How to Make Colored Fire Pinecones

How to Make Colored Fire Pinecones How can you make your fire more festive? Toss on a few colored fire pinecones! Colored fire pinecones are extremely easy to make. All you need is one common household chemical. Colored Fire Pinecone Materials dry pineconesboric acid (usually sold as a disinfectant in the pharmacy section of stores)alcohol (optional) Alcohol is not necessary for this project, but it is a good accelerant if you are having trouble getting your pinecones to burn, which is possible if they are still a little green. Also, alcohol burns with a blue flame, so it will add another color to the fire yet wont overpower the other flame colors in your pinecone. Methanol is sold as Heetâ„ ¢ fuel treatment (avoid contact with skin). Isopropyl alcohol (rubbing alcohol) or ethanol (e.g., from rum or vodka) work well, too. Methods of Preparing Colored Fire Pinecones Method #1: This is the quick-and-easy method of getting pinecones to burn in colors. Sprinkle a little boric acid powder onto the pinecone. Squirt a small amount of alcohol onto the pinecone. Light the pinecone. Method #2: Dissolve the boric acid in a small amount of water or alcohol. Soak the pinecones in the colorant solution and allow them to dry. Boric acid is a good chemical for this project because its easily obtained, safe, and can give you a full spectrum of flame colors. However, any of the safe colorants for making colored fire can be used to make colored fire pinecones, so dont be afraid to experiment with other chemicals. You can prepare colored pinecones in advance to give as gifts or to burn throughout the season. If you like, you can scent the pinecones by adding a small amount of cinnamon oil or potpourri fragrance. Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Should You Come Clean About Lying on Your Resume [INFOGRAPHIC]

Should You Come Clean About Lying on Your Resume [INFOGRAPHIC] We’ve all embellished our resumes from time to time. We’ve put down Excel proficiency knowing full well that the only thing we know how to do is copy and paste into a spreadsheet. We’ve listed ourselves as fluent in Spanish even though we barely passed high school Spanish (don’t judge me). But where do we draw the line between stretching the truth and lying? And when do you we come clean about lying on our resumes? If lying on your resume gets you the job but also gets you fired, is it really worth risking your professional reputation? Let’s take a gander at this infographic to get a better idea of when you should come clean about lying on your resume:Â   Source: [GQ]

Network Security and Growing Problems Protecting your Privacy Research Paper

Network Security and Growing Problems Protecting your Privacy - Research Paper Example In the last decade, federal governments like the FBI and other organizations have supported the Cyber command battling computer intrusions to fend of attacks network systems. The problem with network systems security is how easy a hacker can access your system to gain what the criminal is targeting. The methods can be done from across the globe being sent thru an email to millions of people to entice them to open or allow access from them to the network. This method can be done thru a link posted in the email or it aggressively uploads a file once opened and once opened the malicious software penetrates into the network system loading or unloading data to its requester. Another method used by hackers is to use devices that passively listen to networks by accessing the broadcast being sent between the networks. When the hackers are trying to monitor the nodes or access points in the network the equipment typically used are network hardware typically found in electronic stores. The hardware that is typically used is Wi-Fi modem, laptop and a network analyzing software. The hardware listed can be then used to pick up Wi-Fi signals used in networks and then be managed in the software that is able to interpret its meaning. In Wi-Fi signals, the information being broadcasted is usually "open" since you cannot see what is being sent over the stream. With the information being free a hacker with bad intentions can collect a surplus of information without being detected. The typical hacker that finds ways to steal private information are not industry IT or IS professionals but enthusiast that are technically savvy enough to understand the inner workings of a computer and software language to control them. In current days in the tech industry, it's not out of the normality to hack to jailbreak a smartphone so you don't have to pay the manufactures prices but  instead get it for free. With the same concept, hackers can access networks.

MSc Product Design Analysis Assignment Example | Topics and Well Written Essays - 3250 words

MSc Product Design Analysis - Assignment Example 1441). In its broadest sense, remote control systems also include those systems that rely on the use of extended physical control links (i.e., using a physical link such as cables or wires and other similar conductors). More typically, however, the phrase is used to refer to wireless connections. There are four important kinds of remote control systems in common use: radio control, infrared remote control, remote-handling equipment, and telemetry (Cavendish, 2006). Radio control technology Radio control is the most common type of remote control, and at times the two terms are used interchangeably. As the term implies, this is a way of directing the operation of one or several devices from some distance away, through the use of radio waves. There are single-channel and multichannel control equipment. Single channel equipment are designed to control only one function, while multichannel equipment can control several functions (Cavendish, 2006). The single-channel radio control is compr ised of a transmitter, a relay, and an actuator or escapement. The transmitter is the device that sends a constant-frequency radio signal when its keying switch is moved. The signal is detected by the receiver and then amplified, triggering the relay which activates the actuator. It is the actuator that executes the single function command which the operator desires to be done. Because the single channel control can only operate one function, it is rather limited and operates basically by switching the function on and off (Cavendish, 2006). The multichannel radio control system, on the other hand, is designed to handle more than one function. Early models used tone transmitters that produced up to 12 ultrasonic tones; today, however, multichannel RC systems use digital pulsing systems which are more reliable and precise and therefore provide for finer control than tone transmitters. When the transmitter is switched on, it produces a series of pulses continuously. The message is enco ded in the spaces between pulses; the signal containing the pulses is received and amplified by the receiver, after which it is passed on to a decoder (Cavendish, 2006). Infrared remote control On the other hand, infrared remote control is probably the most familiar because it is widely used in a home setting, for operating electrical entertainment systems and similar devices. Infrared RC uses pulses of invisible infrared light as the medium of control; unlike radio control, it is important that infrared transmitters have a line-of-sight path to the sensor on the device being controlled. One characteristic of infrared is that it may bounce off walls, but not penetrate them (Cavendish, 2006). Upon depressing a button on an infrared remote-control handset, a microchip in it activates a signal to which the button relates. The signal is amplified by transistors and sent to a light-emitting diode (LED) that translates the signal to infrared light. The LED is located at the handsetâ€℠¢s front, so the light that is generated is sent to the device where a sensor detects it and prompts the desired action (Cavendish, 2006). Other forms of remote control devices There are devices that are

Factors affecting participation in certain sports Essay Example for Free

Factors affecting participation in certain sports Essay Peer group Your peers are the people you mix with who have similar interests and backgrounds and are roughly your age. Your peer group has a big influence on the way you behave and the things that you do. This is not always expressed words. If you wear the wrong clothes or do the wrong things you can very quickly feel left out. If you peers approve of an activity, you will feel encouraged to do it. Sadly, peer-group pressure can also force people to give up sports even though they enjoy them. Family Your family can have a similar effect on you as your friends can. We pick up many of our habits and values from home. If your family enjoys sport and gives you the opportunities to participate, then it is likely that you will. Most young people depend upon parents and family for kit and help with travel to sports events. The opposite is again true. If your Family has a negative attitude to physical activity it is likely you will to. Gender There is a mistaken believe held by some people that sports is a mans world. There certainly seem to be few barriers put up to prevent men from participating in physical activity. Far more men Participate in physical activity than women. Race People from minority ethic groups can be discriminated against when it comes to physical activity. Many people have the mistaken belief that they are physiologically different because they are a different colour, and this means they will be good at some activities and not others. For example some people believe that all black people are fast runners and they can not swim very well. This belief could be the reason why we see so many black runners and so very little black swimmers. Socio-Economic The activity you participate in may be determined to a large extent by what you can afford. Activities like sailing, golf and riding can be very expensive so many people from lower socio-economic groups are excluded from them. There are also many activities that cost very little. A kick around in the park with a group of friends, for example, and sport at school are mostly free. Unemployed people are in a difficult situation: plenty of time to fill but not much money. To encourage them, sports facilities often charge less, especially at quiet times of the day. Age Young people are encouraged to participate at school and have plenty of free time to take up sport. It also depends on the activity. To be a good gymnast you need to be young and flexible. Today, however, with computer technology not all youngsters want to spend their free time playing sports and not all sports are open to very young people. People tend to take part less in physical recreation as they get older as they often have more responsibilities and less free time to spend on sport. Stereotyping can mean that older people are discouraged from being physically active. Some older people stereotype themselves and believe that they are too old to take part in physically activity. However, there are many sports that you can enjoy into your old age. All you need is motivation to do it, the right facilities and no barriers to prevent you. Disability A disability may restrict your activities and other peoples prejudice can be a barrier to your participation. But disabled sport has received a much higher profile since the Paralympics games in Sydney, and the efforts of disabled athletes like Tanni Grey-Thompson have provided disabled people with excellent role models. Many sports have charged their rules to suit the needs of disabled people and have set up coaching and competitions for them. Facilities must now include ramps and lifts and special changing rooms so that disabled people can have full access. Access If there is a sports facility near where you live, and there is a good road system and public transport in place, then getting there is made easy. However, many people do not live within easy reach of sports facilities, and the public transport system is poor, so participation is made more difficult. Popularity, Promotion and Role models Participation in many sports varies. Because of media coverage during Wimbledon fortnight, tennis courts across the country are heavily used as seeing role models perform on TV encourages people to play the sport themselves. Not all sports attract media attention, however, and not all media coverage is positive. Some sports have increased in popularity by operating national schemes. Basketball, for example, is much more popular since the Basketball Outdoors Initiative of the 1990s. Thousands of free facilities began to appear in parks and school playgrounds across the country encouraging more people to play. Environment and climate Participation in some activities also depends upon the environment and climate. It is very hard to become a top skier if you live in a very hot country and, if you want to practise mountaineering and you live in Holland, you have got to travel. So it is not hard to understand why countries like Switzerland and Canada produce very good skiers. Britain is traditionally good at sailing because it is an island and surrounded by water, Tradition and Culture Tradition and Culture also affect participation. For examples some cultures disapprove of women taking part in physical recreation in public or in mixed company. This is one reason why many sports centres operate women only sessions. Most sports (like rugby) have had a tradition of being male only. Women have had to work hard to be allowed to participate. Education Your education has a big effect on your attitude to sport physical recreation. If your school is keen on sport you will be encouraged to participate and if you enjoy it, you are likely to continue after you leave. The opposite is also true, however, for those who dislike PE. It is know that there is a drop in participation at the age of 16 when youngsters leave school. This is know as the post school gap and is perhaps caused by the desire to leave all school based activities behind you when you leave. Thankfully, many young people then see the benefits of physical activity and return to it later on in life. Politics The extent to which people take part in a physical activity also depends on their politicians. All governments get involved in sport for one reason or another. For example, facilities cost so much to build that the government usually has to pay at least something towards them. A government may promote sport for all in an attempt to cut the cost of the health service or cut crime. It may promote excellence in sport so as to bring a sense of pride to the country and raise its standing in the outside world. Sponsorship Sponsorship also has an effect on participation, as it is this that brings money into sport. Even local level, small businesses often sponsor teams and help them financially, allowing people to play. How ever sponsors can decide to pull out of the deal very easily and leaves the team needing to find another one or stop playing.

Shakespeares Star Crossed Lovers :: essays research papers

In Shakespeare’s play Romeo and Juliet, set in Verona, Italy, Juliet’s own happiness is put on hold due to her parents authority and the lack of control children had in the sixteenth century. John W. Draper’s excerpt â€Å"Shakespeare’s Star-Crossed Lovers† also supports my outlook on how Juliet’s life is being controlled by her parents. Juliet is a thirteen year old Capulet who’s family is in a lifelong feud with her love interest’s family, Romeo, a Montague.   Ã‚  Ã‚  Ã‚  Ã‚  In Act three, Scene five, Juliet is forced with a dilemma. Her parents have arranged for her to partake in the marriage of Country Paris. They told Juliet that she shall be wed on Thursday. â€Å"I will not marry yet; and when I do, I swear it shall be Romeo, whom you know I hate, rather than Paris† said Juliet to Lady Capulet (her mother). What her parents didn’t know was that she was secretly married to Romeo already. In her bedroom they argue about marriage. The Capulet’s don’t let her live her own life the way she wants. It’s like they are living through her or for her. Her opinion and happiness doesn’t seem to mean anything to her family. They are forcing her into a marriage with a man she has no affection towards whatsoever. She claims to love Romeo. Weather it’s real or not, we will never know, but if it’s what she wants and it will make her happy, I think they should back off of their daughter and let her live her life. If she makes a mistake it would be considered her mistake and misfortune. NOT her parents.   Ã‚  Ã‚  Ã‚  Ã‚  Draper explains how Juliet feels about her and Romeo’s fate of being together. â€Å"Nevertheless, over the play hangs a tragic fate....her ‘all-diving soul’ sees Romeo ‘As one dead in the bottom of a tomb.’ She described her case as ‘past hope, past cure, past help’ says Draper. He further explains in greater detail how Juliet feels about being put into this situation. He thoroughly explains how Juliet feels she has no control over her own life In this sixteenth century way of life. Although in Juliet’s decision since it is in fact her life, but considering the circumstances she was stuck with the awful fate her parents were controlling. Just think if Juliet’s parents only listened and didn’t push her, maybe Romeo and Juliet’s lives could have been spared.

College Education Essay

Assignment: Should a college education focus on cultivating and encouraging the imagination of students or on teaching basic facts and standards so that we all share a certain amount of common knowledge? Katherine Paterson once stated in The Spying Heart, â€Å"Our fundamental task as human beings is to seek out connections—to exercise our imaginations. It follows, then, that the basic task of education is the care and feeding of the imagination. Our task as teachers and writers, artists and parents is to  nourish the imagination—our own and that of the children entrusted to our care. † This means that our goal as human beings is to build their imagination. The the job for education is to feed the imagination. An adults job is to help the children to build their imagination. A college education should focus on cultivating and encouraging the imagination of students instead of on teaching basic facts and standards so that we all share a certain amount of common knowledge. One reason why a college education should focus on building imagination is because dreams  are stronger than facts. Albert Einstien once said, â€Å"The true sign of intelligence is not knowledge but imagination. † Also Robert Fulghum states in his book, All I Really Need to Know I Learned in Kindergarten: Uncommon Thoughts On Common Things, â€Å"I believe that imagination is stronger than knowledge. That myth is more potent than history. That dreams are more powerful than facts. That hope always triumphs over experience. That laughter is the only cure for grief. And I believe that love is stronger than death. † If Dr. Martin Luther King Jr. Did not dream and was based only on facts, I don’t think the United States would have been the same. This is why colleges should focus on the imagination of their students and not how much they know. Some people believe that college should solely be based off facts and knowledge. Aristotle once said, â€Å"All men desire knowledge†. But is that knowledge needed to live life. The students should learn what they are majoring in, but should also use imagination to a class or two. Remember â€Å"education is the most powerful weapon which you can use to change the world†.

Night World : Soulmate Chapter 7

It was like being struck by lightning. Hannah felt the current through her body, but it was her mind that was most affected. I know you! It was as if she had been standing in a dark landscape, lost and blind, when suddenly a brilliant flash illuminated everything, allowing her to see farther than she'd ever seen before. She was trembling violently, pitching forward even as he fell toward her. Electricity was running through every nerve in her body and she was shaking and shaking, overcome by waves of the purest emotion she'd ever felt. Fury. â€Å"You were supposed to be there!† She got out in a choked gasp. â€Å"Where were you?† You were supposed to be with me-for so long! You're part of me, the part I've always vaguely missed. You were supposed to be around, helping out, picking me up when I fell down. Watching my back, listening to my stories. Understanding things that I wouldn't want to tell other people. Loving me when I'm stupid. Giving me something to take care of and be good to, the way the Goddess meant women to do. Hannah- It was the closest thing to a mental gasp Hannah could imagine, and with it she realized that somehow they were directly connected now. He could hear her thoughts, just as she could hear his. Good! she thought, not wasting time to marvel over this. Her mind was raging on. You were my flying companion! My playmate! You were my other half of the mysteries! We were supposed to be sacred to each other-and you haven't been there! This last thought she sent squarely toward him. And she felt it hit him, and felt his reaction. â€Å"I've tried!† He was horrified†¦ guilt-stricken. But then, Hannah could sense that this was pretty much the usual state for him, so it didn't affect him quite as much as it might have someone else. And beneath the horror was an astonishment and burgeoning joy that sent a different kind of tingle through her. â€Å"You do know me, don't you?† he said quietly. He pushed her back to look at her, as if he still couldn't believe it. â€Å"You remember†¦ Hannah, how much do you remember?† Hannah was looking at him, studying him†¦. Yes, I know that bone structure. And the eyes, especially the eyes. It was like an adopted child discovering a brother or sister and seeing familiar features in an unfamiliar face, tracing each one with wonder and recognition. â€Å"I remember†¦ that we were meant for each other. That we're†-she came up with the word slowly-‘ ‘soulmates.† â€Å"Yes,† he whispered. Awe was softening his features, changing his eyes. The desperate sadness that seemed so much a part of them was lightening. â€Å"Soulmates. We were destined for each other. We should have been together down the ages.† They were supporting each other now, Hannah kneeling on the porch and Thierry holding her with one knee on a step. Their faces were inches apart. Hannah found herself watching his mouth. â€Å"So what happened?† she whispered. In the same tone, without moving back, he whispered, â€Å"I screwed up.† â€Å"Oh.† Her initial fury had faded. She could feel him, feel his emotions, sense his thoughts. He was as anguished at their separation as she was. He wanted her. He loved her†¦ adored her. He thought of her the way poets think of the moon and the stars-in ridiculous hyperbole. He actually saw her surrounded by a sort of silvery halo. Which was completely silly, but if he wanted to think of her that way-well, Hannah wouldn't object. It made her want to be very gentle with him. And right now she could feel his warm breath. If she leaned forward just an inch her top lip would touch his bottom lip. Hannah leaned forward. â€Å"Wait-† he said. That was a mistake, saying it out loud. It moved his lips against hers, turning it from a touch into a kiss. And then, for a while, neither of them could resist. They needed each other so desperately, and the kiss was warm and sweet. Hannah was flooded with love and comfort and joy. This was meant to be. Hannah was dizzy but still capable of thought. I knew life had something wonderful and mysterious to give me. Something I could sense but not see, something that was always just out of reach. And here it is. I'm one of the lucky ones-I've found it. Thierry wasn't as articulate. All she could hear him think was, Yes. Hannah had never been so filled with gratitude. Love spilled from her and into Thierry and back again. The more she gave, the more she got back. It was a cycle, taking them higher and higher. Like flying, Hannah thought. She wasn't dizzy anymore. She was strangely dear and calm, as if she were standing on a mountaintop. Infinite tenderness †¦ infinite belonging. It was so good it hurt. And it made her want to give more. She knew what she wanted. It was what she'd tried to give him the first time, when she knew he would die without her. She'd wanted to give him what all women could give. Life. She was only a girl now, not ready for the responsibilities that would come with making new life from her body. But she could give Thierry life another way. She pulled back to look at him, to see bruised dark eyes filled with aching tenderness. Then she touched his mouth with her fingertips. He kissed them. Hannah ignored the kiss and poked a finger in. Shock flared in Thierry's eyes. There. That was it. The long canine tooth, just barely sharp. Not yet the tooth of a predator, of a fox or a lynx or wolf. She ran her finger against it. The shock turned to something else. A glazed look. Need mixed with pure terror. Thierry whispered, â€Å"Don't-Hannah, please. You don't know-â€Å" Hannah tested the tip of the tooth with her thumb. Yes, it was sharper now. Longer, more delicate. It would look like the tooth of an arctic fox in her palm-milky-white, translucent, elegantly curved. Thierry's chest was heaving. â€Å"Please stop. I-I can't-â€Å" Hannah was enthralled. I don't know why people are afraid of vampires, she thought. A human could tease or torture a vampire this way, driving him insane-if she were cruel. Or she could choose to be kind. Very gently, Hannah reached with her other hand. She touched the back of Thierry's neck, bringing just the slightest pressure to bear. But he was so obedient to her touch-it was easy to guide his mouth to her throat. Hannah†¦ She could feel him trembling. Don't be afraid, she told him silently. And she pulled him closer. He grabbed her shoulders to push her away-and then just hung on. Clinging desperately, helplessly. Kissing her neck over and over. She felt his control break†¦ and then felt the sharpness of teeth. It wasn't like pain. It was like the tenderness, a hurting that was good. And then†¦ devastating bliss. Not a physical feeling. It was emotional. They were completely together, and light poured through them. How many lives together have we missed? How many times have I had to say, Maybe in the next life? How did we ever manage to come apart? It was as if her question went searching through both their minds, soaring and diving, looking for an answer on its own. And Thierry didn't put up any resistance. She knew that he couldn't; he was as caught up as she was in what was happening between them, as overwhelmed. There was nothing to stop her from finding the answer. This revelation didn't come all in one blinding illumination. Instead it came in small flashes, each almost too brief to understand. Flash. Thierry's face above her. Not the gentle face she had seen by the porch. A savage face with an animal light in the eyes. A snarling mouth †¦ and teeth red with blood. No †¦ Flash. Pain. Teeth that tore her throat. The feel of her blood spilling warm over her neck. Darkness coming. Oh, God, no†¦ Flash. A different face. A woman with black hair and eyes full of concern. â€Å"Don't you know? He's evil. How many times does he have to kill you before you realize that?† No, no, no, no†¦ But saying no didn't change anything. It was the truth. She was seeing her own memories-seeing things that had really happened. She knew that. He'd killed her. Hannah, no- It was a cry of anguish. Hannah wrenched herself away. She could see the shock in Thierry's eyes, she could feel him shaking. â€Å"You really did it,† she whispered. â€Å"Hannah-â€Å" â€Å"That's why you woke me up from the hypnosis! You didn't want me to remember! You knew I'd find out the truth!† Hannah was beside herself with grief and anger. If she hadn't trusted him, if everything hadn't been so perfect, she wouldn't have felt so betrayed. As it was, it was the greatest betrayal of her life-of all her lives. It had all been a lie-everything she'd just been feeling. The togetherness, the love, the joy †¦ all false. â€Å"Hannah, that wasn't the reason†¦.† â€Å"You're evil! You're a killer!† She told me, Hannah thought. The woman with black hair; she told me the truth. Why didn't I remember her? Why didn't I listen this time? She could remember other things now, other things the woman had said. â€Å"He's unbelievably cunning†¦ he'll try to trick you. He'll try to use mind control †¦Ã¢â‚¬  Mind control. Influencing her. He'd admitted that. And what she'd been feeling tonight was some sort of trick. He'd managed to play on her emotions †¦ God, he'd even gotten her to offer him her blood. She'd let him bite her, drink from her like some parasite†¦. â€Å"I hate you,† she whispered. She saw how that hurt him; he flinched and looked away, stricken. Then he gripped her shoulders again, his voice soft. â€Å"Hannah, I wanted to explain to you. Please. You don't understand everything †¦Ã¢â‚¬  â€Å"Yes, I do! I do! I remember everything! And I understand what you really are.† Her voice was as quiet as his, but much more intense. She shrugged her shoulders and shifted backward to get away from him. She didn't want to feel his hands on her. He looked jolted. Unbelieving. â€Å"You remember . .. everything?† â€Å"Everything.† Hannah was proud and cold now. â€Å"So you can just go away, because whatever you've got planned won't work. Whatever-tricks-you were going to use†¦Ã¢â‚¬  She shook her head. â€Å"Just go.† For just a second, a strange expression crossed Thierry's face. An expression so tragic and lonely that Hannah's throat closed. But she couldn't let herself soften. She couldn't give him a chance to trick her again. â€Å"Just stay away from me,† she said. With all the confusion and turmoil inside her, that was the only thing she could keep clear in her mind. â€Å"I never want to see you again.† He had gotten control of himself. He looked shell-shocked but his eyes were steady. â€Å"I've never wanted to hurt you,† he said quietly. â€Å"And all I want to do now is protect you. But if that's what you want, I'll go away.† How could he claim he'd never wanted to hurt her? Didn't killing her count? â€Å"That is what I want. And I don't need your protection.† â€Å"You have it anyway,† he said. And then he moved, faster than she could ever hope to move, almost faster than thought. In an instant, he was close to her. His fingers touched her left cheek, light as a moth's wings. And then he was taking her hand, slipping something on her finger. â€Å"Wear this,† he said, no louder than a breath. â€Å"It has spells to protect you. And even without the spells, there aren't many Night People who'll harm you if they see it.† Hannah opened her mouth to say she wasn't afraid of any Night People except him, but he was still speaking. â€Å"Try not to go out alone, especially at night.† And then he was gone. Like that. He was off her porch and out somewhere in the darkness, not even a shadow, just gone. If she hadn't had a fleeting impression of movement toward the prairie, she would have thought he had the ability to become invisible at a moment's notice. And her heart was pounding, hurting, filling her throat so she couldn't breathe. Why had he touched her cheek? Most people didn't touch the birthmark; they treated it like a bruise that might still hurt. But his fingers hadn't avoided it. The caress had been gentle, almost sad, but not frightened. And why was she still standing here, staring into the darkness as if she expected him to reappear? Go inside, idiot. Hannah turned and fumbled with the back door, pulling at the knob as if she'd never opened it before. She shut the door and locked it, and again she found' herself as clumsy as if she'd never worked a lock or seen this one in her life. She was beyond screaming or crying, in a state of shock that was almost dreamlike. The house was too bright. The dock on the kitchen wall was too loud. She had the distracted feeling that it wasn't either night or daytime. It was like coming out of a theater and being surprised to find that it's still light outside. She felt that this couldn't be the same house she'd left an hour ago. She wasn't the same person who had left. Everything around her seemed like some carefully staged movie set that was supposed to be real, but wasn't, and only she could tell the difference. I feel like a stranger here, she thought, putting one hand to her neck where she could just detect two little puncture marks. Oh, God, how am I ever going to know what's real again? But I should be happy; I should be grateful. I probably just saved my own life out there. I was alone with a vicious, evil, murderous monster, and†¦ Somehow the thought died away. She couldn't be happy and she didn't want to think about how evil Thierry was. She felt hollow and aching. It wasn't until she stumbled into her own bedroom that she remembered to look down at her right hand. On the fourth finger was a ring. It was made of gold and either white gold or silver. It was shaped like a rose, with the stem twining around the finger and back on itself in an intricate knot. The blossom was inset with tiny stones-black transparent stones. Black diamonds? Hannah wondered. It was beautiful. The craftsmanship was exquisite. Every delicate leaf and tiny thorn was perfect. But a black flower? It's a symbol of the Night World, her mind told her. A symbol of people who've been made into vampires. It was the cool wind voice back again. At least she understood what it was saying this time-the last time, when it had given her advice about silver and wolves, she had been completely confused. Thierry wanted her to wear the ring; he claimed it would protect her. But knowing him, it was probably another trick. If it had any spells on it, they were probably spells to help him control her mind. It took nearly an hour to get the ring off. Hannah used soap and butter and Vaseline, pulling and twisting until her finger was red, aching, and swollen. She used a dental pick from her fossil-collecting kit to try to pry the coils of the stem apart. Nothing worked, until at last the pick slipped and blood welled up from a shallow cut. When the blood touched the ring it seemed to loosen, and Hannah quickly wrenched it off. Then she stood panting. The struggle with the little band of metal had left her exhausted and unable to focus on anything else. She threw the ring in her bedroom wastebasket and stumbled toward bed. I'm tired†¦ I'm so tired. I'll think about everything tomorrow, try to sort out my life. But for now†¦ please just let me sleep. She could feel her body vibrating with adrenaline after she lay in bed, and she was afraid that sleep wouldn't come. But tense as she was, her mind was too foggy to stay awake. She turned over once and let go of consciousness. Hannah Snow fell asleep. Hana of the Three Rivers opened her eyes. Cold and desolate, Hana stood by the rushing river and felt the wind blow through her. So alone. That was when Arno burst out of the bushes on the riverbank. There were several hunters with him and they all had spears. They charged after the stranger at full speed. Hana screamed a warning, but she knew he didn't have a chance. She could hear a few minutes of chaos far away in the dark. And then she saw the stranger being driven back, surrounded by Arno's hunters. â€Å"Arno-don't hurt him! Please!† Hana was speaking desperately, trying to block the men's way back. â€Å"Don't you see? He could have hurt me and he didn't. He isn't a demon! He can't help being the way he is!† Arno shouldered her aside. â€Å"Don't think you're going to get away without being punished, either.† Hana followed them up to the cave, her stomach churning with fear. By the time everyone who'd been awakened by Arno's hunters understood what was happening, the sky outside had turned gray. It was almost dawn. â€Å"You said we should wait and see if the Earth Goddess would tell you something about the demon while you slept,† Arno said to Old Mother. â€Å"Has she?† Old Mother glanced at Hana sorrowfully, then back at Arno. She shook her head. Then she started to speak, but Arno was already talking loudly. â€Å"Then let's kill him and get it over with. Take him outside.† â€Å"No!† Hana screamed. It didn't do any good. She was caught and held back in strong hands. The stranger gave her one look as he was driven outside in a circle of spears. That was when the real horror began. Because of something that Hana had never imagined, something she was sure even the shamans had never heard of. The stranger was a creature that wouldn't die. Arno was the first to jab with his spear. The whitish-gray flint spearhead went into the stranger's side, drawing blood. Hana saw it; she had run out of the cave, still trying to find a way to stop this. She also saw the blood stop flowing as the wound in the boy's side closed. There were gasps from all around her. Arno, looking as if he couldn't believe his eyes, jabbed again. And watched, mouth falling open, as the second wound bled and then closed. He kept trying. Only the wounds where a spear was driven into the wooden shaft stayed open. One of the women whispered, â€Å"He is a demon.† Everyone was frightened. But nobody moved away from â€Å"the stranger. He was too dangerous to let go. And there were lots of them, and only one of him. Hana saw something happening in the faces of her clan. Something new and horrible. Fear of the unknown was changing them, making them cruel. They were turning from basically good people, people who would never torture an animal by prolonging its death, into people who would torture a man. â€Å"He may be a demon, but he still bleeds,† one of the hunters said breathlessly, after a jab. â€Å"He feels pain.†, â€Å"Get a torch,† somebody else said. â€Å"See if he burns!† And then it was terrible. Hana felt as if she were in the middle of a storm, able to see things but buffeted this way and that, unable to do anything about it. People were running. People were getting torches, stone axes, different kinds of flint knives. The dam had turned into a huge entity feeding off its own violence. It was mindless and unstoppable. Hana cast a desperate look toward the cave, where Old Mother lay confined to her pallet. There was no help from that direction. People were screaming, burning the stranger, throwing stones at him. The stranger was falling, bloody, smoke rising from his burns. He was lying on the ground, unable to fight back. But still, he didn't die. He kept trying to crawl away. Hana was screaming herself, screaming and crying, beating at the shoulders of a hunter who pulled her back. And it went on and on. Even the young boys were brave enough now to run forward and throw stones at the stranger. And he still wouldn't die. Hana was in a nightmare. Her throat was raw from screaming. Her vision was going gray. She couldn't stand to watch this anymore; she couldn't stand the smell of blood and burning flesh or the sound of blows. But there was nowhere to go. There was no way to get out. This was her life. She had to stay here and go insane†¦.

To what extent did the Liberal Reforms (1906-1914) improve the lives of the British people Essay Example

To what extent did the Liberal Reforms (1906 To what extent did the Liberal Reforms (1906-1914) improve the lives of the British people Essay To what extent did the Liberal Reforms (1906-1914) improve the lives of the British people Essay Prior to the Liberal Reforms between 1906 and 1914 British people in and out of poverty had had to take care of themselves. The Conservatives had been running the country for almost 20 years and many people were in desperate need of change. In 1906 the liberals were elected and were led by Campbell Bannerman, however he made little attempt to solve the problems facing Britain, with the exception of that Education (Administrative provisions) act and the Education (Provision of meals) act. A short while later Asquith became prime minister and with his appointments David Lloyd George and Winston Churchill, they began to battle against poverty and introduce effective reforms. The five most vulnerable groups in society which suffered were: the young, the old, the sick, the employed and the unemployed of Britain at the time. Children hadnt received good education and were unable to find good jobs and earn decent wages because of their poor education. They often died of malnutrition and they had very poor diets as schools rarely provided school meals and medicine to protect them. They were also extremely unclean. The only way that children could hope to stay alive was through their beggars income, which even then covered very little of the basic necessities. The old suffered as they were on fixed pensions and as the prices rose through recession their money became worthless and they couldnt afford basic necessities anymore. The old desperately needed money to keep them above the poverty line. The sick were suffering from poverty as they werent able to find decent, well paying jobs because they werent fit enough to work. The unemployed suffered from terrible poverty as they werent able to maintain a good job, or find a new one. They never had money coming into their household and therefore never managed to keep above the poverty line. The employed managed to earn money that supplied the basic necessities however they had to endure terrible working conditions and didnt receive the money they were entitled to for the work they did. Liberal Reforms were introduced to help solve the problems facing these five different groups. The acts were successful to a certain extent as they helped to solve some problems for the British public, however they werent completely successful as there were still many problems facing the British public and thousands more people still suffered greatly from poverty at the time. Acts were introduced to aid the young, the old, the sick, the unemployed and the employed. There were three important acts introduced to aid children through recession and British poverty among the lower and working classes. Children suffered at school as they had very poor diets and were extremely unclean. Some didnt attend school, however this was solved when secondary education became compulsory, and this allowed teachers to realise for the first time just how bad poverty for children was. The first act was the Education (Provision of Meals) Act of 1906. This act saw the government providing hundreds of British schools with free school meals to try and improve childrens diets and ensure they got at least one hot meal a day, depending on the familys level of poverty. The act saw a large increase in meals, from 3 million in 1906, to 9 million in 1910, to a huge 14 million in 1914. A big supporter in the introduction of this act was Margaret Bradford who one stated feed the stomach, then the mind. This was useful information as studies showed that children who ate properly and had good diets, learned better and achieved a higher success rate, than those who suffered from poor hygiene and poor diets. The act therefore was rather successful, as childrens success rates increased, and children didnt feel forced as the act was compulsory. However it showed flaws as 50% of local authorities didnt supply school meals for free and many children still died of malnutrition. The second act introduced to benefit children was the Education (Administrative Provisions) Act of 1907 which provided free medical inspections to schools. The government disliked this act as it would reveal how unhealthy and unstable the children of society were. Compared to the United States of America, British children were much shorter and much lighter. Between 80 and 90% of children in British society suffered from rotting teeth and many contracted lice. The act was successful as the problems with children were uncovered concerning hygiene and diet. Diseases and illnesses could now be identified on children, however it was flawed as the problems would be identified but didnt always need to be treated or attended to. This was until a grant was given in 1912 to set up school clinics. However the liberals took almost 3 years to fully establish them. The third act introduced was the Childrens Act of 1908 also known as the childrens charter. This act prevented children from smoking and drinking, as well as buying cigarettes and alcohol under the age of 16, also abuse to children was forbidden and parents, now by law werent allowed to neglect their children. Juvenile courts were set up, so that young offenders werent abused in adult prisons. Young offenders were sent to borstals were they would receive a proper education in a corrective school. Once young offenders had completed their jail or borstal sentence they would be given a probation officer to help them change their ways. The act was successful as children would be safe, and would be free from abuse from adult prisons and could grasp a better idea of a better and more fulfilling life from their detention centres and borstals. However the act was unsuccessful as the children lost their begging income and slipped further into poverty. The second large group that were vulnerable to British society were the old. There was one important act introduced to aid the old through recession and British poverty among the lower and working classes. Prior to this reform the old had been one of the worst suffering groups in the British society. They had next to nothing in the way of money, and often had to reply on their families for money, but they were often of a lower class aswel and struggled greatly. Any money that the old did receive would be through pensions, and even then they would be of a minimal amount and wouldnt be enough for them to afford the basic necessities. The act introduced to ease the stress and anxiety of the old was the 1908 old age pensions act. The act had been introduced by David Lloyd George who wanted to help the old greatly as he felt it was unfair for them to suffer with the British poverty crisis. He had been a member of the Chaplin committee which showed his compassion for the old. The act was based on the German pensions scheme, which Lloyd George had been impressed by on a visit to Germany. The act had several conditions: anyone applying had to fit with these conditions before they could be granted the pension scheme benefits. The individual had to have lived in Britain for over 20 years, not been arrested for 20 years, not been drunk and convicted within the last 10 years, they werent granted any money if they had been fired from their work either, Also they had to be over the age of 70. If they qualified for the pensions act then they would receive between 1 and 5 shillings a week, but according to the poverty reports compiled by Booth and Rowntree people needed a minimum of 7 shillings a week to remain above the poverty line. It was estimated that around 500,000 people would apply to the pensions scheme, but in fact a massive 650,000 applied in 1909 and 1 million in 1914. The elderly were benefited greatly from this reform and they were very grateful towards Lloyd George and often referred to him as Lord George as they though Mr. was an understatement. He was viewed as a saint. Overall we can see that the reform introduced to aid the old though poverty was very beneficial as older people now had a longer life expectancy as they were now able to afford more of their basic necessities and were more fulfilled because of it. However, the act showed some weakness as the scheme was only granted to over 70s and terms and conditions applied, which were very harsh. So the act helped ease stress and anxiety but wasnt very successful in the long run. The third large group that were vulnerable to British society were the sick. There was one important act introduced to aid the sick through recession and British poverty among the lower and working classes. Prior to this reform the sick had been viewed as perhaps the most vulnerable group in society during the times of the poverty crisis. The sick were affected greatly as the biggest cases of illness and disease occurred within the working classes and peasants, which meant that they couldnt afford proper health care or medicine to try and help them get better. Also, as they were sick they couldnt get good well paying jobs as employers werent willing to hire a sick person and risk the rest of his employees getting sick aswel. The act introduced to aid the sick from the poverty crisis was the National Insurance Act part I of 1911. This act saw the sick receive free medical inspections and treatment which were free, which would restore them to full health and they would be able to find decent jobs and earn some money to keep them above the poverty line. Lloyd George had been impressed with the Germans methods to helping the sick, on a trip to Germany and wanted to continue a similar idea in Britain. The act was very flawed and Lloyd George admitted this himself by saying that he thought the act needed more work, but this was all the liberals could do at that time. The insurance from the sick had to be taxed from their small wages and minimal income. This made the government feel guilty for taking what little money they had left to buy into an insurance scheme. Overall we can see that the act was successful as the free medical inspections and treatment insured that they received good and accurate prescriptions and were nursed back to full health, which meant they could find jobs and earn a decent income. However the act was very flawed as the orphan and widow benefits were dropped as the government couldnt afford the insurance scheme without this extra money. Also it showed unsuccessfulness as if the sick worker was insured then this reform wouldnt benefit them at all. The fourth large group that were vulnerable to British society were the unemployed. There were two important acts introduced to aid the unemployed through recession and British poverty among the lower and working classes. Prior to the reforms the unemployed had suffered greatly. They were unable to hold down decent jobs and therefore didnt receive a proper wage. Middle classes blamed poverty among the unemployed and their inability to find work on laziness and reluctance. Two acts were introduced to try and aid the unemployed from the poverty crisis. The first of these acts was the National Insurance act part II of 1911. This act made sure that the unemployed received unemployment insurance. Workers had to pay into a state scheme at 2 1/2 d a week to be able to receive payments. Employers had to pay 2 1/2 d a week aswel. Also, the state put 3d into the scheme. This insurance scheme was aimed mostly at shipbuilders and construction workers. The unemployed only received 15 weeks of payment a year at 7 shillings a week, but this wasnt enough to keep them out of poverty. More and more people found themselves being sacked which meant they wouldnt be eligible to receive the insurance scheme money. By 1915 around 2. 3 million people were insured under this scheme. This act was successful as hundreds of unemployed people now received and were introduced into the insurance scheme despite the fact they were unemployed, which insured that had at least some cover which they could easily afford. However the act showed flaw, as they only received 15 weeks of 7 shillings a year, and this wasnt quite enough to cover the basic necessities. Also, the scheme didnt accommodate family cover which meant that if another family member was injured or needed money for something then they would have to pay the full price, which would often be very expensive, and some couldnt afford it. The second act introduced to aid the unemployed from the poverty crisis was the 1909 Labour Exchanges act. This act was very popular with the British people. It provided a more efficient method of finding jobs. Almost 3000 jobs were now available a day. In 1910 there were around 83 labours and by 1913 it had increased to a massive 430. There was also a wider range of jobs which meant that people could find jobs more suited to the skills they had. This act was successful as there were many more jobs available for the unemployed and this meant they could earn decent wages to afford the basic necessities. Overall we can see that the reforms introduced to aid the unemployed from the poverty crisis helped to a certain extent. They were successful as people now had more help and a large push to find a job and earn wages. Also, the unemployed received and were introduced into an insurance scheme which paid them money for 15 weeks in the year. However, the act was unsuccessful as the insurance scheme didnt accommodate family cover and it only paid 15 weeks a year at 7 shillings of money which wasnt enough to cover the basic necessities. Also the Labour Exchanges act only opened up jobs for some trades which were very limiting for people who didnt have many skills. The fifth large group that were vulnerable to British society were the employed. There were four important acts introduced to aid the employed through recession and British poverty among the lower and working classes. Prior to the reforms the employed had suffered largely due to the conditions that they had to endure at work; Mostly because of the long working hours and poor working conditions that they worked with. The first act to be introduced to aid the employed from the poverty crisis was the Workmens Compensation act of 1906. This act provided compensation for injuries sustained at work. There were other acts like this introduced in 1897 and 1900 which failed, which led to people believing that this act would fail aswel. However, they were proved wrong. The act was very successful as employers took a giant step to improve the conditions of the workplace so that they wouldnt have to pay out compensation to injured workers. The second act to be introduced to aid the employed from the poverty crisis was the Coal Mines act of 1908 which granted coal mine workers an 8 hour day. This act had been protested for approximately 40 years before it was introduced. This was very beneficial as before coal mine workers had had to work for long hours in very poor and enclosed conditions. Many workers often died from toxic fumes and diseases contracted within such a close proximity. The act benefited millions of workers. The third act to be introduced to aid the employed from the poverty crisis was the Trades Board act of 1908. This act hoped to define a minimum wage for those who worked in the sweated industry such as the match stick makers and match stick box makers. This act involved over 200,000 people. However the act only affected some trades. Also, it concluded that no decision was actually made to define a minimum wage, therefore proving the act was very unsuccessful. The fourth act to be introduced to aid the employed from the poverty crisis was the Shops Act of 1911. This act insured that shop workers received a half day of from work. This act also gave shop workers a lunch break so that they could eat food and try to maintain a proper diet. Overall we can see that the reforms introduced to aid the employed from the poverty crisis were quite successful with the exception of the Trades Board act, as they insured that workers were granted compensation for injuries they sustained at work which meant that employers would have to improve their companies so that they wouldnt have to pay up. Also, the reforms meant that coal miners would be granted fewer working hours and wouldnt catch terrible diseases and suffer from toxic fumes. Also shop workers didnt have to work for long hours and even got a lunch break. However, the reforms showed flaws as the acts didnt apply to all trades and the Trades Board act was completely unsuccessful at defining a minimum wage. In conclusion it can be stated that the Liberal Reforms (1906-1914) helped improve the lives of the British people to a great extent. Children were benefited as they were granted at least one hot meal a day, they received free medical inspections and were protected from abuse and secondary education was compulsory. However, the lost their beggars income and the diseased that could be identified didnt have to be treated. The old were benefited as they received good pension which would support them and give them a relaxing future. However, it was a fixed pension that didnt keep them out of poverty, as not enough money was provided. The sick were benefited as they received free medical inspections and treatment and were covered under the insurance scheme, for a low cost. However, they found it hard to find work as employers were reluctant to employ the sick incase they infected the rest of the employees. The unemployed were helped to find work with the introduction of Labour Exchanges which were very beneficial. However it was flawed as they only received 15 weeks of payment a year which didnt cover the basic necessities. The employed were benefited as their working conditions were improved and their hours as well as their wages increased cut to keep them healthier. However the conditions only applied to some trades. Therefore it is apparent that the Liberal Reforms introduced between 1906 and 1914 helped improve the lives of the British people to a great extent.

Compounds With Ionic and Covalent Bonds

Compounds With Ionic and Covalent Bonds An ionic bond is a chemical bond between two atoms in which one atom seems to donate its electron to another atom. Covalent bonds, on the other hand, appear to involve two atoms sharing electrons reach a more stable electron configuration. Some compounds contain both ​ionic and covalent bonds. These compounds contain polyatomic ions. Many of these compounds contain a metal, a nonmetal, and also hydrogen. However, other examples contain a metal joined via an ionic bond to covalently bonded nonmetals. Here are examples of compounds that exhibit both types of chemical bonding: NaNO3 - sodium nitrate(NH4)S - ammonium sulfideBa(CN)2 - barium cyanideCaCO3 - calcium carbonateKNO2 - potassium nitriteK2SO4 - potassium sulfate In ammonium sulfide, the ammonium cation and the sulfide anion are ionically bonded together, even though all of the atoms are nonmetals. The electronegativity difference between ammonium and the sulfur ion allows for an ionic bond. At the same time, the hydrogen atoms are covalently bonded to the nitrogen atom. Calcium carbonate is another example of a compound with both ionic and covalent bonds. Here calcium acts as the cation, with the carbonate species as the anion. These species share an ionic bond, while the carbon and oxygen atoms in carbonate are covalently bonded. How It Works The type of chemical bond formed between two atoms or between a metal and set of nonmetals depends on the electronegativity difference between them. Its important to remember the way bonds are classified is somewhat arbitrary. Unless two atoms entering a chemical bond have identical electronegativity values, the bond will always be somewhat polar. The only real difference between a polar covalent bond and an ionic bond is the degree of charge separation. Remember the electronegativity ranges, so youll be able to predict the types of bonds in a compound: nonpolar covalent bond - The electronegativity difference is less than 0.4.polar covalent bond - The electronegativity difference is between 0.4 and 1.7.ionic bond - The electronegativity difference between species forming a bond is greater than 1.7. The difference between ionic and covalent bonds is a bit ambiguous since the only truly nonpolar covalent bond occurs when two elements of the same atom bond with each other (e.g., H2, O3). Its probably better to think of chemical bonds as being more-covalent or more-polar, along a continuum. When both ionic and covalent bonding occurs in a compound, the ionic portion is almost always between the cation and anion of the compound. The covalent bonds could occur in a polyatomic ion in either the cation or the anion.

Microbiology class, answer for each question in 1 page Essay

Microbiology class, answer for each question in 1 page - Essay Example Since microbial pesticides are of biological origin, they do not harm the environment. Moreover, unlike chemical pesticides, microbial pesticides do not persist in the environment. b. recycling of elements Microorganisms are responsible for recycling of vital elements. They convert elements from one form to another, making them available for plants and other organisms. They are important constituents of the food chain as they degrade dead animals and plants. They recycle vital elements such as carbon, nitrogen and sulfur across the environment, between soil and the atmosphere. For example, nitrogen-fixing bacteria, nitrifying bacteria and denitrifying bacteria play an important role in the recycling of nitrogen via the nitrogen cycle. c. normal microbiota The term â€Å"normal microbiota† refers to those microorganisms that inhabit the body of a host without causing any harm. In fact, normal microbiota are found to be beneficial to their hosts. For example, some normal microbi ota produce B vitamins apart from vitamin K. They also protect their host from other harmful microorganisms by preventing their growth. d. sewage treatment Since microorganisms degrade organic matter, they are used for sewage treatment. Microorganisms grow on the organic matter present in sewage and degrade it into simpler by-products such as methane, carbon dioxide, nitrates, ammonia and other inorganic compounds. Thus by cleaning sewage, microbes help in the recycling of water. e. human insulin production Microorganisms such as Escherichia coli are used in recombinant DNA technology to produce human insulin and other products of human origin. Recombinant DNA is produced by inserting human insulin genes in the E. coli genome. This DNA is then transferred into the bacteria for the production of large amounts of human insulin from E. coli. f. vaccine production Vaccines are produced from microorganisms. Disease causing pathogens are rendered inactive and avirulent by chemical or othe r treatments. These are then injected into animals and humans to induce immunity against them. Apart from attenuated microorganisms, bacterial and viral proteins and polysaccharides are also used to induce immunity. Thus, microorganisms are also used for prophylactic purposes. g. biofilms Biofilms are formed when microorganisms interact with each other, forming layers on other surfaces. By developing biofilms, microorganisms create their own niches almost anywhere. Biofilms make it difficult to eliminate microorganisms as they protect microbial colonies from disinfectants and antibiotics. They are persistent in medical equipment, water pipes, contact lenses etc, and so, pose a threat to human health. 2. Compare and contrast among DNA, RNA and ATP. In your answer, include both structural and functional information. (10 points) Structural similarities between DNA, RNA and ATP: DNA, RNA and ATP have a nitrogenous base attached to a pentose sugar. Furthermore, in all these three molecul es, the sugar is linked to a phosphate group. Structural differences between DNA, RNA and ATP: DNA and RNA are polymers of many nucleotides while each ATP molecule is made of a single nucleotide. The pentose sugar in RNA is a ribose while the pentose sugar in DNA is a deoxyribose, lacking an oxygen atom at the 2’ position. The pentose sugar in ATP is also a ribose sugar. Another difference is that while both DNA and RNA contain many nucleotides that have single phosphate groups linked to the phosphate groups of other nucleotides

Nobel Prize in Medicine Essay Example | Topics and Well Written Essays - 500 words

Nobel Prize in Medicine - Essay Example He is considered to be the one of the pioneers and the key figures in the development of human immunology. The seven years, which Jules Bordet spent working at the Pasteur Institute became the turning point in the development of his career and paved the way for his scientific triumph. He was able to discover that â€Å"bacteriolytic effect of acquired antibody  is considerably increased  in vivo  by the existence of natural serum components† (FAQs). Soon after joining the Institute, Jules Bordet began exploring the basic problems of human immunology in order to find the ways to defend human organism form different infections. (FAQs). In 1894, one of Bordet’s colleagues discovered that a guinea pig immunized against cholera rapidly died when injected cholera bacteria (FAQs). The discovery of Bordet was outstanding: as he later found out, such problems did occur to guinea pigs only when the bacteria came from a non-immunized pig (FAQs). Moreover, the bacteriolysis did not take place when the antiserum and the bacteria were mixed in a test tube (FAQs). Finally, when Bordet heated the antiserum it immediately lost its power to kill the cholera bacteria (FAQs). In the series of the blood experiments that followed Jules Bordet by injecting red blood cells from one animal species into another species caused the rapid destruction of red cells of the first species by the serum of the second species (FAQs). Later on, Jules Bordet was able to systematize his knowledge of bacteriolysis and to create a general picture of how animal bodies defended themselves against foreign infections (FAQs). On the basis of his discoveries, Bordet created the first complement fixation test, which could determine the presence of various bacteria in an individual’s blood serum (FAQs). The discovery of the test itself and related discoveries in immunology led Bordet to the best reward: in 1919, Jules Bordet was awarded the