History of the Computer Industry essays

History of the Computer Industry essays The history of the Computer Industry and how it has affected our lives. Only once in a lifetime a new invention comes along and affects every one life. This device changed the way we work, play, learn, and live. It has changed the aspect of everyones life and that is a good reason this machine exists in nearly every business in the U.S and in one out of two households. This incredible invention is the computer. The electronic computer has been around for over half-century, but its ancestors have been around for about 2000 years. However it has most affect our lives in the past 40 years. From business use to personal use the computer has made our lives a lot easier to cope with. The very first computer was the Abacus. It dated back almost 2000 years ago. It was just a wooden rack holding 2 parallel wires with beads strung on it. When these beads were move the user must memorize, and place that in arithmetic operations. In 1694 a man named Blaise Pascal invented the first digital calculating machine. It could add numbers by turning dials. It was used to help Pascal father as a tax collector. It save him time and made his job less stressful. Then in the early 1800s a man by the name of Charles Babbage invented a new calculating machine. It was automatic! Steam power this incredible machine and it could store up to 1,000 50-digit numbers. This machine not only did addition but it also stored data. This machine done all this by using cards with holes punched in them, which stored the data. His invention was a failure for the most part because lack of precision and lack of demand for such a machine. However between 1850 and 1900s there were great advances in mathematics and physics that began to rekindle the interest in such machines made by Pascal and Babbage. Many of these new advance involved complex calculations and formulas that were just too time consuming for human calculation. The first major use for the c...

Whats in an AP Biology Syllabus Guide and Examples

What's in an AP Biology Syllabus Guide and Examples SAT / ACT Prep Online Guides and Tips A great syllabus is the backbone of any AP course, but it can be challenging to create one that fits all the requirements and is easy for students to follow. In this article, I'll give you the ingredients you need for a solid AP Biology syllabus, including all the concepts and curricular requirements of the course. I'll also provide a sample syllabus so you can get an idea of what a syllabus for this class might look like (if you're a student) or how you might structure your version of AP Biology (if you're a teacher). Finally, the end of this article is devoted to a few quick tips for teachers and students on how to successfully teach and learn the material. What Does the AP Biology Course Cover? The curriculum framework of AP Biology was revamped in 2012 and is now organized around four Big Ideas, which are overarching themes that connect the concepts you’ll learn in the course. Within each Big Idea are several â€Å"Enduring Understandings† that students are expected to develop by taking the course.These are slightly narrower themes thatcan be broken down even further into smaller parts that are aligned with specific facts about biological functions. I’ll list the Big Ideas and their corresponding Enduring Understandings in this article, along with the labs that fall under each category.I won’t go into the smaller concepts within the Enduring Understandings so that this guide doesn’t get too long to digest. If you’re interested in a detailed rundown of the more minute concepts involved in AP Biology,check out this page. As students explore the Big Ideas, they are also expected to learn several key scientific practices, and the classwork must cover certain curricular requirements.After I go through the Big Ideas, I’ll list the scientific practices students should develop and the curricular requirements that any AP Biology syllabus is expected to fulfill. Think of each Big Idea as a giraffe. Why? Because it's fun. Live a little. (Yes, I know there are only three giraffes - Big Idea 4 is camera shy.) The Four Big Ideas of AP Biology Big Idea #1: The process of evolution drives the diversity and unity of life. Enduring Understanding 1.1: Change in the genetic makeup of a population over time is evolution. EU 1.2: Organisms are linked by lines of descent from common ancestry. EU 1.3: Life continues to evolve within a changing environment. EU 1.4: The origin of living systems is explained by natural processes. Labs for Big Idea 1: Artificial selection Mathematical modeling (Hardy-Weinberg) Comparing DNA Sequences to Understand Evolutionary Relationships Big Idea #2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. EU 2.1: Growth, reproduction and maintenance of living systems require free energy and matter. EU 2.2: Growth, reproduction and dynamic homeostasis require that cells maintain internal environments that are different from their external environments. EU 2.3: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. EU 2.4: Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment. EU 2.5: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. Labs for Big Idea 2: Diffusion and Osmosis Photosynthesis Cellular Respiration Big Idea #3: Living systems store, receive, transmit and respond to information essential to life processes EU 3.1: Heritable information provides for the continuity of life. EU 3.2: Expression of genetic information involves cellular and molecular mechanisms. EU 3.3: The processing of genetic information is imperfect and is a source of genetic variation. EU 3.4: Cells communicate by generating, transmitting and receiving chemical signals. EU 3.5: Transmission of information results in changes within and between biological systems. Labs for Big Idea 3: Cell Division: Mitosis and Meiosis Biotechnology: Bacterial Transformation Biotechnology: Restriction Enzyme Analysis of DNA Big Idea #4: Biological systems interact, and these systems and their interactions possess complex properties EU 4.1: Interactions within biological systems lead to complex properties. EU 4.2: Competition and cooperation are important aspects of biological systems. EU 4.3: Naturally occurring diversity among and between components within biological systems affects interactions with the environment. Labs for Big Idea 4: Energy Dynamics Transpiration Fruit Fly Behavior Enzyme Activity Cooperation is always happening in biological systems! This is an approximation of what the inside of a cell looks like at any given time. The Seven Scientific Practices of AP Biology #1:The student can use representations and models to communicate scientific phenomena and solve scientific problems. #2: The student can use mathematics appropriately. #3:The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. #4: The student can plan and implement data collection strategies in relation to a particular scientific question. (Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction and/or archived data.) #5: The student can perform data analysis and evaluation of evidence. #6: The student can work with scientific explanations and theories. #7: The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains. The Curricular Requirements of AP Biology Here's a list of the requirements that an AP Biology course must fulfill to be considered an appropriate and thorough survey of the material: The course must use a college-level biology textbook published within the last ten years. Students must connect the Enduring Understandings of each Big Idea to at least one other Big Idea (for example, connect the evolutionary concepts in Big Idea 1 to the idea presented under Big Idea 3 that genetic information is sometimes processed imperfectly, and this leads to variation). Students should be assigned projects and activities outside of labs to meet the learning objectives for each Big Idea (for example, students might do an activity where they create a model of the cell cycle and give an oral presentation on its most important aspects). The course must give students the opportunity to connect biological knowledge to major social issues and current events (for example, a project researching stem cells and their potential to impact the medical field). Labs must give students the opportunity to apply the seven science practices I listed earlier, and the course has to go through at least two labs that correspond with each Big Idea. Labs must make up at least 25% of class time. Students should be asked to demonstrate verbal, written, and visual communication skills with lab reports, summaries of scientific literature or evidence, and oral presentations. I was going to make a joke about teachers wasting class time by trying to get the projector to work for presentations, but then I realized that I don't even know if they use projectors anymore. I'm sure there's some other essential piece of classroom technology that never works by now. What Does an AP Biology Syllabus Look Like? The College Board has released some sample syllabi to help guide teachers in their instruction of the new format of the AP Biology course.The example that I’m looking at divides the class into nine different units of varying length. The resources for the course include: Reece, Jane, et al., Campbell Biology, 9th Edition, 2011, Pearson Benjamin Cummings www.campbellbiology.com (The main text’s accompanying website that provides animations, investigations, PowerPoint and other audio-visual resources) Giffen, Cynthia and Heitz, Jean. Practicing Biology (to accompany Campbell- Reece Biology), 3rd Edition, 2008, Pearson Benjamin Cummings AP Biology Investigative Labs: an Inquiry Based Approach I’ll give an overview of the topics discussed in each unit and the projects and labs students might complete throughout the year.I’ll also provide the approximate length of each unit.In this case, the class met four times a week for two 80-minute periods and two 50-minute periods (4 hours and 20 minutes a week total). Sample AP Biology Syllabus Unit 1: First Week and Introduction (4 classes) Textbook Chapters: Introduction: Themes in the Study of Life The Chemical Context of Life Water and the Fitness of the Environment Lecture and Discussion Topics: Darwin and the theory of natural selection Inquiry as a way to learn science Structure of atoms Emergent properties of water Projects: Make construction paper models of atoms and molecules to illustrate chemical concepts. Conduct an open inquiry on a biological topic of choice; formulate a question, design an experiment, and present the findings. Unit 2: Biochemistry and Introduction to the Cell (11 classes) Textbook Chapters: 4. Carbon and the Molecular Diversity of Life 5. The Structure and Function of Large Biological Molecules 6. A Tour of the Cell 7. Membrane Structure and Function Lecture and Discussion Topics: The impact of carbon as the â€Å"backbone of life† How monomers build polymers, including the roles of nucleic acids Examples of organelles that are membrane bound to compartmentalize their functions Membrane structure and function Projects and Labs: Build a 3D cell membrane Diffusion and Osmosis Lab Unit 3: Cellular Energy and Related Processes (14 classes) Textbook Chapters: 8. An Introduction to Metabolism 9. Cellular Respiration 10. Photosynthesis Lecture and Discussion Topics: Metabolic pathways Laws of energy transformation How ATP powers cellular work Enzyme structure and function Harvesting chemical energy: glycolysis, citric acid cycle, oxidative phosphorylation Light reactions and the Calvin cycle Evolution of alternative mechanism of carbon fixation Projects and Labs: Cellular Respiration Lab Photosynthesis Lab Enzyme Catalysis Lab Unit 4: Cell Communication and the Cell Structure (9 classes) Textbook Chapters: 11. Cell Communication 12. The Cell Cycle Lecture and Discussion Topics: Evolution of cell signaling Reception, transduction, response Apoptosis How mitosis produces genetically identical daughter cells Evolution of mitosis How the eukaryotic cell cycle is regulated by a molecular control system Origin of cell communication Projects and Labs: Pathways with Friends Modeling the Cell Cycle Cell Division and Mitosis Lab Unit 5: Genetic Basis of Life (7 classes) Textbook Chapters 13. Meiosis and Sexual Life Cycles 14. Mendel and the Gene Idea 15. The Chromosomal Basis of Inheritance Lecture and Discussion Topics: Genes are passed from parents to offspring by the inheritance of chromosomes How meiosis reduces the number of chromosomes (diploid to haploid) Evolutionary significance of genetic variation that results from sexual life cycles Concepts of Mendelian genetics (laws of probability, inheritance patterns) Genes are located along chromosomes (concepts of gene linkage, mapping distance between genes, causes of genetic disorders) Projects and Labs Fruit Fly Genetics Lab Meiosis Lab Unit 6: Gene Activity and Biotechnology (13 classes) Textbook Chapters: 16. The Molecular Basis of Inheritance 17. From Gene to Protein 18. Regulation of Gene Expression19. Viruses20. Biotechnology21. Genomes and their Evolution Lecture and Discussion Topics: DNA is the genetic material (historical experiments, DNA structure and function, DNA replication) Flow of genetic information (genetic code, role of other polymers, transcription, translation) Mutations Gene expression (operon systems in prokaryotes, eukaryotic gene expression) Virus structure and activity Restriction enzymes, plasmids, transformation DNA technology (how gel electrophoresis works and applications of this technology) Projects and Labs: DNA and Histone Model Biotechnology Lab 1: Transformation Gel Electrophoresis Lab Unit 7: Evolution and Phylogeny (19 classes) Textbook Chapters: 22. Descent with Modification: A Darwinian View of Life 23. The Evolution of Populations 24. The Origin of Species 25. The History of Life on Earth 26. Phylogeny and the Tree of Life 27. Bacteria and Archae Lecture and Discussion Topics: How natural selection serves as a mechanism for evolution Scientific evidence supporting evolution Hardy-Weinberg concept How allele frequencies can be altered in a population Concepts of speciation Origin of life; fossil records Events in the â€Å"history of life† (origin of single-celled and multicellular organisms; mass extinctions; adaptive radiations) Projects and Labs Comparing DNA Sequences Lab PBS Video: â€Å"What Darwin Never Knew† Evolutionary Time: The Geologic Time String Hardy-WeinbergProblems Unit 8: Diversity in the Biological World: Organism Form and Function (22 classes) Textbook Chapters: 40. Basic Principles of Animal Form and Function 43. The Immune System 48. Neurons, Synapses, and Signaling 49. The Vertebrate Brain(Chapters 28-49 will be utilized to provide students with resources for the enduring understandings in this unit) Lecture and Discussion Topics: Evolutionary trends (endosymbiosis, adaptations that allowed plants to move from water to land, reproductive adaptations of angiosperms, environmental roles of fungi, animal body plans, progressively complex derived characters in animal groups) Unique features of the angiosperm life cycles Signal transduction pathways (plant and animal hormones) Photoperiodism in plants Feedback control loops in animals Thermoregulation in animals Energy allocation and use in animals Examples of functioning units in mammal systems (alveoli in lungs, villi of small intestines, nephrons in kidneys) Structure and function in immune systems Structure and function in nervous systems (neurons, resting potential, action potential, synapses) Structure and function of the human brain Projects and Labs: Construct a cladogram for a group of organisms with certain traits Jumpin’ the Gap (students pretend to be components of neural communication) Research project on stem cells and whether they should be used to treat brain and spinal cord injuries Unit 9: Ecology (17 classes) Lecture and Discussion Topics: Aspects of animal behavior Aspects of biomes Models describing population growth Regulation of population growth Community interactions Species diversity and composition Community biodiversity Energy flow and chemical cycling in ecosystems Primary productivity Energy transfer between trophic levels Human activities that threaten biodiversity Projects and Labs Fruit Fly Behavior Lab Dissolved Oxygen and Primary Productivity Lab Design a model of a biome Improving species richness by adding phosphate to a pond - how would you determine how much to add to avoid eutrophication? Present your hypothesis. Investigate how the fungus Pilobolus succeeds as a decomposer? Study adaptiveness of spore dispersal methods In AP Bio, you'll get to hang out with some fun guys. Teaching Tips Writing a great syllabus is the first order of business, but as you probably know, most of teaching is in the execution. If you’re a teacher trying to provide the best experience for your AP Biology students, here are a few tips you might consider using in your lessons. #1: Provide Brief Lecture Outlines Give brief outlines to students before you start your lecture so that they’ll have a clearer picture of what you’re going to cover. I say brief outlines because you don’t want to give them notes that list everything they need to know about the lecture topic.List the main points of the lecture (around 3-5 of them), and list a couple of important subtopics under each. Provide plenty of space between concepts for students to write notes. Theyshould have some incentive to pay attention in class.This will create a better environment where studentsaren't confused or tuned out. #2: Break Up Your Lectures With Class Discussions I remember dreading double-period lecture classes in high school, and I was better than most high school studentsat sitting quietly and forgoing social interaction.You should try to engage the class in a discussion midway through your lecture to break up the monotony.I’d recommend calling on people randomly so that kids will have an incentive to pay attention and more introverted students will get a chance to participate in the discussion. #3: Be Accessible During Labs Chances are, kids will have tons of questions during labs. Sometimes the procedure is a little confusing or the results are different from what was expected.Make a point of walking around the room and checking in with each lab group to ensure that everyone stays on task and students have a chance to ask questions.This can also prevent students from doing the lab incorrectly and wasting time - you’ll catch mistakes early! #4: Model Your Tests After the Real AP Test My AP Biology teacher gave us tests throughout the year whose questions were very similar to real AP test questions. These tests were super challenging (I don’t think I ever got a solid A on any of them), but I was very well-prepared for the AP test.Nothing on the exam was more difficult than the questions I had encountered on in-class tests, so I felt pretty confident. Bobby, what did I tell you about eating the caterpillars!? We need those for the lab! Also, why are you even in AP Biology? Tips for Students Here are a few additional tips directed towards students who want to do well in AP Biology. #1: Do the Readings on Time There’s a lot to cover in this class, so it’s critical that you keep up with the readings in your textbook.If you fall behind, it will be hard to catch up.There also may be important things that your textbook covers that your teacher won’t mention in lectures.Plus, you’ll be able to participate in class discussions and avoid failing any pop quizzes! #2: Take Notes During Lectures Don’t zone out when your teacher is talking!I know it can be difficult, but taking effective notes is a great skill to have for college and beyond.Your notes will also help you study for in-class tests and, eventually, the AP test. It’s easier to study your own notes because they’ll be written in a way that you understand. #3: Ask Questions Don’t be afraid to speak up in class discussions and engage with the lecture topics.If you feel like you don’t understand a concept, ask your teacher about it. Believe me, it's better than finding yourself totally lost later! Also, if you have any doubts about lab procedures or how you should write your lab reports, consult with your teacher before going forward. "This kid is all of us in AP Biology," is what I would say if I wrote for Buzzfeed. Conclusion AP Biology covers a huge amount of information, so writing a syllabus that organizes everything effectively is super important. The four main Big Ideas encompass many smaller themes, each of which covers a variety of complex concepts. The College Board also requires classes to introduce students to seven scientific practices and fulfill a litany of other curricular requirements. Hopefully, the sample syllabus in this article gave you a good idea of what the structure of an AP Biology class should look like and how you might choose to cover all of the material.Guiding students through this intimidating maze of concepts can be pretty difficult! To review, some teaching strategies I recommend are: Providing brief lecture outlines Breaking lectures into more manageable chunks Being available for questions during labs Using tests that mimic the structure and content of the AP test For students, here are a few other pieces of advice that I would suggest following: Keep up with the readings Take notes on lectures Ask lots of questions What's Next? Looking for some good AP Biology review books? Check out my guide to the best books for this year's version of the test. I've also written a complete study guide for the AP Biology test that goes through all the concepts and has links to free online resources that you can use to review. Finally, this article goes through an analysis of whether AP Biology is more or less difficult in comparison to other AP classes and tests. It might be helpful if you're not sure about taking the course or just want some insight into how much you'll need to study for the test! Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Manifest destiny and the forcible removal of american indians Research Paper

Manifest destiny and the forcible removal of american indians - Research Paper Example The term Manifest Destiny integrated the nationalist concepts of Anglo-Saxon superiority with capitalist expansion of territory, â€Å"ideas which had deep roots in American political culture† (Nevins 2002: 17). On the other hand, Caldwell (2006) identifies the roots of manifest destiny in religion, the providentially sanctioned Christian destiny territorial conquest going back as far as the Crusades, and â€Å"a God-given right to any land occupied by non-Christian peoples† (p.84). The extensive American efforts at expansion included in addition to the Louisiana Purchase and the acquisition of the lands of the Mexican cession, internal expansion as American settlers moved westward during the California gold rush (Joy, 2003) Thesis Statement: The purpose of this paper is to investigate the concept of Manifest Destiny in 19th century American history, and its role in America’s rise from a colony to a super power. Further, the extent to which manifest destiny was r eflected in domestic policy by the country’s government will be identified. The forcible removal of American Indians, attempts to civilize them, and Americans’ seizing of Mexican land, and waging war on Mexico will be discussed. The underlying roots of European racism and imperialism fuelling manifest destiny will be examined. Manifest Destiny and Westward Expansion in America From the 14th century to as late as the 1840s, Europeans fled to the New World of America in search of religious freedom and a new life. There was westward expansion in the 19th century because the population density in the industrial towns in the east was increasing tremendously by growing numbers of Europeans who entered America at the eastern seaboard. Moreover, the gold rush in the western region particularly in California, as well as news of fertile soil and plentiful opportunities were powerful motivators to move westwards. Consequently, the Americans found it necessary to spread westward i n search of new land to cultivate, to build on, and new livelihood to undertake. This westward expansion was termed as manifest destiny by Anglos were the whites arriving in California from the eastern towns in the 19th century. Through close association and marriage allegiance with the California elite the white settlers acquired great wealth and political power (Mountjoy 2009). Notions of national superiority form a significant reason for the concept of Manifest Destiny to take shape and to promote westward expansion towards new opportunities. According to Caldwell (2006) the reasons for America’s notions of superiority include myths of the unique regenerative power of the new land of America that the Europeans made their home; from Americans’ self developed visions of being the people chosen by God to utilize the abundance of natural resources; of being given the mission to spread civilization in underdeveloped areas, and of being granted the high destiny of spreadi ng westward for achieving profit and prosperity. Americans’ sense of supremacy is also rooted in their ability to succeed as immigrants through self-sufficiency, confidence, self-reliance; their realization of the abundance of natural wealth in the land; and their view of the universality of American ideology. Expansionist Theory, Racism and Imperialism in Manifest Destiny American Indians who were the original natives of the land were marginalized and every

Critical analysis of Integrated Water Resources Management Essay

Critical analysis of Integrated Water Resources Management - Essay Example This inconsistency therefore renders the solutions to water problems dependent on its availability and several other factors including the processes of management, competence and capacities of authorities tasked with the management, prevailing socio-political factors that inform the planning, development and management processes. Other factors include the suitability and implementation status of the prevailing legal frameworks; accessibility of financial resources, regional climatic, social and environmental situations; the extent and availability of exploitable technologies; national, regional and international awareness and attitudes; the levels of education and developmental conditions; governance issues including political meddling, corruption and accountability; and the availability of quality, effective and relevant research aimed at solving the water problems1. The importance of water as a resource can be adequately explained by the widespread interest it is to the general soc iety, and several public institutions that are linked to development issues at the state and local levels, the academic field, private sector and non-governmental organizations (NGOs). It is this widespread interest in water that makes its management to command a greater level of social and political attention although the levels may vary from one country or region to another and over time. Globalization has brought about a higher level of interrelation and complexity in the world, a situation that has led to a pervasive interest in issues that ensure good quality of life to the people. Water, though not the only issue takes center stage and in the recent past, there has been a substantial amount of evidence that the water problems faced by a country cannot be singlehandedly solved by the water experts and water ministries. The interconnectivity and the new level of interlink between water problems and other issues related to development demands that water problems, and management a nd development should be multi-faceted with the participation of all stakeholders including users, planners and policy-makers at all levels (INBO and GWP, 2012).2 The prevailing and upcoming predictable trends show that water problems will continuously get more complex and the interlinking with other development sectors such as agriculture, energy, manufacturing, transport and communication and social aspects of life such as education, environmental issues, and health will keep on increasing3. An issue that is of vital importance and creates significant challenge to members of the water profession is the formulation of ways of successfully addressing the current and future water problems at all stages including local, national and international levels. It is with this in mind that during the early 1980s, a number of members of the water profession came to the realization that the overall world water situation was not at a desirable level. Therefore it is imperative that when formula ting a solution, it is appreciated that the water problems are becoming more multi-dimensional, multi-sectoral and multi regional and could therefore only be solved through a multi-criterion decision making

Precise Molded Products Case Study Example | Topics and Well Written Essays - 750 words

Precise Molded Products - Case Study Example Also, the company may spend some money on the trainings and additional working hours for the whole department but the results will benefit the company in the long run. It is better to invest on human capital today and have the long-term benefits than save money today and continuously incur losses because of the rejects in the future. The top management will hold a meeting and talk to the members of the quality department and ask them about their problems and concerns about their department, the products, and the company as a whole. After evaluating the problems encountered in the department, professional trainees will hold the training. The training will include team buildings to improve the employees' relationship with each other so that conflicts and communication barriers will be prevented. Second, TQM training will be done because it is now widely used to ensure quality in all aspects of the company. Total Quality Management is also capable of eliminating defects and errors in operations (Stark, 1998). Six Sigma will also be included in the training. This is now a popular trend in management where data-intensive methodology is used to eliminate defects in the company's production ("Six Sigma"). This will help Bob Thomas in lessening the production rejects of the company using systematical approaches. References Six Sig

Mukia Maderaspatana Antioxidant Properties

Mukia Maderaspatana Antioxidant Properties Plants have the ability to synthesize a wide variety of chemical compounds that are used to perform important biological functions and to defend against attack from predators. Mukia maderaspatana (L.)M. Romer, is an annual monoecious climber, belonging to Cucurbitaceae family. This plant specify many medicinal properties such as constipation, cough, vertigo, burning sensation, dyspepsia and dental pain.. In this study, ascorbic acid content from fresh leaves and fruits were carried out. Also, the phytochemical analysis such as Total flavonoid, total phenolics contents of the plant were characterized, and found that leaves of M.maderaspatana is rich in ascorbic acid, an antioxidant than that of fruits and also contains adequate amount of phenolics and flavonoid contents in leaves as compared to fruits. Keywords: Mukia maderaspatana, Phytochemical activity, Antioxidant activity. Introduction: Plants (fruits, vegetables, medicinal herbs, etc.) may contain a wide variety of free radical scavenging molecules, such as phenolic compounds (e.g. phenolic acids, flavonoids, lignans, tannins), nitrogen compounds, vitamins, terpenoids (including carotenoids), and some other endogenous metabolites, which are rich in antioxidant activity (; Zheng and Wang, 2001; Cai et al., 2003). Phytochemicals present in plants have been shown to have diverse biological activities like cardioprotective, cancer prevention and inhibiton of bone resorption. One of the most common activities of the phytochemicals is the antioxidant .(B.R.Srilatha and S.Ananda., 2012). The total antioxidant activity of plant foods is the result of individual activities of each of the antioxidant compounds present such as vitamin C, carotenoids, and phenolic compounds, the latter being the major phytochemicals responsible for antioxidant activity of plant materials (Javanmardi, Stushnoff, Locke, Vivanco, 2003;) Plants are the natural source for many biochemicals, fragrance, food coloures ,flavors and medicines with less side affects. Most valuable phytochemicals are the products of secondary metabolism .The use of plants as medicines predates written human history. All the plants produce chemical compounds as a part of their normal metabolic activity. The scientific interest in identifying novel natural antioxidants for use in foods has considerably increased in recent years, because the use of synthetic antioxidants as food additives is limited by specific regulations in various countries, established on the basis of their safety.(Spiridon Kintzios et al.2010). Many plants synthesize substances that are useful to the maintenance of health in humans and other animals. Compounds like flavonoids, phenolics are widely distributed in plants fulfilling many functions. They are most common group of polyphenolic compounds in human diet, and are known for their antioxidant activities. Pharmaceutica ls and food manufactures have become interested in these compounds for their medicinal properties especially their putatitive role in inhibiting cancer or cardiovascular diseases. Antioxidant plays an important role in the living system and it prevents the oxidative damage that may result in cancer, cardiovascular diseases and diabetes. (Sangilimuthu Alagar Yadav et al.,2012) Ascorbic acid , which is commonly known as vitamin C is common antioxidant . Ascorbic acid present in medicinal plants has attracted the attention of many researchers because of the wide range of their biological activities. (Mallika Jainu et al., 2008). Many studies have correlated high intakes of vitamin c, with low rates of cancer, particularly cancers of mouth, larynx and esophagus. Use of plants to treat diseases is almost universal among non industrialized societies, and are often more affordable than purchasing expensive modern pharmaceuticals. Many of the pharmaceuticals currently available to physician s have long history of use as herbal remedies including aspirin, digitalis, quinine and opium. Leaves and Fruits of Mukia maderasapatana Melothria madraspatana (Syn. Mukia maderaspatana L.) is an annual climber with hair shoots. It is an edible plant typically low in calories, low in fat, high in dietary fibre, high in iron and calcium and very high in phytochemicals such as Vitamin C, vitaminK, carotenoids, lutein, folate and polyphenolics compounds such as flavonoid etc. The whole plant is useful as it has valuable medicinal properties, cough, dental pain, burning sensation, and ayurvedic properties such as Rasa, Guna,Virya, vata, pita. In scientific literature M. maderaspatana has been shown to be anti-inflammatory, anti arthiritic Immunomodulatory, anti platelet ,hepato protective and antimicrobial. (B.R.Srilatha and S.Ananda., 2012). So the present study was carried out to evaluate the total phenolics, flavonoid and ascorbic acid contents in the leaves and the fruits of the plant. Materials and methods Plant material: M.maderaspatana were collected from vellore institute of technology (VIT) garden, vellore, Tamilnadu, State of India. Chemicals: Ascorbate, Trichloroacetic acid, DNPH (2,4 Dinitro phenylhydrazine) reagent, Thiourea solution, FC ( Folin ciocalteau)reagent, Catechol, Sodium carbonate, Ethanol, Quercetin, Aluminium Chloride, Potassium acetate. Estimation of Ascorbic acid The amount of ascorbic acid present in leaves and fruits of M.maderaspatana was estimated by method of (Roe and Keuther1943).Fresh leaves and fruits (1gm) were homogenized with 10ml of 4% TCA and centrifuged at 2000 rpm. The supernatant obtained was treated with pinch of activated charcoal for 10 min. Centrifugation was repeated and clear supernatant was obtained. Two different aliquots of supernatant (0.5 and 1.0ml) were taken as test sample . The volume was made upto 2.0ml with 4% TCA ,0.5ml of DNPH, 2drop of 10% thiourea solution was added and incubated for 3 hour at 37ËÅ ¡c . 2.5ml of 85% sulphuric acid was added and absorbance was read at 540 nm against blank . Ascorbate was used as standard. The ascorbic acid was expressed as mg equivalent per gram of extract. Preparation of ethanolic extract for phenolics: The leaves and the fruits of the plant were shade dried and powdered in the grinder. The powder leaves and fruits (25gm) was extracted with 85% ethanol (100ml) and kept overnight. The ethanol was evaporated next day using water bath and the residue was dried and used for further analysis. Estimation of phenolics: The total phenolic content present in leaves and fruits were assayed by (Mallick and Singh 1980). 10mg of plant extract was dissolved in 1ml of 80% ethanol. Further dilution were made up to 1mg /ml and different concentrations ( 10 µl,50 µl,100 µl and 250 µl) were taken and made up to 3ml with distilled water. 0.5ml of Folin ciocalteau reagent was added and incubated for 3min at RT. 2ml of sodium carbonate was added and kept in boiling water bath for 1min, cooled and absorbance was measured at 650 nm against blank .Catechol was used as standard. The total phenolic content was expressed as Catechol equivalent in mg per gram of extract. Estimation of flavonoids: The total flavonoids contents present in leaves and fruits were assayed by (Chang et al.,2002).10mg of plant extract was dissolved in 1ml of 80% ethanol, further dilution were made upto 1mg/ml and different concentrations ( 10  µl,50 µl,100 µl and 250 µl )were taken, 0.1ml of 10% aluminium chloride and 0.1ml of 1M potassium acetate and reaction mixture were made upto 3ml with distilled water. After 30min incubation at RT, the absorbance was measured at 415nm, against blank. Quercetin was used as standard. The flavonoid content was expressed as Quercetin equivalent in mg per gm of extract. Results: Standard graphs of Ascorbate, Catechol and Quercetin for Ascorbic acid, Phenolics and Flavonoid respectively are shown below, and The total content of these phytochemicals, present in M.maderaspatana were assayed using these standard graph The amount of Ascorbic acid, Total Phenolics and Flavonoids present in the leaves and fruits were investigated. The amount of Ascorbic acid is expressed as mg ascorbate /g. Graph1: (Standard curve equation Y= 0.007 x, r2 = 0.992), The total amount of phenolics is expressed as mg Catechol/g. Graph 2: ( Standard curve equation Y = 0.029 x, , r2 = 0.995) and The total amount of Flavonoid is expressed as mg Quercetin /g. Graph 3: (Standard curve equation Y = 0.012 x, r2 = 0.993) is tabulated below. Discussion: Medicinal plants are reported to be rich in antioxidants, namely polyphenols, flavonoids, vitamin A, C, E and several other constituents, which are necessary for maintaining good health and useful for therapeutic purposes against various diseases (Scalbert, Johnson, Saltmarsh, 2005) Medicinal plants are gaining a lot of importance as an alternate medicine against therapy and prevention from various diseases.(Raj Kumar Dutta et al.,2012). The result of present study in quantitative analysis of Ascorbic acid in leaves of Mukia maderaspatana were high (99.046  ± 1.413  µg/g) comparatively to that of fruits, (24.52  ± 1.43  µg/g) and various studies have revealed that ascorbic acid is an antioxidant vitamin that acts synergistically with tocopherol to preserve antioxidant function in chronic disease states (Bruno et al.,2006; Traber Stevens, 2011, Nuri Andarwulan et al .,2012). And Total Phenolics (31.08  ± 0.5291  µg/g) and Flavonoid (25.388 à ‚ ± 0.0174  µg/g) contents were also high in leaves to that of fruits (14.97  ± 1.127  µg/g ),( 6.47  ± 0.012  µg/g ) respectively .In the whole, leaves showed the higher amount of contents as compared to that of the fruits, and the antioxidant property of ascorbic acid were high when compared to phenolics an flavonoid contents in M.maderaspatana plant. Conclusions: The data presented in the study showed that Mukia maderaspatana is rich in antioxidant properties, especially Ascorbic acid, which is necessary for the treatment and prevention of scurvy and reduce neurological defects. The plant also contain adequate amount of flavonoid and phenolic content, which have anti-germ activities, anti tumor and anti inflammatory properties with reduced risk of heart disease  and many chronical diseases. Thus determining the antioxidant activities from M. maderaspatana could be valuable for pharmaceuticals and even for the food industries as they are abundantly found.

Immigration: Is America Really a Melting Pot? Essay -- mulitculturalis

Zangwill (1908) wrote, â€Å" God is making the American!...the real American had not yet arrived. He will be the fusion of all races, perhaps the coming superman†¦the glory of America, where all races and nations come to labor and look forward.† This is an exert from the play â€Å"The Melting Pot.† Israel Zangwill was Jewish born in England, January 21, 1864 in London, England. Besides the â€Å"The Melting Pot,† Zangwill used his pen to defend women’s suffrage, Jewish emancipation, assimilation and Zionism. Zionism is the Jewish liberation movement (Wikipedia, 2012). In 1909, â€Å"The Melting Pot† was opened in Washington D.C. It was a hit. President Theodore Roosevelt gave the play high reviews. The New York Metropolitan Playhouse ran the production in 2006. Zangwill married Edith Ayron, who was a feminist and an accomplished author in her own right. He passed away at age 62 in West Sussex, England (Rochelson, n.d.). Zangwill had an idea and vision of what cultural assimilation would become. This idealistic approach of Americas â€Å"melting pot† is a multifaceted theory on its own. There are many aspects to the American assimilation. This involves leaving part of ones cultural identification to join a larger American culture in search of work and a means to sustain. Many aspects of this vision have begun to unfold in our culture over the past century. Some of the cultural assimilation examples will be addresses as well as what the Bible might say regarding this vision. There are also some weaknesses or differences that can be found in the â€Å"modern melting pot† concept. â€Å"Today the trend is toward multiculturalism, not assimilation. The old "melting pot" metaphor is giving way to new metaphors such as "salad bowl" and "mosaic", mixtures of vari... ...metaphor: why coerc, HoHoNu, A Journal of Academic Writing, 4(1) Web. 22 Nov. 2015. http://hilo.hawaii.edu/academics/hohonu/writing.php?id=91 Parrillo, V., (2009) Strangers to these shores: race and ethnic relations in the United States, (9th ed.), Boston, MA, Allyn & Bacon Preston, J. (2011) 11.2 million immigrants in the U.S. in 2010, report says, no change from ’09, The New York Times, Web. 28 Nov. 2015. http://www.nytimes.com/2011/02/02/us/02immig.html Rochelson, M., (n.d.) Israel Zandwill, Jewish virtual library, Web. 30 Nov. 2015. http://www.jewishvirtuallibrary.org/jsource/biography/zangwill.html ThinkQuest (n.d.) The Chinese, Immigration, the Journey to America, Web. 18 Nov. 2015. http://library.thinkquest.org/20619/Chinese.html Wikipedia (2012) Israel Zangwill, Web. 19 Nov. 2015. http://en.wikipedia.org/wiki/Israel_Zangwill