FAD + DCIP (colorless) + 2H+ Table 1 Cuvette Assay Medium Azide DCIP Malonate Succinate Mitochondrial Suspension Blank 1 3.7 mL 0.5 mL - 0.5 mL 0.3 mL 1 3.2 mL 0.5 mL 0.5 mL - 0.5 mL 0.3 mL Blank 2 3.1 mL 0.5 mL - - 0.5 mL 0.9 mL 2 2.6 mL 0.5 mL 0.5 mL - 0.5 mL 0.9 mL Blank 3 3.4 mL 0.5 mL - 0.5 mL 0.6 mL 3 2.9 mL 0.5 mL 0.5 mL 0.5 mL 0.6 mL 4 2.7 mL 0.5 mL 0.5 mL 0.2 mL 0.5 mL 0.6 mL 5 3.4 mL - 0.5 mL 0.5 mL 0.6 mL 6 3.4 mL 0.5 mL 0.5 mL 0.6 mL 7 2.9 mL 0.5 mL 0.5 mL 0.5 mL 0.6 mL Table 2 Trial 1 Trail 2 Trial 3 Trial 4 Blank 1 0.04 0.003 0.006 0.008 1 1.10 1.16 1.158 1.112 Blank 2 0.03 0.001 0.004 0.003 2 0.64 0.644 0.648 0.645 Blank 3 0.06 0.002 0.008 0.005 3 0.56 0.06 0.670 0.682 4 2.36 1.85 2.221 2.223 5 0.83 0.73 0.723 0.720 6 0.76 0.73 0.734 0.725 7 0.78 0.72 0.704 0.705 Table 3 Time (min:sec) Tubes 1-4 à ¢Ã‹â€ Ã¢â‚¬  Abs (nm) Initial Velocity (à ¢Ã‹â€ Ã¢â‚¬  Abs/min) Time (min:sec) Tubes 5-7 à ¢Ã‹â€ Ã¢â‚¬  Abs (nm) Initial Velocity (à ¢Ã‹â€ Ã¢â‚¬  Abs/min) 11:10 -.5505 -.0500 9:10 .1057 .0117 13:10 -.0008 -.00062 11:10 .032 .0029 15:10 .4989 .03326 13:10 .0617 .0047 17:10 .5062 .0298 15:10 .1161 .00774 19:10 -.0533 -.0028 17:10 .0338 .00199 21:20 -.0043 -.0002 19:10 .0784 .0041 23:10 -.1095 -.0048 21:10 .1195 .0057 25:10 .142 .00568 23:10 .0428 .0019 - 25:10 .0781 .0031 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7

Indonesian Culture Essay

Praise and gratitude I prayed to Almighty God for the implementation of events on this day well. I also says thank you for your time and opportunity that has been in invite In this speech I want to convey about the importance of creativity in preserving the culture of Indonesia. As we know, the Indonesian culture stretched from Sabang to Marauke. Having dozens of cultural heritage that is rich in art. Many nations are amazed and want to claim the Indonesian culture as the culture of their nation. Therefore, it is then we as the younger generation is very good if we realize that culture is an irreplaceable treasure. Culture can not be created with ease, especially with a short time. It has a lot of effort to preserve the culture of Indonesia, but these measures were not the maximum. One of the legendary Indonesian culture is batik. Batik is one of the culture that has worldwide and at times lately, batik started getting attention from the younger generation. Batik day is a day where all parties were invited to use the batik. This is very good for the younger generation and continuity of batik culture itself. Creativity will flourish on its own batik with the number of requests. Modern fashion and in accordance with the age would make batik as a means of creativity for young designers. Make a spear batik fashion formal, semi-formal and informal. Devise an original batik fashion is very trendy but if the wear by every level of generation. Besides batik, there are also other fabrics that are not less beautiful like songket, ulos cloth and so forth. It is time we as a younger generation of cultivating the culture without losing its originality. Make batik as one of the fashion icons of cool and interesting to young people. Besides batik, Indonesian culture most often in the interest of the dance area. Indonesian dance is no less exotic and graceful in compare with other countries. Lots of foreign tourists coming to Indonesia just to see the original dance Indonesia. Have you ever witnessed a cultural festival or to welcome important guests who came to Indonesia. Art music and dance in performing very unusual. In my opinion the area of ​​dance should be introduced among the students and the students so that the scene of the contest are no less interesting with cheerleading competition. Padukanlah regional dance with modern dance, as one of the concepts of dance in one of the most popular events in Indonesia. Hilangkanlah connotation that the dance area is not slang. Berkreasilah, and teach local dances native to Indonesia as one of the dances are in the interest of the subject. Besides creativity, promotion factors also play an important role. Promote their Indonesian Arts to foreign countries with interesting ideas and unique. Thus Indonesian Arts gained international recognition and is not easy to duplicate. Do not ever get bored in the creative, cultural lestarikanlah Indonesia, quicken your identity as bangssa Indonesia. A few of my speech. Thank you for your attention.

Is Forgiving Student Loan Debt A Good Idea - 1009 Words

The education correspondent for Time magazine, undergraduate at the University of Washington, concentrating on journalism and political science, and graduate work at Northwestern University, specializing in new media, Kayla Webley, in her essay â€Å"Is Forgiving Student Loan Debt a Good Idea?† states Robert Applebaum’s solution for student loan debt is a â€Å"radical and wildly unfeasible solution† in both economically and politically. Applebaum’s proposal is to â€Å"provide a one-time bailout of student debt†¦as a way to stimulate the still-limping economy.† However, Webley counters the solution has to have â€Å"the purported benefited and fairness of a one-time student loan bailout.† In Webley’s essay, in the sixth paragraph she mentions the average debt total of the graduate students. Student who has six-figure debts is only one percent of the overall college graduate students, Webley said, â€Å"the average debt total at graduation is a much more reasonable—yet still significant—$27,500.† This evidence is irrelevant to her essay topic of stating a reason why there should not have a one-time bailout of student loan. This information is ineffective to the essay due to her point related to how much the student borrowed. With the amount of money that is vanished, it would not simply be back into the economy in a split second. If a one-time bailout of student loan debt is a legitimate thing to do, â€Å"someone who has $50,000 in debt forgiven isn’t likely to pump all those dollars back into theShow MoreRelatedIs Forgiving Student Loan Debt A Good Idea?1227 Words   |  5 Pagesnew media, Kayla Webley, in her essay â€Å"Is Forgiving Student Loan Debt a Good Idea?† states Robert Applebaum’s solution for student loan debt is a â€Å"radical and wildly unfeasible solution both economically and politically. Applebaum’s proposal is to â€Å"provide a one-time bailout of student debt†¦as a way to stimulate the still-limping economy.† However, Webley counters that the solution has to have â€Å"the purported benefited and fairness of a one-time student loan bailout.† In Webley’s essay, in the sixthRead MoreIs Forgiving Student Loan Debt A Good Idea?970 Words   |  4 PagesMONEY In the article â€Å"Is forgiving student loan debt a good idea† by Kayla Webley, a writer for Time, Webley feels that from a human standpoint forgiving student debt holds some appeal (2). Kayla Webley refers to Robert Applebaum who started a petition in 2009 with a petition of nearly 670,000 signatures. The comments from persons posting the petition are quoted as â€Å"guessing this will never happen but it can’t hurt to sign on† (1). Burdened with an estimated $88,000 in debt, Applebaum’s proposal isRead MoreIs Forgiving Student Loan Debt A Good Idea?972 Words   |  4 PagesAnalysis of Is Forgiving Student Loan Debt a Good Idea Many people would love to have their student loans debt forgive but do not believe it will happen. So Kayla Webley decided to write an article about student loan forgiveness, at the time Webley wrote the article she was the education correspondent for Time magazine. Now she is currently a staff writer for the same magazine. In her article, she claims that the student loan dilemma that is facing a lot of Americans is a problem for your countryRead MoreForgiving Student Loan Debt Essay examples822 Words   |  4 Pagesamount of student loan debt have an effect on the economy? If so would forgiving student loan debt help lower the national debt or would it just increase it? According to Mary Claire Fischer, a writer for Kiplinger’s Personal Finance magazine, â€Å"two-thirds of students who receive bachelor’s degrees leave college with debt in tow† (Fischer). Among these students, the average amount owed is twenty-six thousand dollars (Fischer). There is a six month grace period after graduation to allow the student timeRead MoreStudent Loan Is A Terrible Idea1308 Words   |  6 PagesStudent loan forgiveness is a terrible idea. Sure, in an idealistic world it would be great if the country could forgive all student loan debt and thus bring relief to all students across the nation. Realistic? Not necessarily! Instead of the fairytale notion of student loan forgiveness being the answer to all the problems, America would fair better in taking the initiative in making reforms to the educational loan system that are a bit more realistic. Student loans are a massive predicament in theRead MoreEssay on Student Loan Debt Should be Forgiven1256 Words   |  6 PagesDoes the amount of student loan debt have an effect on the economy? If so would forgiving student loan debt help lower the national debt or would it just increase it? According to Mary Claire Fischer, a writer for Kiplinger’s Personal Finance magazine, â€Å"two-thirds of stu dents who receive bachelor’s degrees leave college with an average debt of twenty-six thousand dollars† (Fischer). This means that the average student debt has doubled since 2007 (Ross 24). The total student loan debt is $1.2 trillionRead MoreStudent Loan Loans Should Not Be Forgiven938 Words   |  4 Pages Should student loan borrowers be forgiven for their debt? 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Webley touches upon programs that are already in place to help pay off college debt. Another one of her validationsRead MoreShould Student Loan Debt Be Forgiven?1344 Words   |  6 Pagesï » ¿Student Loan Debt: Should We Forgive? EN1123 Most Americans would agree that higher education is important. Compared to years ago, when a high school education was acceptable in most jobs, a college degree is now required in the majority of positions. But what if you can’t afford to get a degree? What then? For many, student loans are the only way to finance one’s education. Paying out of pocket simply isn’t a reality for most, so they rely on state and national government to provide them theRead MoreStudent Loan Debt Has Become A National Problem With No Solution2311 Words   |  10 PagesIntroduction: According to CNN, â€Å"Almost 19% of student loan borrowers owe more than $50,000.Only 6% of borrowers had that much in 2001.† (Gillispe, 1). Why has student loan debt increased so much? Student Loan debt has become a national problem with no solution. Many students are borrowing more money to keep up with the rising cost of tuition in universities, leaving themselves with thousands of debt after graduation. Students after gaining this debt, have to find jobs to support it which can come

Biography of Moses, Leader of the Abrahamic Religions

Moses, if he existed, likely lived in Egypt during the dynastic New Kingdom, and he was an early leader of the Hebrews and one of the most important figures in Judaism. He is a significant patriarch of all the Abrahamic religions, those who use the Torah, Christian Old Testament, or Quran as sacred texts. Fast Facts: Moses Known For: Patriarch of the Torah, Christian Old Testament, and QuranBorn: Land of Goshen, New Kingdom, EgyptParents: Yocheved and AmramDied: Mount Nebo, MoabSpouse(s): Adoniah or Tharbis, an Ethiopian princess; Tzipporah the MidianiteChildren: From Tzipporah, Gershom and Eliezer. Early Life If there was a historical man named Moses, he would most likely have been born in Egypt (the Land of Goshen) during the reign of Ramses II (ruled 1279–1213 BCE), the pharaoh of the New Kingdoms 19th dynasty. According to the Torah, Moses was the youngest of three children born to Yocheved (sometimes spelled Jochebed) and Avram. Yocheved was the daughter of Levi; she married Avram, a grandson of Levi, which means Yocheved was also Avrams aunt. Moses siblings were Aaron (the founder of the Hebraic priestly dynasty) and Miriam (an important prophetess). Pharaohs Curse Not much else is available on Avram or Yocheved in the Torah itself, but Midrashim records—ancient rabbinical commentaries on the Torah—say that Yocheved was 130 years old when Moses was born and that Avram divorced Yocheved while she was pregnant, so that their son Moses would escape the pharaohs decree. According to Exodus, the pharaoh of Egypt decreed that all Hebrew boy babies were to be drowned at birth. Yocheved hid her newborn son for 3 months and then placed her baby in a wicker basket in the Nile River reeds. The baby cried and was rescued by one of the pharaohs daughters, who kept the baby. This legend is similar to one in the Mesopotamian story of Gilgamesh, when the Sumerian king Sargon I was placed in a reed basket and floated down the Euphrates river. In the Court of the Pharaoh Moses sister, the prophetess Miriam, knew what would occur and was watching when the daughter of the pharaoh took the baby. Miriam came forward to ask the princess if she would like a Hebrew wet nurse for the infant. When the princess agreed, Miriam fetched Yocheved. Moses grew up in the palace as an adopted son of the pharaohs daughter (identified the Midrash as Queen Bithia), but he went to see his own people when he grew up, and as an adult he may have been a governor working for Ramses II. During Ramses IIs reign, Ethiopia was an Egyptian province with an Egyptian governor named Mesui, who some scholars suggest was Moses. While in Ethiopia, Moses married an Ethiopian princess named Tharbis or Adonais. When he witnessed an overseer beating a Hebrew, Moses struck the Egyptian and killed him, with the beaten Hebrew as a witness. The pharaoh learned that Moses was the murderer and ordered his execution. Moses fled to the land of Midian, where he married Tzipporah, daughter of Jethro. Their sons were Gershom and Eliezer. A Burning Bush In the land of Midian, Moses was tending a flock of sheep for his father-in-law when he saw a bush that was burning but not being consumed by the flames. He approached the bush and first an angel and then God (or more properly Yahweh) himself spoke to him, telling him that he must return to Egypt and shepherd the Israelites out to Canaan, their promised land of milk and honey. Moses was convinced when Yahweh changed his staff to a snake, then gave him a new staff with which to lead his people. Moses returned to Egypt to seek the release of the Hebrews and to bring them to Canaan, but when he approached the pharaoh, Ramses refused to release the Hebrews. In retaliation, Yahweh imposed a series of 10 plagues, the last being the killing the firstborn of every Egyptian. Only after suffering through the beginning of the tenth plague did the pharaoh relent, telling Moses he could take the Hebrews out of Egypt. However, after Moses and the Hebrews left, the pharaoh reversed his decision and had his men follow them. When they reached the Red Sea, Moses used his staff to part the waters and allow the Israelites to pass through the seabed. The Egyptian soldiers also entered the dry seabed, but once the Israelites had safely crossed Moses lifted his arms: the sea closed, and the Egyptian army was drowned. The Biblical Exodus During the 40-year journey of the Hebrews from Egypt to Canaan, Moses went to Mount Sinai to fast and commune with Yahweh for 40 days. There, he received the 10 Commandments from Yahweh. While Moses was gone, his followers including Aaron became nervous that he would not return and built a golden calf. Moses told Yahweh that his followers had begun to leave and Yahweh wanted to kill them, but Moses dissuaded him. But, when Moses saw the actual calf and altar he was so angry he hurled and shattered the two tablets holding the 10 Commandments; Moses made two more tablets and Yahweh inscribed them again. When the people complained they needed food in the desert, Yahweh fed the Israelites with manna, a substance white like coriander seed and tasted like wafers made with honey that rained down from the heavens, and quail. Death Near the end of the 40 years, Yahweh informed Moses that only the new generation of Israelites would enter Canaan, and for that reason, Moses would never see the Promised Land. Moses climbed Mt. Abarim and saw Canaan on the horizon, but that was as close as he would come. Moses chose Joshua as the successor, and, at the ripe old age of 120, Moses climbed Mt. Nebo and died. Who was Moses? Much of this tale is legendary and full of miracles, the stuff of ancient religion. But the role of Moses in the Bible, to Jews, Christians, and Moslems, is rich and complex beyond the miracles. He is seen by all three as the leader of the Israelite people who shepherded them out of Egypt. He is the embodiment of Mosaic law—the one who interceded with Yahweh on behalf of his people, and the one who acted as a judge on behalf of the sacred. He was a teacher and the founder of the cult and sanctuary of the ancient Hebraic religion. The last four books of the Torah—Exodus, Leviticus, Numbers, and Deuteronomy—are primarily dedicated to the life and activities of Moses and his people. Exodus starts with the birth of Moses and Deuteronomy ends with his death and burial by Yahweh. Early interpretations of that circumstance suggested that Moses himself wrote the books of the Torah (or received them direct from Yahweh). Modern biblical scholars mostly agree that the five books were redacted from four independently written documents written long after Moses would have died. The Ptolemaic-era Egyptian historian Manetho mentions Moses—again, long after Mosess death. There are other late historical references in the writings of the Roman historians Josephus, Philo, Apion, Strabo, Tacitus, and Porphyry. His story is told in the Bible in the book of Exodus and the ancient commentaries on the biblical text known as the midrashim. As Musa, he is also is a significant prophet in the Quran. Biblical scholar J. Van Seters, said it best, The quest for the historical Moses is a futile exercise. He now belongs only to legend. Sources Feldman, Louis H. Josephus Portrait of Moses. The Jewish Quarterly Review 82.3/4 (1992): 285–328.Josephus Portrait of Moses: Part Two. The Jewish Quarterly Review 83.1/2 (1992): 7–50.Nigosian, S. A. Moses as They Saw Him. Vetus Testamentum 43.3 (1993): 339–50.Robinson, Marilynne. Moses. Salmagundi 121/122 (1999): 23-46.RÃ ¶mer, Thomas. Moses Outside the Torah and the Construction of a Diaspora Identity. The Journal of Hebrew Scriptures 8.15 (2008): 1–12.Van Seters, John. Moses. The Encyclopedia of Religion. Ed. Eliade, Mircea. New York: Macmillan, 1987. 116.Wineman, Aryeh. Between Person and Metaphor: Moses in the Hasidic Homily-Literature. Hebrew Studies 59 (2018): 209–20.

Digital Film Technology Revolutionizes the Film Industry...

Digital Film Technology Revolutionizes the Film Industry With the release of Star Wars: Episode I the Phantom Menace, in March of 1999, digital film technology officially filtered itself in to main-stream Hollywood. Digital film technology is the latest and probably most revolutionizing new technology to hit Hollywood. The use of digital film allows for infinite editing capabilities and endless benefits to distribution and special effects. The use of digital film allows for producers to add in extras, produce stunts, and even create false people with the click of a mouse. Time and cost consuming stunts, stunt doubles, and actors may no longer be a worthy concern to producers and their budgets. Though the growing†¦show more content†¦Directors and producers are allowed to let their imaginations run wild. This ease of use attracts filmmakers to convert to a digital format. The skill and cost of technology which goes into creating these effects, in return creates jobs for others. Digital film not only enhances effects, but its special effects capabilities are so great, that it is also beginning to replace people. For example, in Titanic, released in the winter of 1997/1998, false people are created to enhance the reality and excitement of the scene. The movie shows a scene which the ship tilts completely vertical. Passengers of the ship slide into the water, and fall from the rails of the enormous ship. These passengers add drama and reality to the scene. The passengers vividly dictate the harshness of the situation. Though these unfortunate passengers add a wealth of reality to the scene, they are not even real people. Creating this scene on a standard film format with stunt doubles, would have been difficult and time consuming. They were instead created with digital film technology. Digital film technology erased the need for stunt doubles. Though real people were not employed to be these characters, jobs behind the scenes were instead utili zed. Creators of the digital passengers were employed directly, and indirectly, business and jobs were harvested from the digital equipment used. Even though physical people wereShow MoreRelatedThe Negative Impact Of Digital Technology On The Film Industry1594 Words   |  7 Pages Digital Technology has taken over the world. We are now in the era where the access of digital technology is used at a frequent rate. As a result, digital technology has developed a major impact on the film industry. The transformation of the use of digital films has created a result of new advancement within technology, such as HD, 4K, 8K, and 3D films. With the birth of these visual technologies, it has created an eye-catching experience for the entertainment of the audience. Although the developmentRead MoreHidden Reasons for Kodaks Digital Revolution Essay1149 Words   |  5 PagesKodak and the Digital Revolution: Case Analysis Since the early 1880’s, Kodak had proven themselves to be great innovators and had worked on building their brand on a domestic and international front. They invested heavily in marketing to establish their image and realized early on that their profits would come from consumables rather than hardware. They sold their equipment at low prices in order to fuel their highly profitable film sales. This use of a razor-blade strategy, coupled with strongRead MoreThe History of Film, and the Film Industry Today Essay783 Words   |  4 Pageswould revolutionize the entertainment industry. 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The man we call Benjamin Franklin Free Essays

The aim of this paper is to compare and contrast the websites on Ben Franklin’s biography and his autobiography. While disseminating the life of Benjamin Franklin through his autobiography, one learns much about the man. However when disseminating information found in the three websites below, another man slowly creeps out from behind the man already revealed. We will write a custom essay sample on The man we call Benjamin Franklin or any similar topic only for you Order Now Which one is the real Benjamin Franklin? While observing the cornucopia of a man one learns that only by the process of comparing and contrasting will one be able to fix a solid face on the man we call Benjamin Franklin. All the websites addressed in this paper share common subject matter yet are different in terms of analytical approach and main focus. The biography by Edmund S. Morgan calls upon the reader to reconsider traditional assumptions about Benjamin Franklin and move away from standardized cliches. While he is best known as the author of the Declaration of Independence, the Treaty of Peace with Great Britain, and the Constitution, these weren’t his main achievements; furthermore, the documents (with the exception of the Declaration of Independence) didn’t reflect his views and beliefs. However, this shouldn’t lead to the conclusion that Franklin was a not-so-important figure in the American history. Rather than that, the author suggests that Franklin should be applauded for other achievement and traits of character: ‘His was probably the most brilliant mind that most people who knew him had ever met, but he seldom showed it in public†¦[H]is mind would be quietly at work, trying to understand the world and the people he found in it, thinking of ways to make their lives easier’ (Morgan, 2005, para. 4). Edmund S. Morgan believes that one of the major contributions of Benjamin Franklin was through his writings. Also, more attention should be paid to Franklin’s role as an advocate for American interests in England. In general, the biography tries to present a softer side of Franklin’s personality: ‘It may be well at first to dispel the image of him as an overweight scholar peering from his desk over the bifocal glasses he invented’ (Morgan, 2005, para. 8). PBS website also tries to reveal Ben Franklin’s personality to the readers. The website focuses on multiple identities Franklin possessed — both as a public figure and personality. The website glorifies Franklin as Abolitionist, Almanac maker, Advertiser, Balloon enthusiast, Bifocals inventor, Composer, Cartoonist, Civic Citizen, Chess Player, Deist, Diplomat, Daylight Savings advocate, Enlightenment thinker, Electricity pioneer, Experimenter, Entrepreneur, Founding Father, Flirt, Fire fighter, Glass Armonica creator, Gulf Stream mapper, Genius, Humorist, Health nut, Inventor, International celebrity, Insurer, Junto creator, Journalist, Kite flyer, Librarian, Lightning rod inventor, Londoner, Medical Engineer, Militia member, Mathematician, Mason, Natural philosopher, Organizer (militia, fire dept. , street cleaning), Odometer maker, Printer, Public relations master, Publisher, Prankster, Questioner, Quartermaster, Quintessential American, Revolutionary, Reader, Scientist, Swimmer, Self-made man, Traveler, Treaty signer, University builder, Volunteer, Visionary, Vegetarian (temporarily), Writer, Weight lifter, Xenophile, Young prodigy, Yankee, Yarn spinner, and Zealot. Perhaps the most interesting out of all these epithets is ‘Quintessential American. ’ The website tries to paint a picture of Franklin as a typical representative of the American nation and a symbol of all its virtues and achievements, such as Self-education, Physical Activity, and Moral Perfection. At the same time, the website acknowledges that Benjamin Franklin was no ordinary man, since he possessed outstanding qualities and skills. It is suggested that Ben Franklin helped define the concept of ‘good citizenship’ through his involvement in and commitment to community on the local level and the nation on the global level: ‘Ben Franklin believed that people volunteering together in a spirit of cooperation could accomplish great things. Driven by a strong sense of civic duty, he involved himself in his community and his nation’ (PBS, 2002, ‘Citizen Ben,’ para. 1). The website presents Franklin’s biography in an interactive and engaging way without compromising accuracy and objectivity. The only limitation of this resource is that the information is not well-structured and far from presenting a comprehensive picture. The third website present the most, in my opinion, consistent and informative version of Franklin’s biography. It is structured according to the major periods of Franklin’s life, i. e. ‘Humble Beginnings: Franklin in Boston,’ ‘A True Journeyman: Franklin in Philadelphia,’ ‘A Promise Unfulfilled: Franklin in London,’ ‘Sprouting Roots: Back in Philadelphia,’ ‘A Busy Retirement,’ and ‘The American Patriot: Franklin and Independence. ’ Each section of the biography presents all the necessary information without going into unnecessary detail. Another compelling feature of this biography is that it is accompanied with abundant graphical aid. Yet it would be a mistake to say that ThinkQuest presents a dry and scholarly biography of Benjamin Franklin; it offers human touch through little entertaining details about this great man: ‘Inspired by his namesake uncle Benjamin, young Ben composed historical ballads (one was about the pirate Blackbeard) that were printed by his brother James in his fledgling print shop. The poems sold well’ (ThinkQuest, 1998, ‘Interesting Facts’). In order to determine how credible a certain piece of information is, it is necessary to analyze the source of this information in terms of legitimacy and possible bias. Edmund S. Morgan is a well-established historian specializing in early colonial history of America: ‘Edmund Morgan has authored dozens of books on Puritan and early colonial history, which are acclaimed for both their scholarly focus and their appeal to a general audience†¦ Morgan, who joined the Yale faculty in 1955 and retired in 1986, has received many†¦honors during his long teaching career at Yale†¦Currently the chair of the board of The Benjamin Franklin Papers—the University’s massive project publishing materials related to the Founding Father and inventor—Morgan is now at work on a study of Franklin, who, he believes, is one of the most interesting people who ever lived’ (Gonzalez, 2001). However, excessive admiration with Benjamin Franklin might come as a detriment to impartiality and objectivity — the two essential characteristics of any biographical writing. PBS website has little bias of this kind, however, it is often unclear where the information they are using comes from. There are no references or acknowledgements; no links to any works of Franklin or credible historical evidence is present. While Edmund S. Morgan extensively refers to Franklin’s own works, PBS website presents a simplified and pared-down version of Franklin biography. ThinkQuest is the only website that cites its references in an appropriate way. The authors of the biography acknowledge that they based their writing on such publications as Benjamin Franklin by Carl Van Doren, The Man Who Dared the Lightning-A New Look at Benjamin Franklin by Thomas Fleming, The Autobiography of Benjamin Franklin, Ben Franklin Laughing by P. M. Zall, Benjamin Franklin: Founding Father and Inventor by Leila Merrell Foster, and a number of other books and media resources. ThinkQuest is also an interesting information resource since it provides a sound general overview of the historical conditions existing in America in Franklin’s times. The website offers definition of different historical phenomena that are important for the general narrative, such as King George I, French and Indian War (1754-1763), and other. All the biographies present a certain picture of colonial America: through the life career of Benjamin Franklin, it is possible to understand tense relations between Europe and America, heated debate around the issue of slavery, and the rise of American identity and civil consciousness. However, the most credible source of information on Franklin’s life and times is his autobiography. This autobiography is of great relevance to the modern reader, and not merely for the reason that it provides an insight into the life of Benjamin Franklin. In his autobiography, Franklin shares his thoughts as to the organization of state and society, role of the citizens, position of America on the world’s stage and other matters of great interest and importance even for the modern reader. For example, he expresses concerns over the clash between religion and civil notion of citizenship, as he recollects that English were trying to plant certain religious ideas in America: ‘[S]ince not a single moral principle was inculcated or enforc’d, their aim seeming to be rather to make us Presbyterians than good citizens (Franklin, 2003, p. 66). ‘As for additional and types of sources, that would give greater confidence in your understanding Franklin, it is necessary to mention Franklin’s writings in the first place. As Edmund S. Morgan (2005, para. 5) correctly points out, ‘[i]n the awesome bulk of his papers, equivalent of 47 fat volumes of print, all available on this website, we can see Franklin whole. ’ Additional insight can be gained from reviewing resources dedicated to the American colonial history: greater understanding of conditions and developments of that era can aid the process of enhancing knowledge about Benjamin Franklin as a statesman, scientist, and outstanding public figure. References Franklin, Benjamin. (2003). The Autobiography of Benjamin Franklin. New York: Touchstone. Gonzalez, Susan. (January 12, 2001). ‘Edmund S. Morgan: Sterling Professor Emeritus. ’ Retrieved September 5, 2007, from http://www. yale. edu/history/faculty/morgan. html Morgan, Edmund S. (2005). ‘Introduction to the Papers of Benjamin Franklin. ’ Retrieved September 5, 2007, from http://www. franklinpapers. org/franklin/framedMorgan. jsp;jsessionid=86AD99C9931B8DF535D2C1CD6A1E6923 PBS. (2002). ‘Benjamin Franklin. ’ Retrieved September 5, 2007, from http://www. pbs. org/benfranklin/ ThinkQuest. (1998). ‘The Biography of Benjamin Franklin. ’ Retrieved September 5, 2007, from http://library. thinkquest. org/22254/home. htm How to cite The man we call Benjamin Franklin, Papers

Ancient Greek and Ancient Chinese free essay sample

The ancient Greek and Chinese civilizations were great periods of time in history, especially their golden ages. The two golden ages were very different, with some similarities, as seen in their foreign relations, governments, and cultural achievements. The even more influential golden age, in my opinion, was the ancient Chinese civilization. In foreign relations, golden age Greece and China traded in very different ways despite similar conflicts. Greece was successful with trade routes across the Mediterranean Sea, while China was successful in trade routes across distant lands, otherwise known as the Silk Road. The two civilizations’ foreign relations had common conflicts, which were the Trojans for Greece and the Mongols for China. The ancient Greek and Chinese governments themselves had dissimilar traits, but their creations were alike. In ancient Greece, the government was a direct democracy where every citizen voted in person. Ancient China’s bureaucracy included a leading class gentry, or most educated and classy people. We will write a custom essay sample on Ancient Greek and Ancient Chinese or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Both governments, however, were unified after a period of unrest. The two governments were similar because they both were formed after a difficult time; Greece’s golden age democracy was created after the Persian Wars, and China’s bureaucracy came after the fall of the Tang Dynasty. Golden age Greece and China both had many cultural achievements, the difference being in categories. The similarity was the influence of each civilization’s innovation. Greece had many innovations in art and architecture in particular, whereas China invented several tools used until today, such as paper money and the mechanical compass; two very different fields of achievement. Also, their artworks were different from each other; Greek art was centered around human idealism, and Chinese art’s main subject was nature. The two civilizations however still influence the modern world similarly, and other civilizations such as the Romans copying Greek methods and achievements and Japan being heavily influenced by China.