Effect Of Substrates On The Respiration Of Yeast Biology Essay

Effect Of Substrates On The Respiration Of Yeast Biology Essay The aim of this investigation is to examine what effects different substrates have on the respiration of yeast. I will investigate this by measuring the amount of carbon dioxide evolved during anaerobic respiration. Pilot Experiment: Before we could test which carbohydrate and type of yeast produced more carbon dioxide, we had to standardise the other variables of this experiment; temperature and concentration. Therefore, in order to find the optimum conditions we carried out a pilot experiment. In this experiment we used a range of temperatures from 10ËÅ ¡ to 60ËÅ ¡C and three different concentrations of carbohydrate 1%, 5% and 10%. The experiment was carried out as a group experiment with everyone being allocated a different temperature and concentration to test. It was carried out over a standardised period of 5 minutes. The rationale for conducting this pilot experiment was that enzymes are biological catalysts that are made up of globular proteins which are activated to work by temperature. They exist in the yeast and our bodies and therefore work best at 40ËÅ ¡C, however, they denature soon after and so our body temperature is kept at 37ËÅ ¡C to ensure this does not happen. Denaturation is the irreversible loss of 3D structure of enzymes and can be caused by excess heat or a change in PH. According to the Collision theory however, in order for a reaction to take place a certain level of energy, called the activation energy, must be reached. This energy needs to be reached by the particles colliding in the right way and fast enough, so a reaction can take place. By giving the particles more energy it encourages more to collide therefore the activation energy can be reached and a reaction can happen. The kinetic theory explains the effect of temperature, volume and pressure on the number of collisions. The theory states that if temperature is increased the particles gain more energy and there are more collisions in a given time. Similarly, increasing the concentration means than there is a higher chance of a collision happening because there are more particles in a given volume. If the concentration of carbohydrate/yeast is increased there are more enzymes known as z ymase, produced. This means there are more active sites for the carbohydrate substrate to attach to and the reaction happens faster. Therefore a balance must be reached between temperature so it does not denature the enzymes but is high enough to activate a reaction. Also, having a highly concentrated solution is seemingly advantageous but this can cause osmotic problems, so another balance must be reached, as to avoid this problem, but not to discourage a reaction. Apparatus: Beehive shelf Clamp Stand 50ml conical flask Trough Clamp Thermometer 50cm3 measuring cylinder Heat proof mat Spill 500ml beaker Bunsen burner Delivery tube with bung Tripod Gauze Stopwatch 25cm3 of bakers yeast 25cm3 of sucrose Electronic water-bath Method: 25cm3 of bakers yeast and 25 cm3 of sucrose was mixed together and preheated at the required temperature for 15 minutes in an electronic water-bath. 400cm3 of water was preheated to the same temperature as the yeast using the Bunsen burner. The trough was filled with water and a measuring cylinder was inverted by filling it with water then pressing a piece of paper onto the top to prevent any air bubbles from getting in. The beehive shelf was placed in the centre of the trough and the measuring cylinder was clamped in place, with the top resting on the beehive shelf, the hole being directly under it. The yeast was placed in the preheated water-bath and the bung from the delivery tube was replaced. The delivery tube was inserted into the hole in the side of the beehive shelf and the stop watch was started. Thirty seconds was timed then the beaker with the yeast/carbohydrate mix was swirled for 5 seconds to mix the yeast/carbohydrate. This was repeated every thirty seconds for fifteen minutes, with readings being taken at three five minute intervals. The correct temperature in the water bath was maintained by adding more hot water to it throughout the experiment. BACKGROUND INFORMATION: YEAST Saccharomyces cerevisiae, also known as yeast, is a micro organism that uses saprophytic digestion to break down substrates. This is achieved through releasing specific enzymes to break down specific substrates, but if yeast does not contain a certain types of enzyme then it cannot break down its substrate. The more the enzyme of a particular substrate, the faster the rate of breakdown and therefore the more CO2 is produced. This will help me to test how much CO2 each substrate produces. Yeast can also respire aerobically and anerobically depending on the availability of O2. If there is plentiful of O2 then yeast would respire aerobically with sugars, producing H2O and CO2 as waste products. However, if no oxygen is available then the fermentation would occur which converts sugars into CO2 and ethanol. RESPIRATION Respiration is the process by which energy is released energy from glucose in the presence of Oxygen, forming carbon dioxide and water as waste products. Glucose releases energy in a series of reactions that take place inside components of the cell. The stages are briefly explained below: GLYCOLYSIS To get the sugar in a more reactive form it is produced to fructose-1,6-bisphosphate by the addition 2 phosphate molecules. This process is a phosphorylation reaction. The fructose-1,6-bisphosphate is then broken down into 2 molecules of glyceraldehydes-3-phosphate, which comprises of 3C each. The glyceraldehydes-3-phosphate converted into pyruvate via the oxidation process where each GAL3P molecule releases 2 hydrogen ions and 2 electrons. The electrons are then transferred to NAD to produce NADH (reduced NAD) and the energy is used to produce 4ATP from 4ADP and 4Pi. Finally there is a net yield of 2 molecules of ATP, and 2 molecules of pyruvate which is used in the link reaction and 2 molecules of reduced NAD which carries on to the link reaction. LINK REACTION In the link reaction the 2 molecules of pyruvate leave the cytoplasm of the cell and enter the mitochondrial matrix. This is an oxidation reaction where 2 NAD molecules oxidise 2 pyruvate molecules into 2 acid molecules. These 2 molecules of acetic acid then go on to combine with 2 coenzyme-A molecules to form Acetyl Co enzyme A. in the end of this stage 2 molecules of reduced NAD form, 2 molecules of CO2 is lost and most importantly, Acetyl Co enzyme A is formed through the conversion of pyruvate. This is then used in the next stage of respiration. KREBS CYCLE At the start Acetyl Coenzyme A , combines with Citrate Synthase an enzyme as well and a 4 carbon molecule called oxaloacetate, forming Citrate. Then, Citrate goes through the process of oxidative decarboxylation which forms a 5 carbon molecule called oxoglutarate.at this point NADH is produced and CO2 is removed. In the latter stages of the krebs cycle, the oxoglutarate is changed into a 4 carbon oxaloacetate molecule. NADH is made and 1 molecule ATP is also made. The volume of CO2 that is produced in the krebs cycle is important as this is the dependant variable. ELECTRON TRANSPORT CHAIN In this stage all of the NADH and FADH that has been produced in the previous stages is converted into ATP. This takes place in the cristae of the mitochondria. The NADH and FADH electrons move. When the electrons pass from one carrier to another, a series of reduction and oxidation reactions take place which releases energy in the process. This energy is used to pump H+ ions from the matrix into the intermembrane space, thus creating a gradient where the concentration of the H+ ions in the intermembranal space is higher than it s in the matrix. The inner membrane contains enzymes called ATP Synthase and The H+ ions diffuse through these enzymes causing energy to be released which is used to synthesise ATP through phosphorylation. The process is called because the final terminal electron acceptor is oxygen which picks up the electrons from the chain and the H+ ion from the matrix to form H20 as a waste product. This reaction is catalysed by the enzyme Cytochrome Oxidase For every NADH which enters the chain and is oxidised by NADH dehydrogenase, 3 ATP are produced. For each FADH that enters the chain, 2 molecules of ATP are made. ENZYMES Enzymes are proteins that can effectively increase the rate of a reaction by lowering the required energy (activation energy) needed in order for the reaction to occur. Enzymes have a tertiary structure which decides the shape of the active site. The substrate must be specific to the active site because if they were not complementary to each other, then the substrate can no longer bind to the active site, thus the enzyme substrate complex does not form. The performance of enzymes can be affected in several ways some of which I have explained below. TEMPERATURE An increase in temperature will cause an increase in the rate of reaction because both the enzyme particles and substrate particles have gained kinetic energy. This will result in the particles to move faster, thus increasing collision frequency and the numbers of successful collisions as the particles have the required activation energy. If the temperature rises above the optimum temperature then the enzymes can become denatured. This happens because the enzyme molecule vibrates more causing the weak hydrogen bonds (holding the 3D structure of the enzyme together) to break. This eventually leads to the shape of the active site being altered. Consequently, the substrate will not be able to bind with the substrate as the shape of the active site is no longer complementary so the substrate enzyme complex can not form. This is important in my experiment because if the yeast (enzyme) was to become denatured then it would not be able to bind with the substrate (e.g. glucose) and the react ion would not be catalysed, preventing any CO2 from being formed. I must ensure that temperature is kept constant throughout. PH Another factor which can affect enzymes is pH. Enzymes also have an optimum pH which is pH enzymes work best at. Changing the pH can change the tertiary structure due to the number of H+ ion in an acid or the OH- ions in an alkali. These ions disrupt the hydrogen and ionic bonds between -NH2 and -COOH. This will cause the tertiary structure to break down and changing the active site in the process. Once again, the substrate will no longer be able to bind with the active site, hence no substrate enzyme complex will form. I intend to use a buffer solution which will resist any changes in pH. SUBSTRATE CONCENTRATION Increasing substrate concentration increases enzyme activity as they are more molecules to occupy the active site, thus a faster reaction. If more enzyme substrate complex forms then more CO2 will be produced. However this is occurs only for a certain period until all the active sites are saturated with substrates. Therefore an increase in substrate concentration will not result in a increase in the rate of reaction. Carbohydrates such as glucose and sucrose are too soluble and reactive to be stored as they come as they would present osmotic problems and so they are stored in much more complex, insoluble structures known as polysaccharides. Polysaccharides are macromolecules formed by the joining of many monosaccharides together in condensation reactions. There can be more than 3000 repeating units in a chain, joined by glycosidic bonds, forming many complicated structures, one being starch. Starch is a polymer of alpha glucose, where the hydroxyl group is below the ring, and is made up of 30% amylose and 70% amylopectin. Amylose is a long polymer consisting of over 300 monomers joined by 1,4 glycosidic bonds. Amylopectin gives starch its compact store of energy property as it consists of monomers of glucose in 1,4 and 1,6 linkages causing the chain to branch out. Amylopectin can contain several thousand monomers and forms a coiled up structure which is a valuable store of energy for living organisms. Starch is suited to storage as it is insoluble in water and therefore cannot move out of the cells during osmosis. However, it can easily be broken down to produce simpler carbohydrates by a hydrolysis reaction via the enzyme zymase produced by yeast. It is broken down firstly into maltose then into glucose then into carbon dioxide and ethyl alcohol. In this experiment we used two different types of the Saccharomyces Cerevisiae (saccharo meaning sugar and myces meaning fungus) sub- species of yeast to respire the carbohydrates; bakers and brewers. Both are made up of small cells, separated by walls of cellulose with a living organism inside called a protoplasm. Yeast cells reproduce by budding, and do so every two to three hours under ideal conditions. All types of yeast will respire carbohydrates to make energy in order to reproduce. Therefore, when sugar is added to the Brewers yeast, the yeast cells secrete the enzyme zymase to begin respiring the carbohydrate substrate according to the following equation: C6H12O6 + 6O2 = 6CO2 + 6H2O + 2900kJ Glucose + Oxygen = Carbon + water + Energy dioxide This is known as aerobic respiration due to the presence of oxygen, (defined as free or molecular oxygen atoms participating in the respiratory breakdown of organic substances). Brewers, however, are more interested in anaerobic respiration, (defined as when the respiratory breakdown of organic substrates takes place without the participation of free or molecular oxygen atoms). In yeast, anaerobic respiration is sometimes called fermentation. This happens when the enzyme secreted by yeast, known as zymase, catalyses the break down of glucose to produce ethyl alcohol, in abundance and less carbon dioxide, (which they use to create the fizz). It happens that starch is broken down to form maltose, maltose is broken down into glucose and glucose breaks down according to either the aerobic or anaerobic respiration equation, depending on the conditions. Therefore, Brewers use anaerobic (airtight) conditions and most of the reaction happens according to this equation: C6H12O6= 2C2H5OH + 2CO2 + 84kJ Glucose = Ethyl + Carbon + Energy Alcohol dioxide This produces the desired product i.e. the alcohol and the bi- product of carbon dioxide, which we collect in this experiment. The Bakers yeast is very similar to Brewers except it is used for a slightly different commercial purpose i.e. bread making. The yeast respires aerobically in this process as the main function is to inflate the dough to make it softer, and therefore, the desired product comes from the first equation: C6H12O6 + 6O2 = 6CO2 + 6H2O + 2900kJ Glucose + Oxygen = Carbon + water + Energy dioxide The reaction also requires nitrogen from the air to act as a nucleating site for the carbon dioxide to form bubbles against and therefore produces a good yield of carbon dioxide. In most processes where yeast is used, it will have been cultivated to suit that purpose, e.g. to produce more carbon dioxide or more ethyl alcohol, therefore there will often be a big difference between the behaviour of the two yeasts. We can test this in this experiment as the variable of the condition (whether it is in aerobic or anaerobic conditions) is being standardised by both the experiments being carried out in aerobic conditions. This is due to the fact that there is a good oxygen supply whilst the yeast is preheated and during gas collection, when the system is air tight, it is not left long enough for it to use up the oxygen and respire anaerobically. This is a favourable condition for maximum CO2 production however as, according to the equation, there are six moles of CO2 produced aerobically and only two moles of gas produced anaerobically. Aim: The aim of the pilot experiment is to investigate the optimum temperature and concentration of carbohydrate, that, when respired with yeast, produces the biggest volume of carbon dioxide. PLANNING: THE DEPENDANT AND INDEPENDENT VARIABLE: The dependant variable will be the volume of C02 produced during respiration and the independent variable will be the substrates that I decide to use in the experiment. These are Glucose, Fructose, Maltose, Lactose and Sucrose. NULL HYPOTHESIS: The type of carbohydrate being respired will have no significant effect on the amount of carbon dioxide produced in a given time. HYPOTHESIS: In accordance with the information that has been gathered, the following hypotheses were derived; Hypothesis one: When respired by yeast, different types of carbohydrates will produce different amounts of CO2. I believe this because glucose is a monosaccharide which consists of one molecule, sucrose is a disaccharide, which consists of two molecules and starch is a polysaccharide, consisting of many molecules. This means they all have different molecular structures and therefore will break down with different levels of ease. In order to keep an open mind however, the following null hypothesis was also noted; Null hypothesis one: The type of carbohydrate being respired will have no significant effect on the amount of carbon dioxide produced in a given time. The second hypothesis was theorised relating to the variable of the yeast: Hypothesis two; Different types of yeast will produce different volumes of CO2. I predict this because the commercial purposes of Bakers and Brewers yeasts are different and therefore special cultivations might have made the yeast better designed for one purpose than the other. Again a null hypothesis was also adopted; Null hypothesis two: There will be no significant difference between the amount of carbon dioxide produced by the Bakers and the Brewers yeast. Apparatus: The following apparatus will be used when conducting the experiment: Beehive shelf Trough 200cm3 measuring cylinder 500ml beaker Tripod 25cm3 of bakers yeast 25cm3 of brewers yeast 25cm3 of sucrose 25cm3 of glucose 25cm3 of starch Bunsen burner Gauze Heat proof mat Rubber tubing 50ml conical flask Thermometer Spill Delivery tube with bung Stopwatch Clamp Clamp stand METHOD: 25cm3 of the desired yeast and 25 cm3 of the desired carbohydrate was mixed together and preheated at the required temperature for 1 hour in an electronic water-bath. 400cm3 of water was preheated to the same temperature as the yeast using the Bunsen burner. The trough was filled with water and a 200cm3 measuring cylinder was inverted by filling it with water then pressing a piece of paper onto the top to prevent any air bubbles from getting in. The beehive shelf was placed in the centre of the trough and the measuring cylinder was clamped in place, with the top resting on the beehive shelf, the hole being directly under it. A small piece of rubber tubing was inserted into the beehive shelf through the hole in the side, up into the inverted cylinder, and the other end was attached to the delivery tube. The yeast was placed in the preheated water-bath and the bung from the delivery tube was replaced. The delivery tube was inserted into the hole in the side of the beehive shelf and the stop watch was started. Thirty seconds was timed then the beaker with the yeast/carbohydrate mix was swirled for 5 seconds to mix the yeast/carbohydrate. This was repeated every thirty seconds for fifteen minutes, with readings being taken at three five minute intervals. The correct temperature in the water bath was maintained by adding more hot water to it throughout the experiment. This was repeated using each different type of sugar with each different type of yeast: Bakers glucose, Bakers sucrose, Bakers starch, Brewers glucose, Brewers sucrose, Brewers starch. Control of the variables of the method: In order for this experiment to be run fairly there are certain controls that should be taken into consideration: -The temperature must be kept constant by refilling the water bath with warm water. -The yeast/carbohydrate solution should be pre-mixed and preheated for the same amount of time i.e. one hour, in each experiment. -The gas should be collected at three 5 minute intervals for each condition. -The solution should be swirled every thirty seconds for five seconds to mix the yeast and carbohydrate together. -The temperature and concentration should be the same for each experiment; 35ËÅ ¡C and 7.5% respectively. -The amount of yeast to carbohydrate should be kept constant i.e. 25cm3 of each. -The same method should be used; the rubber tube, collection of gas in an inverted measuring cylinder, as certain ways are more accurate than others. Control of the measurements: When taking measurements, the following points should be noted: -When measuring the gas, measure to the bottom of the meniscus of the water. -Make sure the measuring cylinder is perpendicular to the clamp stand to ensure that the water lies at the correct level. -When timing, do not shake at 30 seconds by the stopwatch because 5 seconds is added on each time (while it is shaken) and therefore by the sixth minute or so it will require shaking as soon as it has been shaken. -Keep a constant check on the thermometer to ensure the temperature does not drop. Results: A summary table to show volume of gas produced by bakers and brewers yeast with three different carbohydrate substrates: Amount of CO2 produced in cm3 in fifteen minutes in each condition The table above shows the results of our practical, including my own, highlighted in blue. The average volume of gas collected in each separate condition is shown and reveals that most gas was produced in the brewers glucose experiment, at 115.6 cm3 and the condition that produced the lowest average was brewers starch, at 9.4. The range of the averages was 94.3, showing there was a large difference between the values. Analysis of the results: The graph above clearly shows the difference between the three carbohydrate substrates to be significant. It is clear that the order for most CO2 produced is glucose, sucrose, starch, the greatest difference being between sucrose and starch. It also appears that the results are closer together for bakers yeast than for brewers. The average for bakers yeast was slightly higher at 74cm3 than the Brewers at 71.2cm3. Students T test: The descriptive statistics above, however, only tell us what has been found, they do not tell us the probability of achieving the scores we did, and therefore an inferential students t test was applied. The students t test was devised to analyse smaller sets of samples; to determine whether the results were due to chance or the manipulation of the independent variable. It works out that if the difference between the variance of the sum of the two means (of the two samples) is greater than twice the standard deviation of the difference between the means (of the two samples) then this is unlikely to have of occurred by chance, and therefore our data is significant. Glucose v Sucrose bakers: t-Test: Two-Sample Assuming Equal Variances Variable 1 Variable 2 Mean 103.6667 93.25641 Variance 927.0702 595.5641 Observations 39 39 Pooled Variance 761.3171 Hypothesized Mean Difference 0 df 76 t Stat 1.66608 P(T

Eulogy for Grandmother :: Eulogies Eulogy

Eulogy for Grandmother My grandmother was a strong woman. No matter how strained my families’ relationship could be at times, I loved her unconditionally. She was the woman who would buy me gallons of ice cream and soda frustrating my mother to no end. Whenever I spent the night she would let me stay up as late as I wanted watching TV. Crossing the street to my grandparents’ house was a daily event, which I looked forward to every morning I woke up. There was the day when my Mom had to many things to do to take me to see the Clydesdale Horses. I was probably 6 or 7 at the time. I had spent the whole day moping around the farm not telling anyone why I was so upset. To cheer me up grandma took me with her to drop off Woodruff, one of the farm hands who lived in town. I lay in the back of her huge station wagon, crying to myself as we past Main Street. Woodruff was hearing impaired, he also lacked the ability to effectively speak. Somehow he communicated to grandmother something was wrong. Needless to say my grandmother dropped Woodruff off and marched me down to Main Street to see those horses. Like a good grandmother should, she spoiled her grandson to no end. In a way she really shaped who I was to become. Around 12 I wanted to start skateboarding so badly. My mother would not allow it. I secretly saved money to buy a used set up from an older kid in school. My grandmother, although completely against the idea of me doing it, hid my board in her closet every day for weeks until she finally told my mom I was skating. Anyone who knows me realizes that skating pretty much shaped my teen years and even early adulthood. I can’t think about who I am today without thinking of her. She brought me to the hospital more times then I can count. If it wasn’t asthma it was for some type of stitches. Once she calmly picked me up after phoning to tell her I put an Ax in my leg. She was calm and collective the entire time. She was never judgmental about it, I am sure raising her two sons wasn’t that different. She prodded me about tattoos and being vegetarian, but she always went out of her way to find me something to eat. Eulogy for Grandmother :: Eulogies Eulogy Eulogy for Grandmother My grandmother was a strong woman. No matter how strained my families’ relationship could be at times, I loved her unconditionally. She was the woman who would buy me gallons of ice cream and soda frustrating my mother to no end. Whenever I spent the night she would let me stay up as late as I wanted watching TV. Crossing the street to my grandparents’ house was a daily event, which I looked forward to every morning I woke up. There was the day when my Mom had to many things to do to take me to see the Clydesdale Horses. I was probably 6 or 7 at the time. I had spent the whole day moping around the farm not telling anyone why I was so upset. To cheer me up grandma took me with her to drop off Woodruff, one of the farm hands who lived in town. I lay in the back of her huge station wagon, crying to myself as we past Main Street. Woodruff was hearing impaired, he also lacked the ability to effectively speak. Somehow he communicated to grandmother something was wrong. Needless to say my grandmother dropped Woodruff off and marched me down to Main Street to see those horses. Like a good grandmother should, she spoiled her grandson to no end. In a way she really shaped who I was to become. Around 12 I wanted to start skateboarding so badly. My mother would not allow it. I secretly saved money to buy a used set up from an older kid in school. My grandmother, although completely against the idea of me doing it, hid my board in her closet every day for weeks until she finally told my mom I was skating. Anyone who knows me realizes that skating pretty much shaped my teen years and even early adulthood. I can’t think about who I am today without thinking of her. She brought me to the hospital more times then I can count. If it wasn’t asthma it was for some type of stitches. Once she calmly picked me up after phoning to tell her I put an Ax in my leg. She was calm and collective the entire time. She was never judgmental about it, I am sure raising her two sons wasn’t that different. She prodded me about tattoos and being vegetarian, but she always went out of her way to find me something to eat.

Pride and Prejudice Personal Response Essay

Jane Austen’s novel, Pride and Prejudice, is a great representation of how life in the 1800s would have been. Placement in society played a major role and most of her characters only did what society permitted them to do. The people who you were surrounded around either broke you or made you an influence on the town. The women seemed to look only for someone to marry them, not for someone to love them. The women in this novel, searched for men with wealth and power. They only looked on the surface and did not care enough to look beyond. They seemed like all other women of their time, only looking for a man to call husband, and to keep them as accessories, rather than lovers. This book, in my opinion, did not show many deep feelings, or any love involved, apart from Elizabeth. It showed that most women were materialistic and believed what you possessed made you as a person. Marriage was not a sign of love represented in the book, but as just a prize to show off to others. The book does not show the characters with much individuality, projecting all the women looking for the same thing: a handsome husband with money. Looking at this, I think that Austen did it intentionally. All the other characters were foils to make Elizabeth stand out. Austen may have very much exaggerated the desire of women desperately wanting marriage but, Elizabeth showed that not every decision was based on financial stability, seeing that she rejected two potential husbands. My favorite thing about this book is Elizabeth’s intelligent observations about the other characters. She is able to see through all the nonsense in her life. She had a mind of her own and she knew how to use it, she was not going to be swayed by women like Lady Catherine, who did nothing but judge those who she felt were not equivalent to her. Yet, in my opinion, one character is not enough to account for all the other character’s personalities as they are mostly superficial.

Analysis Of Literary Modernism - 1019 Words

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The novel Passing serves as an example tha t encompasses and illustrates what Childs refers to as the modernist creation of â€Å"the tradition of the new†. Nella Larsen’s Passing was published in 1929, it was narrated by Irene Redfield as she reunites with a childhood acquaintance that is African American but passes as a white woman in all areas of her life. Clare, Irene’s acquaintance, who passes as white explores the uncertainty of reality as she steps into the lifestyles of an African-American during the Harlem Renaissance, and Irene also explores her own uncertainty. Though many critics have stated that race in the novel is mainly to serve as a source of suspense. I agree with Jennifer Brody the author of Clare Kendry’s True Colors, that race is the forefront issue within the story and it is related to issues of â€Å"class and sexuality† (1). Passing erupted a fascination of the realities of passing characters both in black and white characters. 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Thomas Hobbs And John Locke - 865 Words

Philosophers Thomas Hobbs and John Locke argue that having a government is the only way for a society to avoid the state of nature. However, Hobbs and Lock argue for completely different methods of government, monarchy and republic, which are both means to break out of the inherent state of nature. One such method, argued for by Hobbs, is an absolute monarchy where you subdue your liberty for security. Whether or not the absolute monarchy is tyrannical, Hobbs portrays the state of nature as â€Å"poor, nasty, brutish, and short.† For the most part the state of nature, as referred to by Hobbs, makes the population accept the tyranny of a monarchy because that is better than the state of nature. The colonies rejected Britain’s Monarchy for its lack of representation, which caused a revolution. Furthermore, after the American Revolution the articles of confederation was drafted to create order after independence was gained. The articles of confederation is extremely weak, and does not tie the newly birthed nation together cohesively. There are a plethora of problems with regards to the articles of confederation, but the most profound is the lack of power vested in the national government. Therefore, the constitution should be ratified since it maintains balance of national and state government, additionally, the constitution fosters the overall growth of the nation through its ability to collect taxes, maintain cooperation between states, and represents the populationShow MoreRelatedThe Theory Of Property And Property Rights900 Words   |  4 Pagesproperty and property rights is a topic which many philosophers have struggled to describe. The renowned political theorists Thomas Hobbes and John Locke hold vastly different opinions in regard to the concept of property. In 1651, Hobbes outlined his views in his book, Leviathan, where he discusses societal structure and his social contract theory. Almost forty years later, Locke published his S econd Treatise of Government, in which he described mankind’s state of nature, and natural rights. These twoRead MoreSocial Contract Theory On The Origin Of State1110 Words   |  5 Pagessophists and even the roman lawyers affirmed the idea that the consent was the basis of the state however this theory gained prominence under Thomas Hobbes, John Locke and jean Jacques Rousseau. Analysis of the theory propounded by Thomas Hobbs: The contract as conceived by Hobbes is between the people themselves who emerge from a state of nature. The theory of Hobbs as a whole is a very consistently developed once we grant his premises, his conclusion necessarily follow. In the view of Hobbes, by oneRead MoreCompare and Contrast the Views of the State of Nature Held by Hobbes and Locke.2718 Words   |  11 Pagesof Hobbes, Rousseau and Locke wrote about it, it means man when he was natural in his state of nature, uninfluenced by society, and the temptations of today. There are no rights in a state of nature, only freedom to do as one wishes. It is a term used to illustrate the theoretical condition of civilization before the states foundation in Social Contract Theories. In the dictionary it is described as â€Å"a wild primitive state untouched by civilization.† Both Hobbes and Locke discuss the state of natureRead MoreDifferences Of John Locke And Thomas Hobbes1403 Words   |  6 PagesJohn Locke and Thomas Hobb es created a state of nature that gave society two distinct representations of how mankind would act and behave when there was no government or authoritative power over them. Hobbs Leviathan illustrates mankind at its worst. He introduces a society that is overpowered by men’s desire for power and their instinct to use violence as a solution to any problem. Hobbes negative view of human nature showed a society living in constant fear and being in a â€Å"constant state of war†Read MoreEssay about John Locke ´s Flawless Government860 Words   |  4 Pagesthere are some methods of governing that come extremely close to achieving an ideal government. John Locke offers a way of governing, which I believe comes remarkably close to creating a flawless government. John Locke constructs a government that is controlled by the will of the people, which can easily be abolished if it does not adhere to protecting their fundamental rights of the people. For John Locke in order to create an almost flawless form of government we must imagine a world without governmentRead MoreThe Human Nature Aspects Of Self Interest846 Words   |  4 Pagesnot to harm others. Without government life would be solitary, nasty, brutish, and short. The type of government that Thomas Hobbes believed in was a monarchy, he thought that people should give up their freedom to a government to become stronger as a whole and not an individual. Although at that time, many people begin to believe in his ways and forms of government. John Locke was a 1700s English thinker (1632-1704) that brought forth ideas which became the key to the Enlightenment era; he wasRead MoreEssay about Classical Liberalism736 Words   |  3 Pagessince. However before CL had fully matured, it was preceded by two opposing movement: Natural rights and utilitarianism. Natural Rights ============== This doctrine, developed by Thomas Hobbs and John Locke in the 16th and 17th century is fairly famous due to Hobbs unflatteringly described state of nature which states without a rule of a sovereign body then society becomes a warà ¢Ã¢â€š ¬Ã‚ ¦of every man against every man which leaves life solitary, poor, nastyRead More Order vs. Freedom in Political Systems 1963 Words   |  8 Pageswas moral and political inequality where wealth and power are given more importance and as a result are dividing citizens and creating disorder (Ellenburg, 1968, p.145). Furthermore, Locke, Like Rousseau also believed in the natural law and that natural law is illustrated by reason and tolerance (Thomas, 1998, p15). Locke was a firm believer of Christianity, According to Locke’s beliefs, all human beings ultimately belonged to God and nobody had the authority to claim natural authority on earth. HeRead MoreSocial Contract Theory On The Origin Of State3694 Words   |  15 Pagessophists and even the roman lawyers affirmed the idea that the consent was the basis of the state however this theory gained prominence under Thomas Hobbes, John Locke and jean Jacques Rousseau. 2. ANALYSIS OF THE THEORY PROPOUNDED BY THOMAS HOBBS: The contract as conceived by Hobbes is between the people themselves who emerge from a state of nature. The theory of Hobbs as a whole is a very consistently developed once we grant his premises, his conclusion necessarily follow. In the view of Hobbes, by oneRead MoreThe Scarlet Letter, by Nathaniel Hawthorne1037 Words   |  5 Pages Thomas Hobbs and John Locke have two very opposing viewpoints on human nature. Locke believes that human nature is innately good; Hobbs thinks that human nature knows right from wrong, but is naturally evil and that no man is entirely â€Å"good†. Nathaniel Hawthorne, author of the classic novel The Scarlet Letter, believes that every man is innately good and Hawthorne shows that everyone has a natural good side by Hester’s complex character, Chillingworth’s actions and Dimmesdale’s selfless personality

Essay School Policy On Bullying Speech - 617 Words

School Policy On Bullying Speech Good Morning everybody. I am here today - as Im sure youre all aware, to give a persuasive presentation on how to deal with bulling at your schools. Has a pupil in your class ever been bullied? I am quite sure that on at least one occasion you have had to deal with this major problem. Today I hope to give you all extra confidence on dealing with this subject. You mustnt be affraid to help, as long as you do it in the correct manor. I hope to persuade you all in making a school policy on bullying. This is the best way on dealing with this anti social behaviour in a rational, professional and understanding way. If you yourself have been bullied then you will†¦show more content†¦You must deal with this as early as possible because it may run out of hand. It can sometimes be difficult for adults to understand the distress that bullying cause. There is no certain way of spotting if a child is being bullied, You may ask, How do I know whether a child is being bullied on the playground when I am not around? But there are certain characteristics in their behaviour that can be spotted, such as, a change in attitude, an unexplained illness and not wanting to go to school may all be because of bullying. You must remember that some children will go to great lengths to hide the fact that they are being bullied. They may not want to tell on the bully because they may think it will get worse if they do. You mustnt be put off because they wont say anything straight away, you must be patient with them. Dan Bilton ========== When listening and talking to the child you must be patient. You will need to ask question but you must do it sensitively- you mustnt interrogate them. You must not take any action before discussing it between the child about what to do. This is the part that most teachers dread because you have to be so careful. This should not put you off, so long as it is done carefully and you show the child you care about what is happening it should be all right. Something must be doneShow MoreRelatedHurt, Pain, Physical And Mental Distraught Are Just A Few1597 Words   |  7 Pagesis a huge problem in our society today. Cyberbullying is taking advantage of our free speech, but there are many solutions to stop it in our society. Cyberbullying is using technology to harass, threaten, embarrass, another person. Cyberbullying allows a person to maintain anonymity and give them the ability to post messages to a wide audience. â€Å"Cyberbullying is speech that is â€Å"defamatory, constitutes bullying, harassment, or discrimination, discloses personal information, or contains offensive,Read MoreCyberbullying And The First Amendment849 Words   |  4 PagesFirst Amendment This paper addresses a situation in which a student notified this author that she was being subjected to bullying through another classmate’s Facebook page. A discussion of steps required by Oregon’s statutes, the Lake Oswego School District s board policies and the student handbook, will provide a basis for examining any First Amendment arguments that the bullying has raised, with a discussion of the author s First Amendment responses consistent with applicable Supreme Court casesRead MoreThe Eternal Effects of Cyber Bullying1196 Words   |  5 Pagesscars and wounds that have yet to heal in their adult life. The age of this brute force displayed in hall ways, nursery schools and ball fields is nearly a scenario of the past as bullies formulate playgrounds through technological means in the form of social media sites such as Face Book, Twitter and a host of free blogging sites to mention a few avenues of the modern day bully school yard venue. Bullies once ruled the left of the sandbox just behind the swing set, yet their territory was limited toRead MoreCyber Bullying : Bullying And Bullying1435 Words   |  6 Pages which can be defined as, the use of electronic communication to bully a person, typically by sending messages of an intimidating or threatening nature. Sounds a lot like harassment, does it not? All states across America should enforce laws and policies that do not tolerate cyberbullying or any form of online harassment, for cyberbullying is harassment. It will promote a safer internet environment for everyone. If you are actively engaged on the internet, you have probably witnessed some form ofRead MorePrevention And Intervention Of Cyber Bullying Essay1458 Words   |  6 PagesAtlantic University, and Internet safety expert Dr. Justin Patchin set worth to study the topic of cyber-bullying, since there wasn’t much research on the topic up until that point. In Bullying Beyond the Schoolyard (2009), the authors paint a picture of the online aggressions adolescents are facing on a daily basis. Hinduja Patchin (2009) included stories of victims, ongoing research on cyber bullying, and an overall review of current legislature pertaining to the topic. The authors also highlight preventionRead MoreCriminalization of Cyberbullying1026 Words   |  5 Pagescyber bullying are becoming a growing problem, the criminalization of cyber bullying is needed to prevent its harmful repercussions to the United States and serve as a deterrent. Cyber bullying has become the 21st century version of bu llying; it has extended beyond the classroom and onto a virtual world that seems to have no real-life effects. The world is now able to bully someone in the comfort of his or her own home, at any given point, with the use of technology. However, Cyber bullying stillRead MorePros And Cons Of Cyberbullying1180 Words   |  5 Pagesare a loser†, â€Å"no one likes you†, â€Å"you have no friends†. Sending mean messages such as these through text, or email, spreading rumors or posting embarrassing pictures, videos, or fake profiles are all examples of cyberbullying. Cyberbullying is bullying that takes place using electronic technology such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites (U.S. Department of Health and Human Services, 2017). With virtuallyRead MorePersuasive Speech On Free Speech Rights1181 Words   |  5 PagesIntroduction Students and their right to free speech have been debated for decades. Public schools have been challenged on many occasions for denying students their First Amendment right. Over the years the courts have ruled in favor of students and school districts. Outcomes of these rulings have varied according to the nature and extent of the student speech in question. This paper will discuss different interpretations of free speech rights for students under the Constitution’s First AmendmentRead MoreThe Emotional And Behavioral Effects Of Bullying946 Words   |  4 PagesI. Speech Overview: A. General Goal: To persuade - to create, change or reinforce attitudes, values, beliefs and/or behaviors. B. Specific Goal: By the end of my speech, my audience will understand the emotional and behavioral effects of bullying. And the damaging consequences that follow. Including strategies to help cope and preventative measures. II. Introduction: (This is where you start talking) A. Attention Grabber: Have you ever been told you’re too fat or ugly. How about you talk or lookRead MoreThe Tinker Case Of 1969 Expanded Students 1st Amendment Rights860 Words   |  4 PagesAmendment rights in school and established the Tinker Test for future cases, whereas, if there was not a disturbance, and others were let alone, students First Amendment rights were intact. LaMorte (2012) notes â€Å"It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate,† (p. 87). Freedom to express societal, political, and/or economic issues even if they are unpopular, are permitted in school as long as work is

Effective Ethics in Contemporary Business and Decision Making

Question: Discuss about the Effective Ethics in Contemporary Business and Decision Making. Answer: Introduction Ethical principles include moral conduct and behavior for an activity. Globalization and expansion of businesses have led businesses to become desirous of acquiring more market share and revenues by often overlooking ethical consideration in businesses(Clegg, 2007). Hence, the scope of effective ethics is necessary to be incorporated into overall business decision making in order to create a sustainable impact on the society and environment. Literature Review The scope of business ethics can be drawn from theoretical and conceptual models and applied in businesses. L.P. Christensen article, Ethics, CSR, and sustainability education in the Financial Times top 50 global business schools: Baseline data and future research directions. In the Journal of Business Ethics, volume 73(4), pages 347 to 368 highlights the various ways in which buisnesses can incorporate ethical consideations into their decision making processes(Christensen, 2007). N.W. Cornelius (2007) article, An analysis of corporate social responsibility, corporate identity and ethics teaching in business schools. In the Journal of Business Ethics, volume 76(1), pages 117 to 135 provides a step by step guideline into ethical decision making models(Cornelius, 2007). Analysis In order to apply ethical decision making into businesses, the challenge needs to be understood. Thereafter, relevant ethical framework needs to be identified and adopted to get desired course of action post which the outcome can be evaluated. The below diagram is a representation of a ten step ethical framework for decision making within corporations. Figure 1 : Ten Step Ethical Decision-Making Model Source: (www.slideshare.net, Retrieved on 2nd April 2017) Strengths of effective ethics in contemporary business decision making: Better brand recognition by customers Creating sustainable impacts of business Protecting integrity of stakeholders Weaknesses of effective ethics in contemporary business decision making: Often higher costs of decision implementation Low competitiveness initially Conclusion The above frameworks provide capacity for quality guideline that constitutes reflexive and a pragmatic approach towards ethical and moral issues. Consultative approach in adopting ethical framework will provide better decision making. Reference Lists Carroll, A. B. (2014). Business and society: Ethics, sustainability, and stakeholder management. Nelson Education. Christensen, L. P. (2007). Ethics, CSR, and sustainability education in the Financial Times top 50 global business schools: Baseline data and future research directions. Journal of Business Ethics, 73(4), 347-368. Clegg, S. K. (2007). Business ethics as practice. British Journal of Management, 18(2), 107-122. Cornelius, N. W. (2007). An analysis of corporate social responsibility, corporate identity and ethics teaching in business schools. . Journal of Business Ethics, 76(1), 117-135. www.slideshare.net. (Retrieved on 2nd April 2017). Ethical Decision Making Model. https://www.slideshare.net/kevins299/lecture-9-ethical-decision-making.