Base Form of a Verb Definition and Examples

Base Form of a Verb Definition and Examples In English grammar, the base form of a verb is its simplest form. It exists without a special ending or suffix. Its the form that appears in dictionary entries. lt is also known as the  plain form, simple form, or stem. The base form of a verb functions as the present tense form for  the first- and second-person singular (e.g., I walk, You walk), and the first-, second-, and third-person plural (We walk, You walk, They walk). Said another way, the base form serves as the present tense form for all persons and numbers except the third-person singular,  which has the -s  ending (He walks, She walks, It walks).  Additional verbs can be created with prefixes added to the base verb, for example, overthrow  or undo. The base form also functions as the infinitive (with or without to) and as the present subjunctive  for all persons including the third-person singular. In addition, the base form is used for the imperative mood.   Examples of a Simple Verb Here are some examples of a simple verb, in different contexts: Present Tense Present tense is for action happening now. When I ring the bell, you leave the room.Men live in a fantasy world. I know this because I am one, and I actually receive my mail there. (Scott Adams) Infinitive An infinitive verb is used with to as part of a verb phrase.   I want to see the stars.Its always easier to learn something than to use what youve learned. (Chaim Potok, The Promise, 1967) Present Subjunctive Using the subjunctive tense indicates that the outcome isnt definite. The music teacher insists that John sing.The tour guide recommends that we travel in pairs. In the first example, although the teacher might insist, John might refuse to sing. In the second, some people could disregard the recommendation and go off on their own. Imperative The imperative is a command, with the subject implied as being you (second person). Take my car and drive yourself home.Go to the edge of the cliff and jump off. Build your own wings on the way down. (Ray Bradbury) A Building Block Verb The simple regular verb is used to build other verb forms by using suffixes. (Irregular verbs are beyond the scope of this article.) For example: Simple Past Tense Simple past tense is for action thats completed.   I walked to the store for some bread. Past Perfect Past perfect denotes action that took place before the most recent past action. I had eaten there last year on vacation, but on this years trip, we chose another place nearby.I had walked home after practice yesterday. Continuous, or Progressive, Tenses, and Gerunds Present continuous action is happening now and hasnt finished yet. The simple verb form takes on an -ing and becomes a participle.   I am walking home from school after practice. The participle can also be used for other tenses, such as future continuous.   I will be walking home from school later.   Past continuous shows something continued happening in the past. Contrast it with an action that happened and was then completed: We were walking home when a Stan drove by in his truck.   An -ing form used as a noun is a gerund. Walking is good exercise.

Self-pity as a Dominant Emotion in Sor Juana's Reply to Sor Filotea de Research Paper

Self-pity as a Dominant Emotion in Sor Juana's Reply to Sor Filotea de la Cruz - Research Paper Example . Some of her works include This Sex Which Is Not One, Empenos De Una Casa (The Trials of a Household), Primero Sueno (first dream), Carta Atenagorica and Respuesta a Sor Filotea (response to Sor Filotea). In her response to Sor Filotea De La Cruz, Sor Juana brings out the dominant emotion, pity that reveals her feeling about the states of affairs in the society at that point in time. Sor Juana Ines de la Cruz wrote Respuesta a Sor Filotea (response to Sor Filotea) in Spain. This was a reply to Sor Filotea De La Cruz (Cruz and Rappaport 314). Throughout the reply, we find heavy groveling to the feet of the bishop with apologies that include explanations of the pains that De La Cruz goes through at that time. Sor Juana wrote the reply at a time when her society favored men to women. Women were seen as incompetent and an inferior group in the society. They were given subordinate roles and were supposed to be submissive to men. Sor Juana was motivated by the betrayal of women in the soc iety. She wrote with the intention of inspiring women not to succumb to the unfair treatments they were subjected to by the society (Cruz and Rappaport 314). One major aspect that Sor Juana used to push her idea forth was irony. Throughout the reply, she has used irony as her most important tool. Perhaps it was influenced by the place of a woman in the society. For example she states that, â€Å"†¦The first and to me the most insuperable is the question of how to respond to your immensely learned, prudent, devout, and loving letter† (De la Cruz 39). She uses this to show her feelings towards the dreadful deed that the bishop had done. She uses this ironical statement to show that despite the fact that the society thinks of women as stupid and incompetent people, they are intelligent and knowledgeable. Sor Juana decided to show her intelligence though a polite manner often apologizing and taking the submissive role just as a woman was supposed to behave (Cruz and Rappapor t 314). Women were not allowed to talk. They were to do what men told them to do. De La Cruz says, â€Å"†¦I.  .  .  was sorely tempted to take refuge in silence. But as silence is a negative thing, though it explains a great deal through the very stress of not explaining, we must assign some meaning to it that we may understand what the silence†¦Ã¢â‚¬  (De la Cruz 8). In the reply, Sor Juana tells the reader about the ways in which the society was determined to ensure that women remained helpless. The society did this by ensuring that it bound and suppressed them by maintaining a male dominant environment. The society discouraged women from attending school because they were supposed to sit at home, do home chores and take care of children. In her reply, Sor Juana shows that she had the desire to learn but the society could not support her because she was a woman. She says that, â€Å"no teacher besides books themselves.† (De la Cruz 53) She had to study bo oks on her own without the help of teachers. On the other hand boys of her age went to school and were taught be teachers. It is because of her intelligence and hard work that she managed to pursue her goals. Sor Juana shows the reader the struggle she passed through teaching herself several subjects that she lists throughout the text. (De la Cruz 53). The society did not allow women to be educated or put their ideas in writing. The society did not find anything useful that women would write. Her reply clearly shows the society’s position on the right of women to study and their courage to affirm

The World of Hamlet Essay Example | Topics and Well Written Essays - 750 words

The World of Hamlet - Essay Example The imaginary world, the play's world, is thus a self-contained world in which everything is as it should be. That said, he finds this play to be the most elusive of all of Shakespeare's work. He paraphrases a Mr. E.M. W. Tillyard, stating that, No one is likely to accept another man's reading of Hamlet, that anyone who tries to throw light on one part of the play usually throws the rest into deeper shadow, and that what I have to say leaves out many problems-to mention only one, the knotty problem of the text (Mack, 1952: 87). The purpose of this essay is to determine whether Mack's assertion that three attributes of the play are, in fact, reasonable foundations for determining the popularity and the endurance of this play. To this end, this essay will examine the three attributes posited by Mack and argue that these attributes are indeed aspects of the imaginary world which do explain the power and the depth of the play. The first attribute refers to the mysteriousness of Hamlet's imaginary world. Mysteriousness, as Mack sees it, has long been an element associated with unique artistic endeavors. In Hamlet, this mysteriousness is manifest in many ways and pervades the text of the play rather than functioning as a sporadic or fleeting element. Mack cites the nature of Hamlet's madness, the ghost, his behavior toward Ophelia and Polonius, his clothing, and the manner in which his madness affects the other characters. There is, in effect, an extreme element of unpredictability which serves to fascinate rather than to discourage the reader of the play. This mysteriousness is engaging rather than unacceptable, and it functions to pull the reader into Hamlet's world. The lack of logic, the riddles, and the unexpected reactions and twists cannot be questioned in this imaginary world; quite the contrary, they function to unite the characters and the events more persuasively than if logic and reason had prev ailed. Mysteriousness, in short, is certainly one reasonable explanation for the emotion which the play generates. The second attribute refers to the tension between realties and appearances in the play. There is a problem which arises in the play in terms of distinguishing reality from appearances. This element of the play exacerbates rather than constrains the mysteriousness of the play. The ghost, for instance, is symbolic of this second type of attribute. The ghost is, in Mack's words, a "vehicle of truth" and yet its motivations and true form is uncertain. Realities spill forth from an apparition which itself is suspect. The reader of the play is thus confronted with more mysteriousness. Moreover, there is a constant second-guessing as to the real substance of the characters. What, for example, do Polonius and Ophelia truly desire Claudius repents. The King desires salvation. Much of what is learned is learned indirectly. Words are overheard and people are hidden. There is a sense that what is hidden is real and what is apparent is mere appearance. The language employed by the characters is deceptive and sincere. There are real questions as to what is the truth of many matters. What is the truth of Ophelia What is the true nature of the apparition and do his words convey reality or something less This second attribute, the layers of realities and appearances which are interwoven so seamlessly, certainly reflect this imaginary wo

William Harveys Discoveries and Effects on Society

William Harveys Discoveries and Effects on Society The Renaissance, which means rebirth, was a time of much literary and humanistic growth dating from 1350-1600 AD. During this period, scholars and intellectuals alike began to show interest and respect for the arts, literature, science and architecture again. The humanistic growth of this time refers to the scholars of the renaissance, known as Humanists, who put themselves and humankind at the centre of their world and culture rather than God. The Renaissance originated in northern Italy but eventually took over Europe, with clergymen and bishops moving to Italy to study   what was known as the New Learning. The invention of the printing press during this time also meant that books could be mass produced, quickly and cheaply for the first time, making them more widely available to humanists and those in the public that could afford such commodities. This led to increased learning in this time, which in turn led to great scientists and scholars being born who changed the way we loo k at the world, even today. (colaisteeanna.ie, 2011) William Harvey, alongside Galileo, Kepler and Bacon was a very important individual in the advancement of science in the renaissance period, who is credited today as being one of the most influential English physicians in history. He is mostly known for his research into the circulatory system and was the first person to discover and accurately describe how blood was transported throughout the body by the heart. Harvey was known for never fearing to go beyond what science had accepted in his time and for pushing the boundaries of Renaissance science, never having any fear to experiment on things that would be considered major taboos at the time. His exploits however would lead to the public and other physicians to write off his work completely. William was born in Folkstone, Kent, England in the year 1578 to Thomas and mother of nine, Joane Harvey. Williams father, Thomas, was quite a successful merchant who would go on to become the mayor of his town which meant that William lived a quite comfortable life growing up. As a child and young teen Harvey was taught the classics and latin, which would later aide him in his ventures to Europe where Latin was widely used for academic work. In 1597, Harvey attended Gonville and Caius College in the University of Cambridge where he studied and completed a bachelors degree. Upon completing his degree, Harvey thought it best to move on to study medicine in the highly prestigious University of Padua in northern Italy. At the time Italy was known to be one of the great centres of intellectual activity in Europe. It was in Padua that Harvey would go on to study and be tutored under the great and famous surgeon and scientist Hieronymus Fabricius. Fabricius was a dedicated anatomist who wa s revolutionising medicine in the renaissance period who had discovered that veins in the human body contained valves, although to use of these valves were unknown to him. His beliefs in the workings of scientists such as Galen were so strong that he didnt want to challenge these views which meant that Fabricius would never go on to further his studies in this area. Fabricius discovery would later inspire Harvey to further these studies. Harvey would then go on to receive the degree of M.D from the University of Padua in 1602, where on his diploma it was written [Harvey] had conducted himself so wonderfully well in the examination, and had shown such skill, memory and learning that he had far surpassed even the great hopes which his examiners had formed of him. They decided therefore that he was skilful, expert, and most efficiently qualified both in arts and medicineâ‚ ¬Ã‚ ¦ (Famousscientists.org, 2015). He would then go on to return to England to join and perform well in his ex ams at the Royal College of Physicians. During the renaissance period, the scientist and anatomist, Galen, was widely renowned as the greatest physician to ever have lived. Galen believed that the body was made up of bodily fluids called humors, these included blood, yellow bile, black bile and phlegm. Galens views were unanimously agreed upon and people of the time saw these humors in the same way that DNA and genes are viewed in modern science today. For example if somebody was optimistic or positive it would suggest, in Galens teachings, that the humor, blood, was the primary bodily fluid to make up said persons body. The same would be applied for someone who was bad tempered who would be thought to be mostly made up of yellow bile. Although these findings were widely accepted, Galen was never able to prove them outright as at the time, dissecting human bodies was forbidden and was widely believed that it would lead to the dissector not going to heaven upon death. It was these accepted views that would lead future scien tists, such as Fabricius, to not want to challenge Galen or conduct any sort of experiments that would be considered taboo at the time. (World Science Festival, 2014). Although Harvey was very curious and would go on to investigate Fabricius studies further as he was not a believer of this ideology, which meant that he wasnt afraid to conduct experiments such as dissecting and other procedures that would have been considered unthinkable at the time. His practices though, did not come without his critics, who believed in the workings of medieval scientist and anatomist Galen. It would be Harveys eventual rise through the ranks of the college of physicians and his marriage to Elizabeth Browne, daughter of the physician to the queen at the time Elizabeth the First, however, that would give Harvey the time and space needed to conduct his controversial experiments. His marriage into a family of power and his expertise as a fellow physician to his new father in law would lead to him becoming the physician extraordinary to Queen Elizabeths successor, King James the first. Harvey would begin through human dissection to open up arteries and begin to study blood flow and blood like nobody had ever before him. Harveys work was based on a range of experiments and observations, including applying ligatures to arms to compare the flow of blood through arteries and veins and to establish the role of valves and some live experimentation on the hearts and vessels of fish and snakes. (Underhill, 2015)   Harvey also used mathematical data to prove that the blood was not being consumed (Ribatti, 2009). Harvey continued to experiment until he was able to provide concrete evidence to publish for the public to view. In 1628, at the age of 50, Harvey published his findings in latin under the title: Exercitatio Anatomica de Motu Cordis et Sanguinis in Animalibusor in English as On the Motion of the Heart and Blood. It provided new evidence on blood circulation for the first time since Galen, who had believed that blood was produced in the liver from food and pumped to the lungs. It has been shown by reason and experiment that blood by the beat of the ventricles flows through the lungs and heart and is pumped to the whole body. There it passes through pores in the flesh into the veins through which it returns from the periphery everywhere to the centre, from the smaller veins into the larger ones, finally coming to the vena cava and right atrium. (Ribatti, 2009) Harveys findings went completely against the works of Galen   which sparked outrage in the scientific community as Galens work was regarded as untouchable at the time. The medical community grew hostile against Harvey and began to send hi m threats and insults. Always a believer of his work though, Harvey would never stop trying to defend his findings. Unfortunately this abuse did not end and his practice began to suffer because of it. Eventually it forced Harvey into isolation where he lived out his life as a recluse to avoid any unnecessary attention on himself. This wasnt the end for Harvey however as a new generation of budding medical students were on the rise, who were ready to disregard old teachings and pursue modern medical studys which Harvey pioneered with his research. Harvey would continue to give lectures to the new generation of scientists, detailing his methods and findings and who would then go on to use these findings and methods in their own research which would eventually make the works of Harvey mainstream, eventually making him into a more influential scientist than Galen, whose work is still used today. His sceptics outrage ended in 1661, four years after Harveys death, when scientist Marcello Malpighi discovered capillaries which finally gave factual evidence and proved Harveys theory of blood circulation. William Harveys discoveries and their eventual acceptance meant that medical practises in general improved greatly during the end of the renaissance period and beyond. His discoveries in the circulatory system and his students further studies into his field allowed for new, more complex operations to take place. This had a big effect on heart surgeons as before Harvey, nobody really knew much about the functions of the heart. This allowed for a greater, although still very low survival rate for cardiac patients as new experimental operative methods were used through trial and error. The next 100 years would prove vital for advancements in cardiac related research as followers and accepters of Harveys work would lead major breakthroughs that have lead up to where modern heart and circulatory surgery is today. To conclude, William Harvey was a very influential scientist who lived in a time and culture where people outright believed the views of medieval medicine. A time where the medical community was unwilling to challenge the views of the greats such as Galen. Harvey showed the scientific community that no matter what your views or stance on a particular science is, that if you keep an open mind you may just be proven wrong in the end. William Harvey was the landmark scientist of modern medicine who paved the way for what we consider modern medicine to be today. Harvey was the inspiration for a whole generation of anatomists and physicians in his time and for future centuries to come. Who to this day is used as the benchmark for how influential a physician can be. Thanks to Harveys willingness to abandon old wisdom and observe and test for himself, we have our modern understanding of physiology. (www.discoveriesinmedicine.com , 2006) References: Harvey, william first, blood, body, Harveys contribution, Harvey publishes his findings (2006) Available at: http://www.discoveriesinmedicine.com/General-Information-and-Biographies/Harvey-William.html. Ribatti, D. (2009). William Harvey and the discovery of the circulation of the blood. [online] Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2776239/ Underhill, S. (2015) 6.2 circulation Galen and Harvey. Available at: https://natureofscienceib.wordpress.com/2015/11/18/6-2-circulation-galen-and-harvey/ World Science Festival (2014) Misunderstood geniuses: William Harvey. Available at: https://www.youtube.com/watch?v=7NOU4McjtXs colaisteeanna.ie. (2011). The Renaissance. [online] Available at: http://colaisteeanna.ie/wp-content/uploads/2011/01/History-Revision-The-Renaissance.pdf Famousscientists.org. (2015). William Harvey Biography, Facts and Pictures. [online] Available at: https://www.famousscientists.org/william-harvey/

Properties of Enzymes and Competitive Inhibitors

Index Page Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. †¦Ã¢â‚¬ ¦. 3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. †¦Ã¢â‚¬ ¦.. 3 Materials and Chemicals used†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦. †¦.. 3 Procedures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ 4 Tables†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5-7 Results†¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦8 Discussion†¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. 8 Works Cited †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 Properties of Enzymes and Competitive Inhibitors. Abstract: Properties of enzymes were found in this experiment and some other factors, which affect enzyme activity.Enzymes are catalyst; they catalyze very specific reactions. Results relating to the active site of specific enzymes played a big role while performing this experiment. The purpose of this experiment was to fin how inhibitors affect enzyme’s activity by competing for the active site against substrates. Introduction: Cells have the ability to perform chemical reactions that at normal temperature outside the body proceed too slowly to support life. Cells are able to perform some reactions rapidly because they possess protein catalyst called enzymes. Enzymes are proteins that catalyze (i. . , increase the rates of) chemical reactions. Each enzyme has a unique globular shape, a small portion of which functions as an active site capable of binding to specific reactants or substrates. It was hypothesized that enzyme concentration, temperature, and inhibitors will affect the properties and abilities of the enzyme. Materials: 1Wax Marking Pens 150 ml Beakers 3 400 ml Beaker 1 container of parafilm 1 set of 20 spec tubes 1 regular test tube rack 1 small test tube rack 1 box Kimwipes Eye Droppers 1 thermometer 2-10ml Graduated Cylinders 1 Spectrophotometer 7  °C waterbath with test tube racks Solutions: 1 flasks of pH 7 buffered ONPG 1 flask of Lactose 8% 1 flask of pH 7 buffered 1 flasks of 8% beta galactosidase Procedure 1. Obtain five test tubes and label them (i. e. A, B, C, D, E) 2. Using a 10 ml graduated cylinder put: Note: It is very important to add enzyme last. 1 ml of pH 7 buffered ONPG + No Lactose 8%(0ml) +(1 ml pH buffer) + Enzyme (1ml) solutions into tube A. 0% Lactose. 3. Using a 10 ml graduated cylinder put: 1 ml of pH 7 buffered ONPG + Lactose 8% (. 25ml) +(. 75ml pH buffer) + Enzyme (1ml) so lutions into tube B. % Lactose. 4. Using a 10 ml graduated cylinder put: 1 ml of pH 7 buffered ONPG + Lactose 8% (. 5ml) +(. 5ml pH buffer) + Enzyme (1ml) solutions into tube C. 4% Lactose. 5. Using a 10 ml graduated cylinder put: 1 ml of pH 7 buffered ONPG + Lactose 8% (. 75ml) +(. 25ml pH buffer) + Enzyme (1ml) solutions into tube D. 6% Lactose. 6. Using a 10 ml graduated cylinder put: 1 ml of pH 7 buffered ONPG + Lactose 8% (1ml) +(0ml pH buffer) + Enzyme (1ml) solutions into tube E. 8% Lactose. 7. Cover each of the tubes with parafilm and place the tubes in the 37  °C waterbath for 30 minutes. . After 30 minutes, determine if the reaction has occurred in each tube, and notice change in color. 9. Test tube E acted as our control test tube because no competitive inhibitor was added. Lactose was the competitive inhibitor for this reaction into the test tube. Note: Because the result on steps 4 and 6 were not accurate for our particular experiment, steps 4 and 6 were performed twi ce. The following table and graph express the results after the measurements and mixing. Table 1. Measurements after mixing the solutions into the test tubes.Solutions| pH 7 Buffered ONPG (ml)| Lactose 8% (ml)| pH buffer (ml)| Enzyme B-Gal (ml)| Total amount of mls. | Test tube A| 1| 0| 1| 1| 3| Test tube B| 1| 0. 25| 0. 75| 1| 3| Test tube C| 1| 0. 5| 0. 5| 1| 3| Test tube D| 1| 0. 75| 0. 25| 1| 3| Test tube E| 1| 1| 0| 1| 3| This table represents the total amounts of each solution added to each test tube in order to get 3 mls for each test tube. This table is used only to represent how the result will look like. Graph 1. Measurements after mixing the solutions into the test tubes. This graph depicts the contents inside the test tubes after mixing the mentioned solutions.Measurement of O-nitrophenol. (ONPG) Although the appearance of yellow in the tubes indicated that O-nitrophenol was present, the color, alone, did not tell us how much was present. It was possible to measure the a mount of O-nitrophenol present by measuring the intensity of the yellow with a spectrophotometer. 1. The contents of the 5 tubes were poured into spec 20 tubes. The positions were labeled, but the spec tubes were left clear in order to have an accurate measurement absorbance. 2. Test tube E acted as the control tube for this, since that tube did not contain inhibitor.Note: Absorbance 420nm in this experiment will be a measure of the concentration of the O-nitrophenol molecules in each of the solutions. Using the Spectrophotometer The spectrophotometer was an instrument designed to measure the amount of light transmitted through solutions, or absorbed by substances in the solution. Light of a specific wavelength is emitted from a special bulb and passed through a tube containing a substance solution. The greater concentration of those particles; the greater the absorbance. It is very important to select the most appropriate wavelength of light for use.These procedures were followed i n order to set up the Spectrophotometer. 1. 420 nm was the wavelength to use in the inhibitor experiment lab designed because O-nitrophenol maximally absorbs a light at 420. 2. The Spectrophotometer was zeroed out with the control knob so that the needle reads 0% transmittance on the upper scale. 3. The control tube A was put in the holder, and the lid was closed. The light control knob was adjusted so that the needle could read 100% transmittance. 4. The control tube was removed from the holder. The lid was then closed noticing the needle again read 0% transmittance. 5.All other test tubes were placed into the Spectrophotometer and read as well. 6. Data for these results was recorded on the following table. Table 2. Effect of competitive inhibitor concentration lactose on the production of O-nitrophenol. Effect of Competitive Inhibitor Concentration on production of ONGP Product| Tube| Inhibitor Concentration| Intensity of yellow| Absorbance| ? moles of ONPG produced/30min | ? mole s of ONPG produced/min| A| 0%| ++++| 1. 55| 38. 75| 1. 291666667| B| 2%| +++| 0. 43| 107. 5| 3. 583333333| C| 4%| ++| 0. 13| 32. 5| 1. 083333333| D| 6%| +| 0. 02| 5| 0. 166666667| E| 8%| 0 | 0| 0| 0|Calculation of ? moles O-nitrophenol produced per minutes. Ex. Tube A: ? moles of ONPG produced/30min Absorbance/0. 004= ? moles of ONPG produced per 30min 0. 155 / 0. 004= 38. 75 ? moles Ex 2 Tube A: ? moles of ONPG produced/min ?moles of ONPG produced per 30min/ 30min 38. 75 /30=1. 291666667 ? moles of ONPG produced/min From the absorbance data that was measured the O-nitrophenol produced per minute was calculated. 1. Each ? mole of O-nitrophenol produced an absorbance of 0. 004. The absorbance measured was divided by 0. 004 to determine the number of ? moles produced during the experiment.The values were recorded in table 2, fifth column. 2. The measurements that were obtained in the fifth column were divided by 30(number of minutes left in the waterbath) to obtain the number of ? mol es of O-nitrophenol produced per minute. Graph 2. Absorbance measurements for inhibitor concentration lactose on the production of O-nitrophenol. Absorbance Absorbance Test Tubes Test Tubes Results According to the hypothesis that temperature, enzyme concentration, and concentration will affect the properties and functions of the enzymes. The hypothesis was supported because graph and tables express the change in absorbance, and ? oles produced. Discussion The tables were able to depict the result in order to get better and accurate results for this particular experiment. Measurements have to be performed with precaution, making sure the enzyme and the contents are mixed properly and at the same time. Conclusion Enzyme activity can be affected by other molecules. Inhibitors are molecules that decrease enzyme activity; activators are molecules that increase activity. Activity is also affected by temperature, chemical environment, change in pH, and the concentration of substrate.

Language And Cognitive Development Based On A Longitudinal...

The following is a review of the article â€Å"New Evidence About Language and Cognitive Development Based on a Longitudinal Study: Hypotheses for Intervention† (Goldin-Meadow et al., 2014). The article discusses the research that was done on language learning in toddlers. I will summarize the purpose of the research, the methods used, and an interpretation of the findings. I will then discuss the findings in relation to developmental theories as discussed by Berger (2014). I will conclude with a reflection on how this relates to my own experience. Purpose of the Research The authors undertook this research in order to better understand the factors that affect language learning. The findings obtained through this research may help predict†¦show more content†¦The researches did 90-minute home observations every four months for four years (total of 12 visits per child). The children were observed from the age of 14 months to 58 months. The researches also observed 40 children with unilateral brain injury (BI). There was no demographic related selection for these 40 children and they varied in age from 14 to 54 months. At least four visits were done with these 40 families. Parent-child interactions were videotaped for 90 minutes during each visit. All parent and child gestures and speech were then transcribed. Interpretation of Findings The authors discussed three outcomes in their research. The first is that SES and BI can cause variance in child gestures. The use of gestures can be an indicator of later language use in both typically developing children and children with brain injuries. In the group of typically developing children, it was found the use of gestures varies based on the SES. A difference in gesture use was found in children at 14 months of age, and that different in gesture use affected later language learning. The amount of parental gestures was related to SES and affected the amount of child gestures. Although parent gestures do not impact language learning, early child gestures do. Therefore, if the amount of parent gestures, impacts the amount of child gestures, language learning can be impacted as a result of fewer child gestures. The

An Analysis of Langston Hughes Poem Harlem - 1520 Words

Poems Harlem by Langston Hughes Thesis statement: Hughes wrote this when Jim Crow laws were still imposing an bitter segregated society in the South. There were still lynchings of innocent African Americans, there was no Civil Rights Movement, there was no Civil Rights legislation yet, and Blacks couldnt eat at lunch counters in the South. Harlem, however, was not at all like the South in terms of blatant, legal segregation. However, racism was very much in place in many places in America. Blacks were second class citizens, their children attended schools that were ill-equipped, and the dreams of Black citizens were not being realized in this period. The use of figurative language definitely adds to the poets message, in a big way. Hughes asks What happens to a dream deferred and in that line he uses alliteration. He doesnt say what the dream was, but the reader knows he is alluding to the dreams of Black Americans because the title Harlem represents a community in New York City that is heavily populated with Black folks. His use of similes is very effective when he compares the dream to a raisin (a simile is prefaced by like) Does it dry up like a raisin in the sun? Another use of alliteration is found in that line with does and dry (Hughes). The use of simile appears again with Or fester like a sore (a dream linked to a sore); And they run? (this is a metaphor because dreams dont run it also appears to be personification, making a dream intoShow MoreRelated Harlem, An Analysis of a Langston Hughes Poem Essay1405 Words   |  6 PagesHarlem, An Analysis of a Langston Hughes Poem The short but inspirational poem Harlem by Langston Hughes addresses what happens to aspirations that are postponed or lost. 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