Tennessee Vs. John Scopes Essays - Scopes Trial, John T. Scopes

Tennessee Vs. John Scopes: Tennessee vs. John Scopes: The monkey trial It was the year 1925 and in the town of Dayton, Tennessee a trial that would decide whether evolution could or could not be taught in schools was taking place. This trial was Tennessee vs. John Scopes and is commonly known as the monkey trial. This trial took place from July 10, 1925-July 25, 1925 (Douglas, On-line). Tennessee passed an act prohibiting the teaching of the Evolution Theory in all the Universities and public schools of Tennessee on March 13, 1925. The act went as follows: Section 1. Be it enacted by the General Assembly of the State of Tennessee, That it shall be unlawful for any teacher in any of the Universities, Normals and all other public schools of the State which are supported in whole or in part by the public school funds of the State, to teach any theory that denies the story of the Divine Creation of man as taught in the Bible, and to teach instead that man has descended from a lower order of animals. Section 2. Be it further enacted, That any teacher found guilty of the violation of this Act, Shall be guilty of a misdemeanor and upon conviction, shall be fined not less than One Hundred Dollars nor more than Five Hundred Dollars for each offense. Section 3. Be it further enacted, that this Act take effect from and after its passage, the public welfare requiring it. (Butler, On-line) Many people read Inherit the Wind and think they know the story behind the monkey trial when all they really know about is a fictional trial that resembles the monkey trial. It all started when The American Civil Liberties Union advertised in newspapers to locate a teacher in Tennessee who would be willing to test the Butler Act in the courts. Of course, the ACLU would pay all expenses. Dayton resident, George Rappleyea, saw an ACLU advertisement in a Chattanooga newspaper and persuaded his friend John Scopes to accept the offer. The only catch was that Scopes was not a science teacher and had never actually taught evolution. Scopes was a math teacher and football coach who had filled in for the sick biology teacher for two weeks at the end of the school year. With Scopes' permission, Rappleyea immediately notified the ACLU that Professor J.T. Scopes, teacher of science Rhea County High School, will be arrested and charged with teaching evolution (Menton, On-line). The Scopes trial began on July 10th, 1925 and lasted eight days. The trial became a major media event covered by over 200 newsmen. It was the first trial to be covered by a national radio broadcast, and the first to receive international coverage. Sixty telegraph operators sent daily reports over the newly laid transatlantic cable. Dayton became a spectacle as spectators, soap box orators, and vendors converged on the little town from all over America. Much of this attention resulted from the fact that two of America's most famous lawyers faced off on a deeply divisive religious and philosophical issue. How did humans come into being, and what control should parents have over how this subject is handled in our public schools (Menton, On-line). The chief lawyer for the prosecution was William Jennings Bryan, a popular speaker who is widely regarded as one of America's greatest orators. Bryan was a leader in the Democratic Party for nearly 30 years, and served as Secretary of State under Woodrow Wilson. Bryan was a conservative Christian who developed a strong interest in the creation-evolution controversy. He clearly favored creation, but was inquisitive enough about evolution to have read Darwin's On the Origin of Species. Bryan was knowledgeable enough of the scientific evidence to carry on a correspondence-debate with distinguished evolutionists of his day such as Dr. Henry Fairfield Osborn. Bryan publicly declared that he did not oppose the teaching of evolution in the public schools as long as it was dealt with as a theory rather than a fact (Menton, On-line). The chief lawyer for the defense, Clarence Darrow, was a well-known criminal lawyer who specialized in defending unpopular people and causes. Darrow was an outspoken ungodly man who was eager to discredit Biblical Christianity and promote evolutionism. Darrow made

the wars essay hero Essay Example

the wars essay hero Essay Example the wars essay hero Essay the wars essay hero Essay himself in danger for the better of Levitt and Poole and showed himself as a loyal, heroic leader. see he is commander, doesnt panic and controls the convoy. quick thinking (witted) tells Poole to use bugle. Robert got off of his horse and struck out onto the fog alone, and commanded Levitt and Poole to stay back until he found the break in the dike. he dangerously put himself at risk; doing what others wont never give up on any difficult situations. C. Point two 1. The second part of the definition of the term. 2. Craters (p. 23- 125) Highlighted his position as commander when ordering them what to do (Get out handkerchiefs and urinate on them). Displays anger and frustration at others unable to do so, due to fear. The concept he learned in chemistry class makes him a hero, as it saved his comrades from being fatally injured by the chlorine gas. ommands everyone to Jump into the crater filled with water and corpses, Soldiers fght for the gas mask and Robert pulls his gun on them, At gun point, Robert orders the soldiers to take out their handkerchiefs, He sacrifices his ask for the man with the two broken legs, Robert mandates the men to urinate on their cloths; he helps one man do so, Robert tells the soldiers to bury their faces in the cloths and put their faces down into the clay. Its the first time Robert sacrifices his mask without knowing if the wetted cloths would work. Strengthens his development to become a leader an d forces quick thinking. shows how Robert Ross progresses as a hero and demonstrates the responsibilities and pressures the war puts on an individual as is can make them think irrationally. It also shows how eamwork is the most valuable tactic in surviving battle. It gives a more visual outlook to the reality Robert experiences in the war as he expresses fear and quick thinking. trust as it demonstrates how trust in yourself, others and methods of survival is critical to moving forward in battle. The fear shown by characters is what forces trust and cooperation with others. All right, he said, you sons-of-bitches do exactly what I say. One of the men began to run. Robert fired. The man fell down but was not hit, Robert having missed him on purpose. Now, he said. If you want to live you have about twenty seconds. Get out your handkerchiefs. (Findley 139). This quote emphasizes the fear and how during war you need to be quick on your feet and always fearful for what is to come. Fo r a moment they ceased to be soldiers and became eight panic-stricken men who were trapped in the bottom of a sink hole, either about to be drowned or smother to death with gas. Eight men and one mask. Robert had to fght to keep it and he ended up kicking both the living and the dead (Findley 138). This quote emphasizes, that although they are regular men fighting and being strong for their country, they still feel fear and are willing to sabotage other soldiers lives to save their own. But the poor daft crazy was so afraid and so confused that he put the cloth on top of his head (Findley 140). This quote emphasizes how war causes people to lose their sense of rationality and act upon situations in an unusual way because of the extreme pressure to survive. Robert Ross and his fellow soldiers lives are put on the line when they are fac hlorine gas, and as a result they develop trust, cooperation and irrationality. D. Point three 1 . The third part of the definition (if there is one) ed with 2. Shooting Captain Leather to save horses (p. 183- 184)- Bravery shown, Im going to break ranks Leather is insane. Kept running even when barn was burning, Just keep goi ng. If an animal had done this, then shoots Leather as getting up to his feet. Heroic as some would be afraid of their Captains, rather than doing what may be right. Leaders do the right things, managers do things right). Isnt afraid of consequences and ready to step outside of comfort zone Devlin also expressed fears of being reprimanded by Leather, before finally concurring. It cannot be called disobedience to save these animals when theyll be needed, for Gods sake, half-an-hour after this is over. And if we stay here, how can they avoid being killed? (Findley,202) Captain Leather was about to shoot Robert because he did not want him to free up the horses. He was waving the gun in the air and trying to get hrough the circle of horses and mules so that he could draw a bead on Robert. (Findley, 202) The shells eventually killed all the horses and mules. Robert was very enraged. He thinks that it was all Captain Leathers fault so he killed him. He paused for the barest moment looking at the whole scene laid out before him and his anger rose to such a pitch that he feared he was going to go over into madness Leather rose to his knees and began to struggle to his feet. Robert shot him between the eyes. (Findley, 203)

Memory, Thinking, and Intelligence UNIT 4 IP Essay

Memory, Thinking, and Intelligence UNIT 4 IP - Essay Example Although Spearman's Intelligence Model is a useful guide to the comprehension and measurement of the phenomenon of human intelligence, Gardner's Multiple Intelligence Model is both more precise and comprehensive, rendering it more consistent with psychology today. Spearman's Model of Intelligence maintains human intelligence to be comprised of two factors. These are General Intelligence, "g," and Specific Intelligence, "s" (Deary et al., 2004). General Intelligence refers to the general performance of individuals across a wide variety of tasks and is a measurement of their capacity to assimilate and utilise information/knowledge. Specific intelligence, on the other hand, refers to the performance of individuals on specific tasks, as in their gift, or lack thereof, in certain areas (Deary et al., 2004). Specific intelligence, as Spearman contends, and as may be inferred from both definitions, is partially predicated upon general intelligence, with the inference here being that general intelligence supports and promotes specific intelligence. Spearman established the correlation between the two through mathematical formulae (Deary et al., 2004). Gardner's Multiple Intelligence Models can be defined as a step beyond Spearman's Model of Intelligence and identified as a more evolved model. ... These are (1) verbal/linguistic; (2) musical; (3) logical/mathematical; (4) visual/spatial; (5) bodily kinaesthetic; (6) interpersonal; (7) intrapersonal; and (9) naturalist (Shearer, 2004; Jie-Qi Chen, 2004). A review of Gardner's different intelligence types indicates that his theory of intelligence is consistent with Spearman's insofar as he similarly identifies and defines specific intelligences. The primary difference between the two, and as attested to by Jie-Qi Chen (2004) is that Gardner specifies the different types of specific intelligence. It is, thus, that his model can be identified as a progression of the Spearman model. The value of Gardner's model of intelligence lies in the fact that it recognises the complexity of the human intelligence phenomenon, and concedes to the fact that an individual can display gifted intelligence levels in one area while exhibiting below average intelligence levels in another. Shearer draws attention to this particular aspect of the Gardner Multiple Intelligences Model Shearer (2004) and highlights the fact that it builds upon the Spearman one. Quite simply stated, the Gardner model focuses upon the factor of specific intelligences and identifies and defines them. More importantly, by defining and identifying the various types of specific intelligences, Gardner furnishes an explanation as to why some individuals are highly gifted in a particular skill set, such as mathematics, while being under-skilled in other areas, such as bodily kinaesthetic. In attempting to determine which of the two models is more consistent with the study of psychology today, one is bound to, as are Brten and Strms (2005) favour the Gardner model. As Brten and Strms (2005) contend, psychology has,

ENGLISH AND GRAMMER MISTAKES ( A REPORT OF WHERE THE MISTAKES ARE ) Essay

ENGLISH AND GRAMMER MISTAKES ( A REPORT OF WHERE THE MISTAKES ARE ) - Essay Example the support of strategic partners and Life Telecom’s self-resources, the company will not only study the requirements of the mall but also come up with an integrated solution that will provide excellent internet and other communication services more favorably in favor of efficiency, cost and control. The changes in the methodology of telecommunication era have necessitated adopting a completely viable alternative to traditional, disparate telephone, data, video and TV networks (I don’t understand what you’re trying to say here). Life Telecom’s competitive advantage over other providers is based on execution of commitments, true delivery of advanced services and breakthrough technological solutions. It is also the first company in Bahrain to combine the extensive use of IPs for the integrated deployment and management of voice, data and video & VAS over wireless networks. In this way, Life Telecom has achieved many key objectives: To offer customers on wireless practically unlimited bandwidth (i.e. on demand request) and to maximize the efficiency of the investment in its infrastructure, hence, reflecting cost effective on customer side. With this built up Network, Life Telecom is developing innovative, value added services that are used simultaneously over the same network platforms. Life Telecom provides a wide range of services – telephony, broadband internet connectivity, advanced IPTV and video services, advanced video-communication (video-conferencing for businesses and video-streaming for live events), Tele-surveillance - to all market segments ranging from large, small and medium sized businesses, small offices and home offices to residential customers. Also, Life Telecom would be shortly providing mobile broadband wireless access (hotspot Wi-Fi) & virtual private networks (VPNs). Life Telecom can also deploy and implement Wireless infrastructures across buildings, campuses, hospitals, and cities. - Innovation and service differentiation: Life

History of Learning Theories Research Paper Example | Topics and Well Written Essays - 2750 words

History of Learning Theories - Research Paper Example A brief history of the theories of learning can provide a context for understanding social learning. The basics of three learning theories—Behaviourism, Cognitivism and Constructivism—are discussed in this section (Mergel 1998). Behaviourism took form as a learning theory when Aristotle made an essay entitled "Memory". This essay discussed associations between events such as lightning and thunder. The theory concentrated on behaviours that are overt enough to be observed and measured (Good & Brophy 1990). The illustration is that the mind is some sort of a â€Å"black box† such that the response to a stimulus can be quantified and observed. However, this assumed that the possibility that processes are running in the mind are totally ignored. Pavlov was considered as one of the key players of the development of the Behaviourist Theory together with Skinner, Thorndike and Watson. Pavlov was known for his reputation as the Russian physiologist who worked on stimulus substitution, more popularly known as classical conditioning. His experiments mainly involved food, a dog and a bell. Others who followed Aristotle's thoughts include Hobbs in 1650s, Hume in 1740s, Brown in 1820s, Bain 1860s and Ebbinghaus i n 1890s (Mergel 1998). However, when the 1920s came, the limitations in the behaviourist approach to understanding learning were noticed. It was in this time where Cognitivism was born. Specifically, Edward Tolman observed that the rats he used in his experiment seemed to have a mental map of the maze he was using for the experiment. It was noticed that when he closed a part of the maze, the rats did not bother to look for an alternative path because they seem to know that it led to the blocked path. This was the phenomenon that behaviourists were unable to explain. Certain social behaviours seemed to be out of the bounds of behaviourism.

Chemiluminescence and Bioluminescence in Nature

Chemiluminescence and Bioluminescence in Nature Bioluminescence is a scientific phenomenon that is complex in character because luminous organisms possess unique light-producing chemical reactions and have varied methods of controlling light. Luminous organisms do not fall under order of animals but are unevenly distributed across multiple animal orders. Furthermore, luminous organisms are often adapted to specialized environments and can be difficult to physically research. This paper will cover the background of bioluminescence, luminous reactions and their regulators, and the practical applications of knowledge in this field. The purpose of the research is to gain an adequate understanding of chemiluminescence in nature in order to predict the nature of future research and gauge its potential in the modern world. Research for this paper was accomplished through the reviewing of published scientific papers and literature on the subject. Some of the results reached include that bioluminescence is different in terrestrial and aqua tic organisms and that a wide range of techniques are used to moderate light in both habitats. The conclusions that have been reached are that research of bioluminescence will surely accelerate and that further research of bioluminescence has potential in the areas of evolutionary biology, lighting technology, and medicine. Introduction When Christopher Columbus embarked on his voyage in 1492, he had to overcome many strong prejudices rooted in European folklore. Tales of sea monsters have captured the minds of Europeans for centuries, and Columbus was utterly mesmerized when the waters surrounding his ship began to shine. The alluring glow of bioluminescent organisms has continued to perplex humans all the way through modern times. Although science has illuminated the surprisingly dark realm of bioluminescence, further research is still required. This paper will cover the background, reactions, and uses of this complex, yet common phenomenon to determine the nature of future research and its applicability in other areas of science. HISTORY During the seventeenth century, the English physicist Robert Boyle conducted an important experiment concerning bioluminescence. Robert Boyle encased a piece of glowing wood within a glass bell and then proceeded to suck the air out the enclosure. As he took out the air, he observed that the glowing of the wood grew fainter and eventually was extinguished completely (Simon 114). This was scientific experiment demonstrated a principle concept of bioluminescence: oxygen plays a key role in luminous reactions. Towards the end of the nineteenth century, the French physiologist Dubois began to research luminous organisms in his marine laboratory. His major contribution was his experiment involving the Pholas clams. In his experiment, Dubois prepared two different solutions of clam juice. For the first solution, he mixed the clam juice with cool water and observed it glow for a while before it faded. He then mixed clam juice with hot water, but this solution failed to produce any light at all. In a stroke of genius, he decided to mix the two nonluminous solutions together. As soon as they were combined, the bluish light characteristic of the Pholas shone forth once again. This led Dubois to assume that in the cold solution, one substance was exhausted after luminescence and that in the hot solution, a different substance was destroyed. Thus, Dubois concluded that the unknown substance destroyed by the hot water was almost certainly an enzyme. An enzyme is an organic catalyst. Dubois identified that bioluminescence required an oxidizable substrate, an enzyme, and oxygen. He named the substrate luciferin and the enzyme luciferase (Simon 116). This major advancement was the stepping-stone into future research on this perplexing phenomenon. FUNCTION Although terrestrial habitats seem to be devoid of bacterial modes of light-production, there are a few cases of bacterial luminescence on land. Many supposed bioluminescent organisms such as mole crickets do not produce light themselves, but have turned out to be infected with parasitic forms of luminous bacteria. Luminous bacteria multiply within the hemolymph of arthropods (which is analogous to human blood cells). The infected creatures end up eventually end up dying (Nealson and Hasting 508). For example, the luminous bacteria X. luminescens live in the gut of a certain nematode belonging to the genus Heterorhabditis. Farmers greatly value nematodes because these un-segmented roundworms parasitize pest insects. The Heterorhabditis nematode enters the body of a host caterpillar through orifices like spiracles or the mouth. Once inside the caterpillars body, the nematode will proceed to penetrate the caterpillars hemocoel, the area containing hemolymph. When in contact with the he molymph, the nematode will then release its fertilized eggs along with the bacteria X. luminescens. The bacteria then multiply and produce extracellular chitinase and lipases that the nematode uses to complete the its life cycle. X. luminescens also produces antibiotics that arrests the growth of bacteria that would otherwise outcompete it and also prevents the caterpillar from putrefying (Havens 1). It is interesting to note that the bacteria only glow while in the hemolymph of the caterpillar, but not inside the nematodes themselves. This land bacterium uses a biochemical reaction very similar to its marine counterparts. The overall general reaction is the same: the flavin-mononucleotide and long-chain aldehyde (fatty aldehyde) are oxidized in the presence of luciferase to produce water and light. FMNH2 + RCHO + O2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ FMN + H2O + RCOOH + Light (Havens 1). FUNCTION The most important luminous bacteria are the commensal forms that thrive inside the gut tracts of marine animals. Its not unusual to find 5ÃÆ'-106 to 5ÃÆ'-107 colony-forming units of luminous bacteria per meter of intestinal surface (Nealson and Hastings 508). Colony-forming units are used in the area of microbiology to express quantities of viable bacteria capable of forming colonies or clusters visible to the human eye. This relationship between the bacteria and the host organisms seems to be commensal because luminous bacteria produce the enzyme chitinase, thereby benefiting their host if they eat marine crustaceans (a regular staple of marine diet). However, studies of the senorita fish Oxyjulis californica, the blacksmith fish Chrormis puntipinnis, and the half-naked hatchetfish Argyropelecus hemigymnus show that the occurrence of each fish was connected with the species composition of the planktonic luminous bacteria population (Nealson and Hastings 508). Fecal pellets were l uminescent and contained colony-forming units of luminous bacteria. Similarly, luminous fecal pellets have been reported from the Antarctic cod and a species of midwater shrimp (Nealson and Hastings 508). Because the fecal pellets of these marine animals contain viable bacteria populations, it is possible that luminous bacteria mutually benefit through unintentional propagation by their host organisms. Historical accounts from 19th century battlefield hospitals have shown that luminous bacteria in the open wounds of soldiers were considered to be a sign of healing (Nealson and Hastings 507). It is interesting to note that Xenorhabdus is known to produce antibiotics (Nealson and Hastings 508). TYPES Bioluminescence can be divided into two subcategories: terrestrial forms and aquatic forms. Terrestrial forms of bioluminescence are sparse and restricted to insects and their relatives. Beetles in particular have unique chemical reactions. Non-insect relatives include certain centipedes. Luminous centipedes are unique in that they secrete luminous slime (Simon 57). Land is largely devoid of luminous animals that utilize bacterial forms of light production. Luminous land animals are usually found in humid, heavily forested environments. Contrarily, luminous bacteria dominate the majority of aquatic environments. Luminous bacteria even thrive in arctic waters. Luminous bacteria can exist as free-living bacteria, saprophytes, and as symbionts in relationships with various marine animals. Luminous bacteria in their free-living forms are regularly present in seawater. Recent studies give further insights on luminous bacteria demography. A sampling of the waters off the coast of San Diego, California showed that Beneckea were common in the winter while P. fischeri was prevalent during the summer (Nealson and Hastings 505). A study of luminous bacteria depth distribution demonstrated that P. phosphoreum were most abundant in the midwater layer of the open ocean. Saprophytic forms of bacteria are also extremely common. These forms of luminous bacteria are quite common and live on the surfaces of dead organic material. In fact, researchers often swab the outer surface of freshly killed fish or squid to start a culture of luminous bacteria. BACTERIA REACTION As opposed to most terrestrial forms of bioluminescence, bacterial bioluminescence is the dominant form in marine habitats. Currently, six species of marine luminous bacteria belonging to the genera of Photobacterium and Beneckea have been identified. There is one species of freshwater luminous bacteria (Vibrio). Like all forms of bioluminescence known to man, light of bacterial origin involves a luciferin-luciferase reaction. Luminous bacteria generate light through the luciferase-catalyzed oxidation of the substrate flavin-mononucleotide (FMNH2) with the associated oxidation of a long-chain aldehyde. What is unique about this reaction is that it is very slow; it takes ten seconds for a single luciferase cycle to occur, making it one of the slowest enzymes (Nealson and Hastings 497). Luciferases from various luminous bacteria have been isolated; although they all share high specifity for flavin-mononucleotide and long-aldehyde, the luciferase of Photobacteria exhibits fast decay whi le that of Benecka exhibits slow decay. Recent amino acid sequencing of P. fischeri and B. harveyi support the theory that the luciferases of these two species evolved from the same monomer. Bacterial luminescence has high oxygen affinity and occurs under low concentrations of oxygen or microaerophillic conditions. It is also interesting to note that facultative anaerobes, produce extracellular chitinase, and have specific requirements for sodium ion (Nealson and Hastings 497). FIREFLY REACTION The most widely known example of bioluminescence is in the fireflies. Bioluminescence in members of the beetle order is very unique. Fireflies use precisely timed light signals to attract mates. Specialized cells within the lantern section of the abdomen like all forms of bioluminescence involve a luciferin-luciferase reaction. This reaction can be divided into two steps. First, luciferin combines with adenosine triphosphate (ATP) to form luciferyl adenylate and pyrophosphate (PPi). This first step requires the prescence of magnesium ions (Osamu 5). Next, the enzyme luciferase speeds up oxidation of luciferyl adenylate to form oxyluciferin, adenosine phosphate (AMP), and light. This two-part process can be expressed as: Luceferin + ATP à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Luciferyl adenylate + PPi Luciferyl adenalte + O2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Oxyluciferin + CO2 + AMP + Light FIREFLY CONTROL Although the reaction has been studied, the methods firefly use to control these flashes is still not well understood. Fireflies release the neurotransmitter octopamine that triggers a luciferin-luciferase reaction within the firefly lantern structure. However neurons synapse on tracheolar cells and not on firefly photocytes. Thus, there is a 17 micrometer gap between tracheolar cells and the photocytes. When fireflies were placed in a dark observation chamber with a steady flow of NO gas at 70 parts per million, adult Photuris fireflies immediately started to flash (Trimmer et al 2). Another not complexity in firefly light production is that fireflies can display different wavelengths of light. Because their luciferin molecules remain the same, scientists proposed that it was the color variation was the result of changes in the size of the luciferase protein cavity. Theoretically, a larger cavity would allow for more energy loss and thus lower-energy red light. Conversely, a smaller cavity would reduce energy loss and allow for higher-energy yellow and green light. Though this explanation seems to be logical, recent studies published by a team of scientists in Beijing suggest that the color of firefly light is affected by the polarity within the lantern microenvironment. Ya Jun Liu of the Beijing Normal University reports, Weve shown that the light wavelength [of the Luciola cruciata firefly] does not depend on the rigid or loose structure of luciferase but on the water H-bond network inside the cavityà ¢Ã¢â€š ¬Ã‚ ¦Mutations of luciferase on residues involved in this network should modulate the color (Zyga 2). Though a little light is shed on how fireflies may actually the color of their light, clearly further research on the exact process is required. Marine Control In the marine environment, equally diverse techniques are employed to regulate bioluminescence. However, because most marine creatures house bacterial symbionts, light is constantly being produced and is difficult in a sense to turn on or off. Although light can attract prey and is useful in underwater communication, it also attracts unwanted attention from predators. The flashlight fish uses a retractable fold of skin as a shutter to conceal its bright photophore that lies below its eyes. In a similar sense, various luminous squids expand their chromatophores (color pigments) as to block off the emission of light. However, just recently scientists have discovered the first case of bioluminescence controlled by the use of hormones. Unlike the firefly luminescence, the velvet-belly lantern shark Etmopterus spinax relies on hormones to regulate luminescence, not nerves. Etmopterus spinax is now known to melatonin, prolactin, and alpha-MSH. These hormones are not new to science; theyve been known to control skin coloration in sharks and their cartilgenous relatives. Melatonin yields a slow, long-lasting glow on the underbelly of the shark, supposedly serving as counterilumination. On the other hand, prolactin elecits a quicker shine that only lasts up to an hour. Scientists hypothesize that the Etmopterus spinax use these relatively fast shines to singal to mates. Lastly, alpha-MSH inhibits luminescence. Melatonin is produced by the pineal gland and is known as the dark hormone for its role in sleep patterns in animals. As the shark descends deeper into the water column, its pineal gland senses the increasingly dark environment and compensates by producing melatonin. Therefore, melatonin is an ideal regulator because it is linked to the established biological processes of Etmopterus spinax. Quality of Light Chemiluminescence is the production of light through chemical reactions. Bioluminescence is simply chemiluminescence by a living organism. Therefore, bioluminescence can be considered to be a subset of chemiluminescence. The chemical reactions used to produce light are extremely efficient when compared to other methods of light production. Hence, bioluminescence is also known as cold light due to the relatively low amounts of heat that are produced. Conversely in incandescence, most of the energy used to create light is wasted as heat, and is accordingly dubbed hot light (Simon 13). Fluorescence on the other hand is the result of a special coating on the bulb that absorbs ultraviolet energy and then emits the energy as a longer wavelength of visible light. Phosphorescence is similar to fluorescence, but takes more time to re-emit light and is an overall slower process (Binger 1). INNOVATIONS The chemical luminol valued for its use as a chemiluminescent detector in crime scene investigations. Forensic investigators use luminol to specifically detect trace amounts of blood at crime scenes. To produce light, luminol needs to be activated by an oxidant. Often, a solution of hydrogen peroxide and a hydroxide salt is used to activate the luminol (Harrison 1). When a solution of luminol and the activator is sprayed upon a crime scene, trace amounts of iron present in the blood serves as a catalyst and speeds up the decomposition of hydrogen peroxide. The products of this chemical reaction are hydrogen and water. The luminol reacts with the hydroxide salt to form a dianion. The oxygen (produced by the decomposition of hydrogen peroxide) then reacts with the diananion to form organic peroxide. This compound is unstable and immediately decomposes to produce 5-aminophthalic acid. Electrons of the 5-aminophthalic acid are initially in an excited state, but they soon return to their ground state and release their excess energy as visible photons. Thus, a blue glow is generated and lasts for up to 30 seconds. Although this technique requires a fairly dark atmosphere, the glow can be recorded by a long-exposure photograph. Bioluminescence is finding its unique applications in many fields. A team of researchers headed by Ohio State University have discovered how to manipulate a firefly gene to fight a form of cancer. These researchers were hoping to find a way to fight the cancer adult T-cell lymphoma and leukemia (ATLL). Laboratory mice had ATLL tumor cells injected into their abdomens. Normally, the tumor would progress unnoticed until it reached its later more serious phase. However, the ATLL tumor cells were genetically modified to produce firefly luciferase. Upon receiving the altered ATLL cells, the mice were injected with luciferin. This immediately triggered the biochemical reaction characteristic of the firefly, allowing the researchers to clearly record the visual progression of the tumor. Using this precise method of tracking the tumor, the were able to discover that the drug PS-341 killed over 95% of the cancerous cells (Firefly Genes 1).

Tobacco Essay -- essays research papers fc

THIS IS A PAPER REGARDING THE TOBACCO INDUSTRY (3 PAGES). The Killing Business? This paper is about the tobacco industry. Some would find that the label ‘killing business’ is very appropriate. Others would say that that name is misleading and inaccurate. Biased, I am not. So we will look at the issue in regards to the industry from both consumer and producer points of perspective with fairness and equality in reach. With an open mind now, let’s peer closer at the aftermath tobacco has left us standing in. Something has to get a non-tobacco user to try his/her first cigarette, cigar, chew, or whatever it may be. What is that something? Tobacco ads play an important part in getting people hooked. The government has taken a step in the right direction by reducing the ways that the industry can advertise tobacco. They have limited it to written ads mostly like magazines, billboards, sponsorship (meaning that Marlboro could sponsor a racecar driver), and T-shirts. They aren’t able to advertise on television or radio in any way. This helps to steer youth away from tobacco. But is this grafting the industry’s amendment of free speech? Not when the industry is responsible for thousands of deaths each and every year. What is it that makes a tobacco-user keep on buying the product? One of the most addictive substances in the United States. The mystery matter that keeps consumers coming back for more is nicotine. Is it necessary that the industry utilize nicotine to keep customer...